Our Curriculum Policy

At Hornton Primary School we are designers of learning rather than deliverers of a fixed curriculum or published scheme of work. The children’s learning covers the statutory requirements in the new national curriculum 2014 and underpins our mission statement of ‘work hard and be nice’.

Our vision for learning
We want our learners to ultimately be high attaining lifelong learners
They can achieve this by
 being effective learners so they can have greater success and reach their full potential
 learning through inter disciplinary learning
 having a love and passion for each subject, be excited, enthused, active in their learning and confident
 seeing a real purpose for their learning
 focusing on transferable skills
 having an understanding of where we came from, how we got here, why we are and how we are
 learning about real life, real places and real people

Aims:

The curriculum offered by our school promotes:
• the highest standards of achievement by all pupils, regardless of ability, ethnic origin, gender, disability or social background
• pupils' spiritual, moral, social and cultural development, preparing them for life as effective citizens with British values and able to respond positively to the opportunities and challenges of a rapidly changing world

Structure
In order to achieve these aims, our school will work in collaboration with pupils, parents and the community to provide a curriculum which is sufficiently broad, balanced and flexible to develop pupils' knowledge, skills and understanding.

The curriculum provides children in the Foundation Stage with a wide range of planned activities and experiences which help them to develop and make progress towards meeting the Early Learning Goals. The Early Learning Goals establish expectations for most children to reach by the end of the Foundation Stage.

Children in the Foundation Stage need a well-planned and resourced curriculum to take their learning forward and to provide opportunities for all children to succeed in an atmosphere of care and feeling valued. Children deepen their understanding by playing, talking, observing, planning, questioning, experimenting, testing, repeating, reflecting and responding to adults and to each other.

The curriculum for the Foundation Stage is organised into seven areas of learning:
• communication and language
• physical development
• personal, social and emotional development
• literacy;
• mathematics
• understanding the world
• expressive arts and design.

At Key Stages 1 and 2 all pupils study the following subjects as part of the new National Curriculum:

Key Stage   Key Stage 1 Key Stage 2
Age   5-7 7-11
Year groups   1-2 3-6
Core Subjects English 
  Maths
Science
Foundation Subjects Art and Design
  Citizenship    
Computing
Design Technology
Languages  
Geography
History
Music
Physical Education
Religious Education


Parents have a right to withdraw their children from sex education and /or R.E.. Where parents choose to exercise this right, the school will discuss with them alternative work for the pupil. Such arrangements should not require the school to deploy additional resources. The school will take account of the non-statutory guidance material on PSHE and citizenship when planning the curriculum. 

Organisation and Planning
Teachers recognise that planning is one of their professional responsibilities because it enables them to ensure:
 Curriculum coverage and progression
 Evidence of the learning that is to take place
 Enables teacher to be prepared
 Clear learning intentions and the success criteria to achieve the learning
 A clear focus for teaching and assessment
 Differentiation clarification
 HLTAs and TAs will know what is happening
 Somewhere to make notes for next steps

Why is planning needed?
 To give clarity about…
– what the pupils will learn
– how the pupils will learn
– how I will know what the pupils have learned
Planning takes place at 3 levels
A long term plan
A medium term plan
A short term plan

Long Term Plan
This is a yearly overview – a broad framework of curricular provision for each year group, reflecting the school’s overall aims, objectives and policies.
 It specifies the breadth and balance of the curriculum
 It specifies the content to be taught
 It identifies the key learning focus
 It identifies links between different aspects of the curricular provision
 It allocates time to teach and assess
 It sequences the units of learning into manageable time frames
Medium Term Plan
This is a termly overview (6 times a year) – a detailed outline for each unit of work.
 It organises content into manageable and coherent units of work, each with a clear focus for learning

Short Term Plan
This is a weekly plan to ensure effective day to day teaching, learning and assessment.
 The length of any plans is not an indication of their quality.
 The detail and level of planning required may vary from teacher to teacher. For example newly-qualified teachers may draft more detailed plans than their experienced colleagues.
 The plans should be practical and purposeful and the format adopted is user-friendly.

At Hornton we allow our teachers to develop their own planning formats but insist they include the same features. This ensures consistency and coherence of approach.

 It organises details of the session
 It identifies learning intentions and success criteria
 It includes the main learning activity
 It could include your WOW, questions, resources, vocabulary and plenary
 It includes differentiation
 It includes evaluation/next steps
 It includes assessment
 It includes teacher and TA involvement
All plans are working documents and as such are annotated, crossed out and new ideas added.

Roles and Responsibilities
 The headteacher ensures all statutory elements of the curriculum have aims and objectives which reflect the aims of the school and the procedures for assessment meet all legal requirements
 The deputy headteacher has the responsibility for the leadership of the curriculum and co-ordinates the work of the subject leaders and ensures that the curriculum has progression and appropriate coverage
 The deputy headteacher tracks the progress of pupils in the school, looking for trends
 The phase leaders ensures the teachers in their team have the support they need in order to deliver the curriculum and ensure each teacher is tracking their pupils and giving appropriate challenge support and intervention
 Subject co-ordinators are responsible for the medium term plans and liaising with class teachers over the content and delivery of the units of work. They evaluate and monitor standards in their subject
 Class teachers ensure that the curriculum is taught and that the aims are achieved for their class. They plan collaboratively to ensure consistency across the year group
 The governors monitor the success of the curriculum at standards committee meetings and at whole governing body meetings the school is held to account