Our Curriculum

Learning

We, at Tower Hill Primary School, believe that all children have the right to the best education possible, ensuring challenge for all at each child’s own level, through a varied and stimulating range of experiences and opportunities.  Our curriculum allows children to learn through discovery, exploration, excitement and fun.  The curriculum that we deliver meets all statutory requirements.
Tower Hill Primary School
Curriculum Policy

We at Tower Hill Primary School, believe that all children have the right to the best education possible, ensuring challenge for all children, through a varied and stimulating range of experiences and opportunities. The curriculum that we deliver meets all statutory requirements whilst allowing children to learn through discovery, exploration, excitement and fun. This policy should be read alongside Tower Hill’s Curriculum Rationale.

Recovery Curriculum
In light of the COVID-19 pandemic, we at Tower Hill Primary School have made adaptations to the curriculum and we firmly believe that our Recovery Curriculum and our school environment will provide pupils with the confidence to re-engage with learning in order to bridge the gaps that have formed during the lockdown of 2020. The children have had an extensive time away from their classrooms and formal learning. Some children will have had an excellent experience at home through home learning opportunities given to them by parents and the school provision however these experiences will have been different for every child. Our focus will be on ensuring the ‘Recovery Curriculum’ fills the gaps that have formed whilst maintaining the progress that some will have made. We will continue our quest of excellence across the curriculum to ensure that our children leave equipped for life: able to make their own informed choices, with aspirations to succeed and a life-long desire to learn. Relationships are always key to our success at Tower Hill and we will maintain our good teaching of personal, social and health education to support the mental health of all.

Our curriculum aims to:
  • foster a desire to learn for life
  • provide a broad and balanced curriculum that will fulfil every child’s potential
  • provide equality of access and the opportunity for all pupils to make progress, ensuring high expectations for every pupil and appropriate levels of challenge and support
  • make learning real, relevant and thus engaging through first-hand experiences wherever possible
  • develop self-esteem and understanding of respect for all
  • nurture tolerance and social skills of each child towards all others
  • promote spiritual, moral, social and cultural development
  • promote physical and mental development & an awareness of the importance of a healthy lifestyle
  • prepare pupils for the opportunities, responsibilities and experiences of adult life
  • create positive life choices
  • enable pupils to develop moral sensibility through carefully identified values
  • develop knowledge, acquire skills and understand concepts across all subjects and be able to choose and apply these in relevant situations
  • Equip pupils with the cultural capital they need to succeed in life
The curriculum is planned effectively, providing continuity and progression. It promotes an enjoyment of learning and a commitment to learning and achieving.

