At Hopton C.E. Primary School we ensure that our curriculum meets the statutory requirements by using:
Through our curriculum we aim to:
Children learn through a series of IPC units. Each unit of work has a theme that the children will find interesting and engaging. This theme is then applied across many of the different subjects.
Whilst many of our subjects are linked using the IPC topics some subjects are taught discretely (on their own) to ensure that the children are covering the expectations of the National Primary Curriculum.
Throughout the school year, the curriculum actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs. Children will also follow a programme of Personal, Social Citizenship and Health Education.
At Hopton we promote learning behaviours that encourage children to take responsibility for their own learning. The IPC aims to develop each child’s personal qualities using the personal goals of:
The Early Years Foundation Stage
The provision delivered in Reception meets the requirements set out in the Early Years Foundation Stage Curriculum. Provision and curriculum planning focuses on working towards the children achieving the Early Learning Goals and on developing children’s skills and experiences. Weekly planning outlines focus teaching opportunities and continuous provision both for inside and outside learning.
Key stage 1 and 2
The curriculum taught across Key Stage 1 and Key Stage 2 is in line with the National Primary Curriculum and with the Norfolk Agreed Syllabus for Religious Education.
Key Stage 1 follows Milepost 1 of the IPC (International Primary Curriculum).
In Key Stage 2, Years 3 and 4 follow Milepost 2 of the IPC, while Years 5 and 6 follow Milepost 3 of the IPC.
Continuity and Progression
Our curriculum is planned to provide continuity and progression throughout the school and consists of:
Long Term Planning:
The long-term plans are across two year groups; Year 1 and 2, Year 3 and 4; and Year 5 and 6, they are also written for 2 years as our curriculum is on a 2 year rolling programme.
The long-term plan shows the overarching IPC theme for the half term or term. Then it gives an overview of what will be covered for each subject within the Curriculum. The majority of these subjects will link with the overall theme, but where this is not possible will be taught discretely.
The long term plan is reviewed on a yearly basis.
Medium Term Planning:
The Medium Term Planning for English and Mathematics shows the specific objectives from the National Curriculum and when they will be taught. Staff have use the National Curriculum objectives and progression documents from Rising Stars to support them.
Short Term Planning:
Weekly English, Mathematics, and curriculum plans are produced. These identify learning objectives (We Are Learning To…), Success Criteria (We Are Aiming To…) learning tasks and differentiation within the lesson.
Children with Learning Difficulties and Disabilities
The curriculum in the school is designed to provide access and opportunity for all children who attend the school. If adjustments to the curriculum are required then these are made in line with pupils’ Personal Learning Plans (PLPs), parents and the various external agencies that may be involved with working with specific pupils.
Roles and Responsibilities
Governor Monitoring and Review
Our Governing Body is responsible for monitoring the way the curriculum is implemented throughout the school. The Headteacher produces half-termly reports to assist the Governing Body in its monitoring duties. The effectiveness of the curriculum is monitored within the Curriculum and Standards Committee meetings, which is then fed back to the Full Governing Body.
Revised curriculum policies and new initiatives are also discussed and ratified, where appropriate, within the Curriculum and Standards committee. Named Governors for areas of learning liaises with the subject leaders and monitors their area closely, looking at the impact on learning, attainment and achievement.
The Headteacher has overall responsibility for the curriculum. They also have the overall responsibility for assessment, tracking, analysis of data and identification of underachieving groups of pupils within the school. This is with the support of other Senior Leaders.
The Deputy Headteacher
The Deputy Headteacher has responsibility for supporting the Headteacher in monitoring the Curriculum provision, assessment, analysis of data and identification of underachieving groups of pupils.
Special Educational Needs / Disabilities (SEND)
The Special Educational Needs / Disabilities Leader is responsible for the development and implementation of provision mapping (which pupils need which intervention and who will deliver it) and for leading and managing the work of support staff to achieve the best possible outcomes for individual pupils and groups of identified children.
Subject Leaders are responsible for the quality and consistency of provision, standards and achievement within the area/s of the curriculum they lead within the school. They make sure that the Learning and Teaching priorities of these areas are met in the School Improvement Plan (SIDOAP). Subject leaders monitor learning and teaching of their subject responsibility. They also have responsibility for monitoring the way in which resources are stored and managed.
Class teachers are expected to ensure that the curriculum is well planned and delivered, so that the lesson objectives (We Are Learning To…) are achieved by all pupils at their own level. All teachers assess pupils’ learning and progress on a summative (after the lesson, using a formal test) and formative (before or during the lesson) level and are expected to vary teaching strategies in order to ensure that all pupils within their class access the appropriate curriculum.