CurriculumIn this section...
Barrow Hedges Primary School Curriculum
At Barrow Hedges Primary School we believe in the concept of lifelong learning. We ensure that all our children receive a broad, balanced and relevant education which provides continuity and progression and caters for individual needs. Through our curriculum and teaching we aim to equip our children with the knowledge, skills and understanding necessary to achieve their full potential.
Our curriculum is all the planned activities which we organise in order to promote learning and personal growth and development which fulfils the formal requirements of the National Curriculum.
At Barrow Hedges we believe that there is no limit to what our pupils can achieve. We nurture the potential talents of all our pupils. Through high achievement and a love of learning, our pupils leave us ready to make a valued contribution to society. Our Core Values are integral to this:
We intend for our curriculum to:
- enable all children to learn and develop their skills to the best of their ability.
- facilitate children’s acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, socially, physically and morally, so that they may become independent, responsible, adaptable, confident and considerate members of the community.
- promote a positive attitude towards learning, so that children enjoy coming to school and acquire a solid basis for lifelong learning.
- create and maintain an exciting and stimulating learning environment where all pupils are encouraged to be risk takers and develop creative thinking.
- develop a culture of enquiry.
- develop children’s resilience in a happy and safe learning environment.
- enable children to be positive citizens in society.
- enable all children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others.
- encourage respect for the environment.
We seek to ensure that children are provided with a wide range of knowledge and skills providing the foundations needed to succeed in life and to prepare them for their next stage of education. The design of our curriculum is underpinned by the following four key drivers:
- Believe to Achieve – our school motto - we committed to ensuring that all children, no matter their starting point, can be the best that they can, especially if the adults around them, and their peers, but most importantly, the child themselves believes they can do it!
- Inclusion and wellbeing – our children are supported and nurtured to behave positively, manage their feelings, work with others and build positive relationships. Physical activity is highly valued to ensure that children lead healthy, active lifestyles.
- Community and diversity – we are committed to promoting equal opportunities and we promote the Fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.
- Arts and creativity – we are passionate that children will engage in the arts and express themselves in a variety of creative forms. They can be imaginative and use experiences and observations to make connections in their learning and appreciate that learning can be accomplished in different forms.
Our Senior Leadership Team (SLT) take responsibility for the overall curriculum design. This is achieved through working with Subject Leaders in ensuring that highest standards for each subject are achieved. Continuous Professional Development prioritises teachers’ secure subject knowledge and pedagogy.
The design of our curriculum is centred on fulfilling the objectives of the National Curriculum and our own Barrow Hedges aims and drivers. These include in particular:
- Developing children who are resilient, adaptable and prepared to take risks – ‘Learning Heroes’ are fully embedded into all learning experiences focusing on developing the skills of collaboration, resilience, reflectiveness and resourcefulness.
- Providing children with a broad range of memorable experiences and a thirst for learning - All half term topics include an ‘Engage Event’ which takes the form of visitors to school, a dressing up day or a visit to a place of interest. These are designed to ensure that learning is memorable and to inspire and motivate children. We are committed to ensuring that children develop knowledge, skills and understanding through real life experiences. Residential visits are offered to pupils in Years 4, 5 and 6.
- Securing knowledge and developing transferable skills - Progression documents support the development of knowledge, skills and understanding across the primary phase and, together with half termly topic planners, provide the scaffolding for more detailed curriculum planning. Children are aware of the links between subjects and are able to use skills that they have learnt across other curriculum areas.
- Developing deeper level thinking - We recognise children’s prior learning and curriculum planning documentation ensures that all subjects are covered at the appropriate level of depth. Some repetition is included to ensure that children build on their knowledge, skills and understanding and secure this in their long term memory. New learning is emphasised and lessons are appropriately adapted to provide further support and challenge.
- Learning outside – We are fortunate to have extensive grounds and recognise that taking children outside the classroom brings learning alive and brings relevance to their lives in the community and wider world. We encourage children to be responsible for and respect the environment, giving them a sense of belonging and ownership. We explore our local area and venture further afield and aim to further utilise our school grounds following an extended period of building work.
- Working in partnerships - We recognise the crucial role parents play in their child’s education and encourage their involvement. We enjoy safely welcoming parents and other volunteers so that they can be part of our children’s learning journey.
Please find below our long term plans. This shows the curriculum that is covered in each year group.
The success of our curriculum is measured through regular monitoring of the children’s knowledge, skills and understanding by Subject Leaders and SLT using observations and outcomes of children’s work. Coverage, pitch, progression and assessment are integral to this monitoring and determine how well our children are achieving. Subject Leaders are equipped by SLT to carry out internal research to gain a thorough understanding of the standards in their subject. Pupil and teacher voice are highly valued and we measure the progress and attainment of all groups of children.