Through the provision of rich and varied activities, we:
  • encourage the best possible progress and the highest attainment for all pupils
  • develop pupils’ capacity to learn and work independently and collaboratively
  • enable pupils to acquire and develop a broad range of knowledge, skills and understanding
  • equip pupils to respond positively to opportunities, challenge and responsibility
  • support pupils to think creatively and solve problems
The organisation of the Curriculum at Tower Hill Primary School
Early Years Foundation Stage:
The Early Years Foundation stage is taught through engaging and exciting topics centred around the seven areas of learning:
o Communication and Language
o Physical Development
o Personal, social and emotional development
o Literacy
o Mathematics
o Understanding of the World
o Expressive arts and design
  • Each area of learning is taught through a balance of play opportunities and adult led tasks in order to develop the children’s curiosity and enthusiasm for learning as well as build on their capacity to learn and form relationships.
  • Each topic is carefully planned, with a balance of adult led and child initiated tasks, to ensure children are making the best start to their journey at Tower Hill.
  • Topic plans are creative and flexible to ensure links are made between subjects and children interests are taken into account.
  • Children are closely monitored using observations and tasks to plan the next steps for their learning and appropriate support is put in place to ensure that all children thrive.
Key Stage One & Key Stage Two:
  • The curriculum is taught through discrete subjects and carefully and creatively planned cross-curricular topics where relevant. We ensure that the knowledge and skills gained are used across the whole curriculum and not simply in isolation and that meaningful links are made between subjects in our termly themes.
  • A whole school and key stage maps indicate themes as appropriate. All year groups have Curriculum Maps showing the subjects that are taught across each term and the whole academic year.
  • Units of work in the Foundation Subjects are planned, usually of a half term duration in KSI and up to a full term in KSII. These are called MEDIUM TERM PLANS and contain the detail of the work to be covered with a progression of learning objectives. The plans indicate how the work will be differentiated and what the pupil outcomes will be.
  • English and Maths Planning is completed in detail as Unit Plans which clearly identify the Learning Objectives, differentiation for both ‘catch up’ and extension and pre-teaching opportunities.
  • The children are taught in chronological age, mixed ability classes.
  • Setting takes place for Maths in Year 6 from the Spring Term. This enables the teaching to be tailored to meet the needs of individuals and small groups of children.
  • Booster and intervention programmes are carefully planned and take place where relevant in other year groups.
  • The RE scheme of work follows the Hampshire Agreed Syllabus: Living Difference III.
  • Opportunities to develop cultural diversity are sought to broaden children’s understanding and perspective.
  • The PSHE Curriculum is delivered to all year groups (YR – Y6) using the Jigsaw scheme of work. All statutory requirements for teaching Relationships and Sex Education are taught as part of the Jigsaw Scheme of Work. See the RSE Policy for further information.
  • Phonics is taught, where relevant, following Read, Write, Inc Phonics and Fresh Start as required in Key Stage 2.
Safeguarding
All staff have the responsibility to ensure the safety of the children at all times – this is seen as paramount. Whilst planning the curriculum, teachers will carefully consider any tasks and activities and ensure that any health and safety guidelines are followed including completing risk assessments where necessary. Whilst as a school, we know that not all risk can be excluded from activities, as learning should challenge pupils and encourage sensible risk-taking, we do ensure that this is done in a controlled, supervised manner.
Teaching the children about keeping themselves safe is an integral part of the curriculum at Tower Hill and can be taught as part of other learning or as discrete, specific lessons. E-safety is taught to the children as part of every ICT lesson and the importance of being safe online continually reinforced with all children. See the e-safety policy for further information.

Roles and Responsibilities
The Headteacher has the responsibility for the leadership of the curriculum and delegates responsibility to key staff:
The Senior Leadership Team:
  • The SLT co-ordinates the work of the Curriculum Leaders and, through dialogue and review with Curriculum Leaders, ensures that the curriculum has progression and appropriate coverage.
  • The Assessment Leader (AHT), Headteacher and members of the SLT ensure that the progress of each pupil is tracked throughout the year, including analysis for identified groups of children, especially those identified as Vulnerable.
  • Key Stage Leaders ensure that the curriculum is planned, delivered and assessed appropriately, supporting class teachers as required.
Subject Leaders:
  • Subject Leaders (SLs) are responsible for ensuring that Medium Term Plans are written in advance of teaching; collated and saved on the school intranet, liaising with class teachers over the content and delivery of the units of work. They evaluate and monitor standards in their subject across the whole school in order to ensure appropriate rigour, challenge, support and intervention. SLs are also responsible for ensuring that new teachers to the school are furnished with the necessary planning for their year group.
  • Subject Leaders are responsible for supporting class teachers to create Learning Journeys and Knowledge Organisers to support with the planning and teaching of Foundation Subjects ensuring that all know the pedagogy of sequenced skills and knowledge and have a clear understanding of children’s ‘end points.’
Class Teachers:
  • Class teachers ensure that the curriculum is taught in line with the ethos of the school and that assessment is undertaken to monitor progress and enable provision appropriate to all learners.
  • Class teachers are responsible for adapting their curriculum and approach to ensure that they meet the needs of all learners and to create maximum engagement for all.
Governors:
The Governors monitor the success of the curriculum and hold the Headteacher to account for implementation. In order to do so they need to :
  • Gain an understanding of the curriculum.
  • See the curriculum in action.
  • Have the opportunity to enter into professional dialogue with staff.
  • Identify the standards children should achieve by the end of the key stages.
Governors should employ the following methods to enable them to monitor the curriculum:
  • Hold discussions with the Headteacher.
  • Hold discussions with other staff.
  • Observe the curriculum in action.
  • Attend meetings/functions.
  • Ask questions.
  • Receive and discuss reports on individual curriculum areas, including:
  • (i) internal reports from the Headteacher and other teachers; and
  • (ii) external reports from the Local Authority and others.
 
If you would like any further information about the curriculum at Tower Hill please contact the school on 01252 541786 or admin@towerhill.hants.sch.uk and a member of the team will be able to help you.