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Trotts Hill Primary School and Nursery

Curriculum

Intent 

 

Trotts Hill provides opportunities for children to develop as independent, confident, successful lifelong learners.  There is a high focus on developing children’s moral, spiritual, social and cultural understanding. 

Trotts Hill provides a highly inclusive environment where learners enjoy their education.  Pupils at all levels are helped to achieve their potential. Those who are most able are challenged, encouraged to expand their skills and knowledge through varied curriculum opportunities.  Those with additional needs are encouraged and given targeted support to embed skills, to develop at their own pace and to learn in a style that suits their individual needs.

Trotts Hill’s curriculum is designed to ensure coverage and progression. It provides pupils with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, to create resilient and risk taking learners and to help every child to achieve their potential. Our curriculum is vibrant with a high focus on enjoyment. Pupils have opportunities to enhance and apply their learning in different ways.

We aim to develop lively enquiring minds, to encourage independence and to instill a love of lifelong learning.

Sport and the arts have high profile at Trotts Hill, and pupils are introduced to a variety of activities and opportunities for pupils to develop their creative talents. French is taught from Year 1 providing an excellent foundation for language learning. We want our pupils to apply themselves to the best of their abilities in all that they do.

Trotts Hill provides the full core offer of extended school provision. To promote physical health and wellbeing, a range of clubs gives learners an opportunity to access a wide variety of clubs after school hours and during lunch times.

 

Implementation

 

 

Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review as part of well established faculty groups. Pupil groups are attached to each faculty and help to drive school improvement, this provides a strong foundation and opportunities for children to work in teams and develop social and leadership skills . The curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality teaching, supported by targeted, proven interventions where appropriate. Enjoyment of the curriculum promotes achievement, confidence and excellent behaviour. Children feel safe to try new things, they take risks and are resilient learners. Curriculum maps are produced for each year group ensuring clarity of coverage with a strong emphasis on progression of knowledge and skills.  Carefully selected enrichment opportunities are key to providing all pupils rich experiences to enhance their learning.  Developing an understanding of the fundamental British values infiltrates aspects of the curriculum and assembly themes.

 


These main principles underpin our curriculum design:

  • Start from a learner’s existing understanding. 
  • Involve the learner actively in the learning process. 
  • Develop the learner’s overview, i.e. metacognition – this requires that students have a view of purpose, have an understanding of the criteria of quality of achievement, and self-assess.  
  • Emphasis the social aspects of learning (i.e. learning through discussion) as these make a unique contribution to learning.

 

Curriculum organisation and timetabling enable learners opportunities for constant recapping of knowledge and skills with well-spaced reviews. We deliver a coherently planned curriculum with a progressive development and understanding of key knowledge, skills and concepts, which will be re-visited regularly.   The use of Knowledge Organisers provide transparency within the curriculum an overview of pre-teach content and also a means of tracking knowledge, skills and understanding of concepts which are regularly re-visited in the form of a variety of retrieval exercises.  This regular revisiting enables knowledge to be committed to long-term memory.  

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