We are proud of our diverse, exciting and relevant curriculum at Holy Trinity Rosehill Primary School. Our school is very similar in its curriculum content to other neighbouring primary schools, but it also has many distinct qualities that reflect its Christian foundation as well as promoting British Values. We also believe that we effectively prepare children for life in modern Britain.
We value the diverse ethnic backgrounds of all of our pupils and families and undertake a variety of assemblies, events and lessons to celebrate these. We have found that this approach teaches tolerance and respect for the differences in our community and the wider world. We aim to develop a belief in freedom and equality, a respect for the law and for British institutions, tolerance, a belief in personal and social responsibility and a wish to resolve conflict through discussion and democratic procedures.
Our lessons, acts of worship, assemblies and activities encompass religious tolerance, the banning of bullying and violence and the pursuit of excellence in both academic and non academic subjects.
As a school we aim to find that spark, that enthusiasm for learning and for achievement that stays with the individual as they move on to new challenges and into adulthood.
Underpinning this is a range of curriculum topics that have strong links to British values. Through our Building Learning Power initiative we discuss and aim to demonstrate our school values throughout all we do. We celebrate British sports men and women, authors, actors, engineers, artists and scientists and their achievements.
We aim to:
- promote the spiritual, moral, cultural, mental and physical development of the pupils, preparing them for the opportunities, responsibilities and experiences of life.
- encourage children to think for themselves and be self-motivated. Well organised classrooms allow children to concentrate on work in areas specifically designed for certain activities.
- have a broad approach to the curriculum. Children are introduced to a wide range of experiences, knowledge and skills. This enables the development of a well-rounded person with a fuller understanding of our world.
- allow a balance between all areas of the curriculum. Careful long term, medium term and short term planning ensures that sufficient time is allocated to ALL National Curriculum and basic curriculum areas and that a balance between the acquisition of skills, knowledge, concepts and attitudes (the Learning Outcomes) is acquired.
- develop a balance of teaching methods. Children in every class will regularly experience class, group and individual teaching methods. We acknowledge the value of a variety of approaches within the classroom situation.
- allow only a limited number of tasks at one time. This enables the teacher both to develop work and to teach the children, and makes monitoring and assessment a more rigorous exercise.
- differentiate between pupils and their needs. What is taught and how it is taught need to be matched to pupils’ ability and aptitudes. Special attention will be given to children with learning difficulties and more able and talented pupils.
- have a high expectation of all children. By matching work to pupils’ ability, teachers can pitch their demands to the needs of the child or group of children.
- help to make all children feel special. Every child is shown how they are special to God, special in the home, special in the family of our school and unique in the world. The development of positive self-esteem enables a child to see a purpose in the world.
The School Curriculum
All pupils follow a curriculum consisting of core and foundation subjects. In our Foundation Stage (Nursery and Reception Classes), in a planned programme of topics, children learn through the prime and specific areas.
- Early years learning concentrates on 7 areas split between prime and specific areas of learning.
The prime areas of learning are:
communication and language
personal, social and emotional development
The specific areas of learning are:
understanding the world
expressive arts and design
Teaching is often done through play, where the child learns about subjects and other people through games.
Early years foundation stage profile
At the end of the academic year when a child turns 5, the practitioner records each child’s development by watching the child playing and in the classroom. The completed assessment is known as the ‘early years foundation stage profile’. This is used to help the year 1 teacher plan lessons for the children.
KEY STAGE 1 AND KEY STAGE 2 CURRICULUM
The new primary national curriculum – information for parents
As you may be aware, all local authority maintained primary schools in England are required to teach the new national curriculum from September 2014. This new curriculum is designed to be more challenging and promote higher standards. As such, it will inevitably mean changes for the way we organise our curriculum and the way we talk to you about your child’s progress.
While the subject areas we are required to teach are broadly the same, some of the content is different and there is a sharper emphasis on some key skills in reading, writing and mathematics – particularly grammar, punctuation, spelling and mental maths. There are also significant changes to age related expectations reflecting the higher standards to be achieved by the end of Key Stage 2, and bringing the primary curriculum into line with the higher expectations which have been part of the Early Years Foundation Stage for the last two years.
In addition, the government has taken the decision to remove the current system of levels for describing children’s attainment. This change will be phased in and will not take full effect at the end of key stage 1 or key stage 2 until 2016. Outcomes for children in Y2 and Y6 next year (2015), will continue to be reported as levels, but in other year groups we are required to develop a system of describing progress and attainment in comparison with the new expectations. The current system of assessment in Y2 and Y6 will also change in 2016, but there isn’t any further information available about the tests at this time.
These changes mean that, for the majority of children, there will be gaps in their knowledge and understanding which will need to be filled if they are to meet the new, higher standards. As you would expect, our focus continues to be on ensuring that we make the curriculum right for all our children, so that all are enabled to succeed. Over the coming months, we will work with you to share the information you need to support your child’s learning.
The Core Curriculum for Key Stages 1 and 2 now comprises the following subject areas:
- Religious Education
As part of the maths and English work, the school follows guidelines for the Primary National Curriculum 2014.
Foundation subjects are:
- Physical Education
- Design and Technology
- MFL in KS2
We will continue to provide individual entitlement to children with Special Needs in any form through in-class support and with additional help where appropriate.
Policy documents will be available for each curricular area and give guidance about the coverage, resources and organisation within the school. All these policies are currently being revised, updated and reviewed in light of curriculum changes. There are many additional related policy documents including *** and Relationships Education, Special Educational Needs, Health Education and Drug Education. Some of these policies are available on our school website and others are available, upon request, from the school office.
Stockton on Tees shared definition of “British Values”
In our inclusive school, we value, seek to understand and identify potential in everyone. We encourage everyone in our school community to engage in the life of the school and wider community.
We promote values which include: British democracy; the rule of law; individual liberty; respect and tolerance of different faiths and beliefs (and no faith) – alongside an appreciation and celebration of difference and diversity (reflecting all protected characteristics and social class). We promote rights and accept that with rights comes responsibility.
Valuing our cultural heritage, we explore our local, regional and national heritage and British history, both positive and negative – learning from history and taking pride in positive contributions made.
On a more general level, the school undertakes daily acts of worship assemblies which uphold traditional values of empathy, respect and tolerance. These are also taught within formal SEAL, PSHE and RE lessons and on an informal nature throughout the school day.
PSHCE and British Values Curriculum
PSHCE and British Values scheme of work 2016-2017
British Values PPT
Fundamental British Values and the Hand