Curriculum

Our approach

The school maps out the key concepts for each subject they intend pupils to learn and this forms the framework in which knowledge and skills are matched at the appropriate stage.

The key concepts are linked to the school’s desire to instil cultural capital in pupils which are linked to The Family Values. Links to prior learning are mapped out so that teachers have a strong grasp on what has been taught before and where they are headed to in future learning. 

A consistent approach to display is seen across school. Key questions for each topic are displayed and when children are taught lessons that help answer these questions, evidence is then displayed on the working wall. Key Vocabulary is also displayed along with the topic knowledge organiser.

The school has mapped out the progression of knowledge for each subject and each year group. This is referred to by leaders when creating curriculum overviews and staff when ensuring planning matches knowledge requirements during curriculum planning meetings and activity. 

The Trust has mapped out the progression of knowledge and skills for each subject and each year group. This has then been personalised at school level to match the school’s curriculum map and overview.

This is referred to by leaders when creating curriculum overviews and staff ensure planning matches skill requirements during curriculum planning meetings and activity. Year group and Key Stage end points are defined so that teachers have clear expectations for the end of subject areas.

Our curriculum drivers

The curriculum provision is mapped out on our working curriculum wall. It takes you on a journey to how we plan our Curriculum Information about our Vision and Values, Key Curriculum Drivers, our Curriculum Progressions for each subjects and rationales and our Long Term Plan can be found on there.

Along with examples of ‘On the Page Documents’, Medium Term Planning, Display Examples and Knowledge Organisers. Our Curriculum Impact Review Process is also highlighted and changes that have been made. The curriculum is under constant review.

Developing Emotional Intelligence
Many of our children, especially those with additional needs, show the need for our curriculum to give them opportunity to learn how to respond to situations and manage their emotions effectively and appropriately.

• Our planning, linked to our FAMILY values, creates opportunities for children to learn about feelings and emotions.

• They will begin to identify feelings and emotions in stories, in others and in themselves. We aim to give them strategies to cope with these emotions and give them strategies to help others manage their emotions. 

Developing Aspirations
Hodthorpe Primary School is a small village school with very low diversity and sometimes children have low aspirations when entering school.

• Our planning, linked to our FAMILY values, creates opportunities for children to experience the wider world and opportunities out there.

• We strive to inform children of the opportunities out there and let them see what the wider world has to offer.
  
• We want to let them know what qualities, skills and experiences they might need to achieve their potential.

Keeping myself, others and the community safe
Being situated in a small community, we try to involve the community in events and invite key members of the public into school, especially those who keep us safe.

• Our planning, linked to our FAMILY values, creates opportunities for children to explore how to keep themselves safe in the community and in particular, online.

• We give them opportunities to use devices safely in and out of school, with homework being set online.

• We create opportunities to go out into the community and teach children how to keep themselves and others safe.

Phonics & Reading Schemes in Operation: Twinkl Phonics