Haslam Park Primary School

Subject pages and Curriculum Intent

Click on the pictures below to find out more about each subject.

Scroll down to read our curriculum intent statement.

If you'd like to find out more about our curriculum please see Mrs. Griffin or Mrs. Roughley.

 

 

Haslam Park Primary School

Curriculum Statement:2022-2023

Our Curriculum stems from our Vision statement: ‘Together we explore, learn and grow’

With that in mind, we intend to develop and deliver a curriculum which prepares our pupils to grow as happy and fulfilled young people who are prepared for the next stage of their education and prepared to make a positive contribution to their local community and the wider world.

Intent

Our intent is that all children should leave KS2 with the highest possible standards and enabled fully to access KS3. 

Our curriculum is rich, broad, balanced, bespoke and relevant. We follow the National Curriculum which defines the knowledge and skills in each stage, and the end points.

Here at Haslam Park Primary School, we have endeavoured to develop a curriculum that not only engages our children but also reflects them. We have a rich, varied and multicultural community who have dreams and ambitions. As so, we have collaborated as a staff to create a curriculum that is rich in cultural capital, founded in knowledge and that enables us to broaden the children’s horizons are far as possible during their time in the school.

Our aim is that the best learning opportunities will be provided-future-proofing every one of our pupils. Our curriculum will build knowledge on prior learning, engage and enhance natural curiosity and develop the attitudes to be a lifelong learner through a range of thinking skills.

Metacognition and retention lie at the heart of our curriculum; pupils are routinely encouraged to recall previously-taught facts and skills linked to current learning. This enables teachers to plan effectively for foundation subjects. We intend for pupils to leave Haslam Park with a range of fully-developed metacognition skills, applicable to all areas of their learning.

In order to address the socio-economic barriers faced by our pupils, we plan opportunities to provide children with experiences they would not otherwise have (e.g. stage performances, Shakespeare productions, enterprise schemes, art galleries, art exhibitions, museums, places of worship, music tuition, careers day and aspirational talks.),and we make best use of our specific location.  Our 'Forest School' aims to promote the holistic development of all involved, fostering resilient, confident, independent and creative learners. 

At an individual level, we enable each child to access the curriculum and meet the learning objectives set through the support we give each child; our expectations of progress are uniformly high for all pupils. We insist that all teachers treat prior lower attaining pupils the same as any other pupil and set challenging lesson targets (success criteria) for all.

 

Implementation

As a school, we place a great deal of importance on academic learning, and we take the progress and attainment of each child achieving the very best they are capable of very seriously. However, we also view each child as a complete person, and our curriculum has been tailored to ensure that each child grows as a person, and recognises their place in our community, our city and in our ever-changing world. To do this, we have designed a  curriculum that is built upon knowledge, and looks to develop the children’s skills and understanding as they progress through the school. As so, we have ensured that there are regular milestones throughout each curriculum area with clear end points for learning, looking to guarantee that the learning is built sequentially and the children are given every opportunity to reach their full potential.

Subject leaders have developed a clear lesson structure that is not only relevant to their specific subject, but also reflective of our whole school belief in the effectiveness of Rosenshine’s Principles of Instruction. Teachers plan for and utilise the strategies of daily reviews, specific questioning, explaining and modelling and daily reviews to ensure success of all pupils in every lesson.

Links between prior and subsequent learning (within and across subjects) are highlighted on our curriculum overview as ‘cumulative knowledge’ and teachers are expected to refer to prior learning when planning for lessons and retention quizzes.

 All teachers teach to school short term plans outlining clear learning objectives and success criteria, that align with the medium and long term plans in each subject

Monitoring is central to leaders’ and class teachers’ work.  This is achieved through dialogue with pupils, in-depth scrutiny of pupils’ workmonitoring of all planninglesson observations and dialogue with staff. Through monitoring and evaluation, we have a clear understanding of pupils’ progress and standards, and can address the needs of each individual pupil.

Dialogue with pupils and scrutiny of pupils’ work provides a great deal of information about the effectiveness of the curriculum as well as its delivery.  Monitoring enables class teachers and subject leaders to support the development of teacher and leader expertise, and identify and meet continuing professional development (CPD) needs.

This protocol ensures subject leaders and teachers know what precisely is being taught, and in what order, so that pupils know more, remember more and can do more.  This also ensures that class teachers and subject leaders have a shared understanding of appropriate challenge and of the extent to which learned information is retained long term.

 

Impact

The aims of our curriculum are:

To ensure that the children are able to recognise British Value and apply these within all areas of their lives;

To provide pupils with metacognition strategies and opportunities to retain and recall key information and facts;

To provide the children with firm foundations founded in knowledge, skills and understanding; preparing them for a future of learning;

To promote a positive attitude towards learning and knowledge, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;

To enable children to be creative and to develop their own thinking and questioning;

To provide the children with the opportunities to develop their critical thinking skills by playing and exploring (engagement); creating and thinking critically (thinking); and active learning (motivation);

To teach children about their changing world, including how their environment and society have changed over time;

To enable children to be positive global citizens in society;

To fulfil all the requirements of the National Curriculum;

To teach children to have an awareness of their own and other religious and spiritual development;

To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all and

To enable children to have respect for themselves, high self-esteem and to be able to live and work cooperatively with others.

 

The impact of our curriculum is measured with half-termly assessments of all core and foundation subjects

Wigan Road, Bolton, Lancashire, BL3 5QL

01204 333393

office@haslam-park.bolton.sch.uk