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Curriculum Rationales

At Hambleton CE VC Primary, we are committed to providing inspirational and innovative teaching and the highest quality learning experiences for all our pupils, based upon clear Christian principles. We aim to create an environment which promotes a love of learning and empowers our children to become independent, lifelong learners. 

Our Christian vision:

We are respectful            We are creative                We are resilient                We are truthful

We work as a team          We are compassionate

Each of these above statements is represented in the ‘Wise Owl Song’, a song composed the pupils of Hambleton CE VC Primary School.

The curriculum promotes our common values, whilst cherishing our differences within the school and the wider community; valuing diversity.

The school strives to offer a curriculum that gives children the best possible start to their education, by developing their independence and desire to learn.  We aim for each child to leave our school with a memorable collection of happy learning experiences.

The Key features of our curriculum at Hambleton

  • Is underpinned by our Christian vision
  • Develops the whole person- knowledge, skills, understanding and attitude
  • Is broad and balanced and has a clear progression in subject knowledge and skills
  • Filled with rich first-hand experience
  • Flexible and responsive to individuals needs and interest
  • Embeds the principle of sustainability
  • Encourages ‘Courageous Advocacy’ by awareness of current global issues
  • Has an eye on the future of our children
  • Encourages/uses environments and expertise beyond the classroom
  • Makes meaningful links across the curriculum and the major current events/issues of our time
  • Has a local, national and international dimension

These key features are rooted in whole staff consensus on the needs of our community.

How the curriculum is planned (Implementation process)

The curriculum is underpinned by the National Curriculum and is broad and balanced, planned through overarching themes.  We have a creative approach which is specifically tailored to our children’s needs.  Cross-curricular links are explored in order to enhance, excite and form connections in children’s knowledge, understanding and skills.

Our curriculum is delivered through our ‘learning adventure’.  These are whole school, cross-curricular topics that aim to inspire and excite children about new learning.  The children go on a ‘learning journey’ from a launch experience to a celebration landing event.

The ‘Learning Adventure’

Launch:

Inspires our children through an event to ‘hook their interest’ or imagination

Tuning in:

Children ask questions and share ideas to help shape the learning journey

Learning sequence: Pupils are inspired by exciting and innovative approaches.  Cross-curricular links are meaningful

Celebration event (Landing):

This is where we celebrate and showcase the learning to the parents/carers and ember of our community

 

English and Maths are taught in discrete sessions but, where possible, link to our ‘learning adventure’. Science sessions link to this ‘Learning Adventure’ wherever possible.  ‘Working scientifically’ at Hambleton involves planning the’ types of enquiries’ on a yearly cycle, in line with the progression of skills.  This involves pupils exploring/investigating ‘big questions’, allowing them to revisit types of enquires and to develop their skills.

 

Our curriculum is a ‘knowledge and skills engaged approach’. Skills are practised in the context of the knowledge that is being learned.

Pupils need ‘powerful’ (useful) knowledge of:

  • Vocabulary;
  • Ideas and concepts from subjects;
  • Events, people, places;
  • Procedures;
  • (Increasingly complex) interconnected webs of concepts

 

Our curriculum is underpinned by a progression of skills and knowledge outlined for each year group, found in the assessment documentation.  Our skills progression is tracked and used to support medium term planning. Teachers ensure a clear progression for all and have high expectations for children’s achievements in all subjects. 

 

Children are involved in whole school issues.  For example, Young Leaders, Fair Trade (Banana Bunch) ,the school council, worship warriors, eco group, sports crew and other school group ambassadors share in decisions and decide upon, organise/evaluate the impact of events.

 

At our school we supplement and boost our children’s learning experiences through a range of additional, memorable experiences including; residential trips, Junior School Choir/Vibrant Voices Choir, Wider Opportunities Music (WOP), International links, school play performances, numerous sporting awards/competitions, before and after school clubs e.g. art/design, as well as lunchtime activities/clubs e.g. chess, sporting clubs, music/recorder group, language (Spanish) club, News-beat International and National roving reporters and those clubs ‘Little owls fun time groups’ run by the Year 6 children. We therefore create a memorable collection of learning experiences for each of our pupils.  We provide the opportunity for our children to take part in many different learning programmes and hold a range of awards.

 

By the time children leave our school they will have had the opportunity to attend three residential trips, currently these are ’The National Forest’ in Leicester, ‘The Sill’ in Northumberland and ‘Robinwood Activity Centre’ in Lancashire. A very high proportion of children attend these residential visits. We strongly feel that our exceptional commitment to residential visits hugely develops the characters of our children, building self-esteem, perseverance, independence and teamwork.

 

Awards/Programmes that take place at our school:

  • Hambleton Young Leaders Award
  • Fair Trade Award/events
  • Sports Mark
  • Picture news
  • Eco schools
  • Hambleton outdoor forest school/outdoor learning

 

Our curriculum promotes the ‘preparation for an appreciation of life in modern Britain’.

‘Five parts of British Values’

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance and understanding of those with other faiths and beliefs and those with none

We believe it is incredibly important that these British Values permeate throughout our school and continuously promote these values, highlighted in the SMSC aspects of our curriculum.

Personal Development (SMSC)

 

Evaluation and monitoring the impact of the curriculum (Impact)

Subject Leaders monitor their subjects through pupil’s individual assessment data, lesson observations, pupil voice, the learning environment/walks, weekly staff meeting book-sharing sessions and discussions.  The information is shared with the subject’s link Governor and reported back to the full Governing body. Parent voice is used to evaluate and monitor our impact, including safeguarding, communication and progress.

Areas for development are subsequently included in the planning and made available to all staff with a copy in the staff room inviting the addition of comments/ideas/impact notes. The school development planning is reviewed termly by the Senior Leadership Team.

The curriculum ‘themed’ planning process consists of a framework which includes knowledge to be achieved, skills progression, activities, resources/images, key question/philosophical questioning and the ability to evidence links.  Subject Leaders therefore have clear understanding of the skills and knowledge being taught, to ensure that each year builds on the last.

Progress at Hambleton is the widening and deepening of essential knowledge, skills, understanding and behaviours.  It therefore means the advancing understanding of the same content, thereby deepening learning and the ability to apply their learning to other situations. We use pupil voice to indicate pupil’s engagement in their learning, extent of their understanding of where they are and what they need to improve.  Assessment for learning, open ended and the use of philosophical questioning are examples of ways which are used for the children to  continually reflect upon their learning and are interwoven throughout our curriculum. We encourage professional dialogue between teachers/subject leaders, to ensure that the learning is effective and memorable. After each assessment point, each teacher acts upon assessment information, addressing these individual learning gaps, thus enabling every child to achieve.

The Impact of the curriculum is continually monitored by all staff to ensure that our teaching and learning embodies our Christian vison.

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