Curriculum Intent

IF YOU'D LIKE TO FIND OUT ANYTHING MORE ABOUT OUR CURRICULUM PLEASE ASK TO SEE MR. MARRIOTT OR MRS. ROUGHLEY

The aim of Haslam Park Primary School is to provide opportunities for children to develop as independent, confident, successful learners. They will have high aspirations and will know how to make a positive contribution to their community and the wider society. There is a clear focus on developing children’s moral, spiritual, social and cultural understanding through a curriculum which insists upon real life experiences.

 

We aim for all learners to enjoy their education and most make very good progress in all areas of learning. Pupils at all levels are helped to achieve their potential. Those who are most able, are working at an age appropriate level and those who struggle to meet age related expectations are encouraged and given targeted support to embed skills, to develop at a swift pace and to learn in a style that best suits their individual needs.

 

The school’s focus on curriculum development has been carefully designed to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. The children's own community and their cultural heritage are frequently used as a starting point for engaging interest. We make sure that curriculum is adapted whenever necessary to meet the needs of each cohort.

 

A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. As the school serves a community where there is a high percentage of disadvantaged pupils, we provide activities that children may not otherwise experience. We recognise that the children need both a sense of valuing themselves, and developing aspirations for their future and for their community.

 

Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. They each collate evidence in subject leaders’ files and regularly hold pupil interviews in order to check on knowledge and skill acquisition. Subjects are planned to ensure progression of knowledge and skills across school. The curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on pupil outcomes. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. High quality visits and visitors enhance the curriculum and provide opportunities for writing for a purpose. We understand that we need to bring the curriculum to life if children are to retain knowledge and skills and to promote effective progression.

 To promote physical and mental health and wellbeing, a range of extra-curricular clubs gives learners an opportunity to access a variety of sports clubs after school hours. Our PSHE scheme (Jigsaw) provides children with opportunities to discuss and learn about personal health, wellbeing, safety, relationships (including anti-bullying work), differences and aspirations.  This is embedded into the school curriculum and offers our children the chance to raise questions, discuss important issues, learn to listen to others views and share their own thoughts. They are given the opportunity to discuss the Rights of the Child articles and share their views. Our diversity work helps children to realise that everyone is special and unique and we should celebrate differences and different kinds of families.

 

In recognising the development of the whole child the pastoral support given to children so they can access the curriculum is very strong. Various programmes of support are provided for children where a need has been identified such as self-esteem, anger management and bereavement.

 

Our Principles for Learning and Teaching

 

  • All children are entitled to be engaged in their learning and to be active learners; discovering and finding out.
  • All children are entitled to understand what they have achieved and know what to do to make progress.
  • All children are entitled to be independent, enthusiastic and self-motivated learners; raising their own questions.
  • All children are entitled to time to evaluate and reflect on their learning.
  • All children are entitled to teaching that inspires their learning.
  • All children are entitled to teaching that encourages them to be creative.
  • All children are entitled to be challenged and enjoy learning, as well as encouraging problem solving.
  • All children are entitled to develop spiritually, morally and as members of their community and the wider community.