DNEAT

Curriculum

At Hopton Church of England Primary Academy, we aspire to make learning engaging, interesting and fun. We strive to ensure that we are a school where every child is able learn and achieve. Our curriculum is broad and balanced and enjoyable for the children…and adults! As a coastal town, we pride ourselves on using our local environment as part of our learning. This includes school wide ‘Beach School’, where topic related learning takes place on the sandy shores of Hopton, and weekly Outdoor Learning can be seen within our own nature area.

Through our curriculum we aim to:

  • Inspire and motivate the children to learn
  • Develop the skills, knowledge and understanding of each child
  • Give opportunities for children to learn from each other
  • Promote a positive attitude to learning
  • Create life-long learners
  • Help children to understand Britain’s heritage
  • Teach children how to be positive citizens in society.

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. We strive to develop each child’s personal qualities by using Hopton Learning Powers:

Have a go

Open to others

Perseverance

Think creatively

Own your learning

Notice things and be curious

Learning to Learn Week

At the start of every year, we jump into ‘Learning to Learn’ week where, as a school, we explore the learning process. From growth mindset, to the learning pit, every class has the week to learn more about themselves as learners. We use creative activities and challenges to encourage pupils to immerse themselves in what learning really is. Throughout the year, we continue to revisit areas of ‘learning to learn week’ to help develop our pupils into more reflective and ambitious learners. 

Unique Week

Every term, we have a week where we celebrate what is unique and special about us. With a theme to follow, pupils explore the pride and joy we should share in what makes each of us different. Once the week is complete, we invite the school community, parents and governors, to come and share what the pupils have been upto.

Children with Learning Difficulties and Disabilities

The curriculum in the school is designed to provide access and opportunity for all children who attend Hopton. 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.

Curriculum Organisation

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.

to push themselves and select challenges that are exactly that…a challenge!  Where possible, we endeavour to make our learning cross curricular with extended writing and maths themes popping up across other subjects.

Our strong belief is that our wider curriculum should demonstrate and encourage ‘Impact, Significance, Curiosity, Exploration’. 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. Within this, we strive to provide skills and knowledge progression within every subject from year to year. The long term plan is reviewed on a yearly basis. 

ClassesAutumn (Cycle A)Spring (Cycle A)Summer (Cycle A)
ReceptionAll about me
Terrific Tales
Amazing animals
Come outside
Ticket to ride
Fun at the seaside
Y1/Y2Super Heroes

Significant people – Edith Cavell
CoastlinesMemory Box
Y3/Y4Tribal TalesBlue AbyssPharaohs
Y5/Y6Time TravellerDarwin’s DelightsHola Mexico!
ClassesAutumn (Cycle B)Spring (Cycle B)Summer (Cycle B)
ReceptionAll about me
Terrific Tales
Amazing animals
Come outside
Ticket to ride
Fun at the seaside
Y1/Y2Learning to learn

Plots, Poppies and Puddings
CastlesWould a dinosaur make a good pet?
Y3/Y4The RomansExtreme EarthAnglo Saxons and Vikings
Y5/Y6World War IIOur Wonderful WorldAncient Greece

Long Term Planning

In Year 1/2 we run a two-year rolling cycle (Cycle A & Cycle B). We plan a linked Topic approach where we have a ‘Big Question’ for the term and all the related learning links to the question. Our English learning through guided reading and writing is also linked to our topic so our children are immersed in the area and can make links to other curriculum areas.

All of our topic lessons start with a question rather than a ‘learning objective’ and learning is completed with a reflection of the learning where children complete a TIL (Today I learned…). 

In Year 5/6 we run a two-year rolling cycle (Cycle A & Cycle B). We plan a linked Topic approach where we have a ‘Big Question’ for the term and all the related learning links to the question. Our English learning through guided reading and writing is also linked to our topic so our children are immersed in the area and can make links to other curriculum areas.

All of our topic lessons start with a question rather than a ‘learning objective’ and learning is completed with a reflection of the learning where children complete a TIL (Today I learned…). 

Our Governing Body

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.