Curriculum Drivers 2021 - 2022
In this school staff gave these as the drivers for creating a new curriculum.
The curriculum must be:-
Working together staff identified elements that were central to the school ethos. As a school we believed that it is our responsibility not only to cover the National Curriculum but also to develop the skills and values that would allow our children to succeed in life. We wished to create a curriculum that is specifically for our children in our school.
Intent
At Hill View Junior Academy, we believe that not only is it our responsibility to cover the National Curriculum but also to develop the skills and values that would allow our children to succeed in life whatever their ability.
The curriculum that we have developed is specifically for our children in our school and linked to our overall vision that whatever we do we do what is best for the children
We recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers.
Every child is recognised as a unique individual. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We provide enhancement opportunities to engage and enhance learning and believe that the time spent in school should be a happy, investigative and enquiring time in our lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge.
Community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year. Children leave our school with a sense of belonging to the community in which they live where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
Aims
Our 4 Curriculum drivers are:
Possibilities
Our curriculum will;
Enquiry
Our curriculum will allow our children to;
Understand the world
Our curriculum will;
Community
Our curriculum will;
Implementation
Our Curriculum design is based on key areas of research;
Each subject has its own policy.
Impact
The impact of our curriculum is that by the end of each learning journey, the vast majority of pupils have sustained mastery of the content, that is, they show a good recall and fluency. This means that they are able to use what they have learnt across other learning areas. Some pupils will have a greater depth of understanding. We track carefully to ensure pupils are on track to reach the expectations. We also believe that pupil voice is a very useful tool for assessment. By asking pupils questions such as what they enjoyed and what they learnt, we are able to view the impact of their learning experiences. End of Key Stage data is available to view on the results page of our website.
We teach the curriculum subjects discretely, and make links where appropriate. For example a science lesson may include aspects of Maths and English, a History lesson may have Geography and Art links.
We are in the process of developing the use of Knowledge Organisers as a tool to aid the development of long term memory. Currently Knowledge organisers are available for Science. To download copy of one of these organisers please click on the curriculum title in the framework below.
YEAR 3 |
|
Science |
Computing |
History |
Geography |
Art |
DT |
RE |
PSHE |
PE |
A |
Introduction to KS2 computing- iPads E Safety Understanding the Application of IT |
Ancient Egypt |
|
Colour |
Healthy Breakfast |
Beliefs about Jesus Advent |
Our new school |
Gymnastics Dance Invasion Games Athletics
|
||
S |
Forces and Magnets Rocks and Soils |
Understanding the Application of IT Technology in Our Lives |
|
The Local Area
|
Pattern Klimt Collage |
Finger Puppets |
Visiting churches Palm Sunday |
|
||
S |
Healthy Eating and Bones Plants |
Data Handling Understanding and creating Algorithms |
Romans |
UK Region -Northumberland |
3D Clay |
|
What Sikhs believe |
|
||
YEAR 4 |
A |
E Safety Understanding the Application of IT |
Vikings |
UK |
Dragons – 3D Clay |
Sewing skills |
How do religious people care for each other? |
Moving to Year 4- Expectations |
Invasion games Skipping Dance Gymnastics Athletics
|
|
S |
Understanding the Application of IT Technology in Our Lives |
New World Discoveries |
|
Robots -Print |
|
What do Christians believe about God? Lent |
|
|||
S |
Electricity States of Matter |
Data Handling Understanding and creating Algorithms |
|
Coasts |
Coasts – Collage |
Making Pizza |
Comparing Christianity and Sikhisn - beliefs |
|
||
YEAR 5 |
A |
E Safety Understanding the Application of IT
|
The Victorians |
Orienteering |
Real Life drawing from Nature |
|
Lives of Northern Saints Themes of Christmas |
Moving to Year 5 -Expectations |
Invasion Games Dance Gymnastics Athletics Swimming
|
|
S |
Living things and their habitats Animals inc Humans |
Understanding the Application of IT Technology in Our Lives |
Victorian Sunderland- shipbuilding mining |
|
Pattern design William Morris |
Cushions |
What do we know about the Bible? The Last Supper |
|
||
S |
Properties and changes of material |
Data Handling Understanding and creating Algorithms |
|
S. America Rainforests |
Beatriz Milhazes – collage |
Scones - Baking |
What do Muslims Believe? |
|
||
YEAR 6 |
A |
|
E Safety Understanding the Application of IT |
WW1 |
Climate – Time Zones |
Paul Klee –Townscapes Clay |
|
Why should people with religious faith care about the environment? Birth of Jesus |
|
Athletics Dance Invasion Games Gymnastics Athletics |
S |
|
Understanding the Application of IT Technology in Our Lives |
WW2 |
|
Portrait drawing Collage |
Food – Rationing recipes |
Why do people have ceremonies and use rituals?
|
|
||
S |
Electricity Light |
Data Handling Understanding and creating Algorithms |
|
Earthquakes and Volcanoes |
Printing Andy Warhol |
Cams- Toys |
What do we know about Christianity |
Transition to secondary school |
Year 3 | Year 4 | Year 5 | Year 6 |
Autumn | Autumn | Autumn | Autumn |
Spring | Spring | Spring | Spring |
Summer | Summer | Summer | Summer |
To find out more about our curriculum you can visit the following sites:
www.gov.uk/government/collections/national-curriculum