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.
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
- The curriculum is taught through discrete subjects and linked “topic” areas where relevant.
- A whole school and key stage map indicates themes and links between subjects as appropriate.
- Units of work are planned, usually of a half term duration. 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.
- SHORT TERM PLANNING is carried out in detail for English and Maths using an agreed format on a weekly basis.
- The children are taught in chronological age, mixed ability classes for most subjects.
- Setting takes place for Maths in Year 6, Mental Maths in Years 4 & 5, and some aspects of Literacy in all year groups. This enables the teaching to focus on a particular age range or level of ability.
- Units of work are planned to ensure that the New National Curriculum 2014 Statutory Guidance is followed, interlinked with teacher expertise and specialism to harness relevant, experiential opportunities.
- The RE scheme of work follows the Hampshire Agreed Syllabus – Living Difference.
- Opportunities to develop cultural diversity are sought to broaden children’s understanding and perspective.
Roles and Responsibilities
- The Headteacher has the responsibility for the leadership of the curriculum and delegates responsibility to key staff:
- The Senior Leadership Team co-ordinates the work of the curriculum managers and, through dialogue and review with Curriculum Managers, ensures that the curriculum has progression and appropriate coverage.
- Subject Managers (SMs) are responsible for ensuring that Medium Term Plans are saved on the school intranet. SMs are also responsible for ensuring that new teachers to the school are furnished with the necessary planning for their year group.
- 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.
- The Assessment Manager (DHT) and the Headteacher ensure that the progress of each pupil is tracked throughout the year, including analysis for ‘like’ groupings of children, especially those identified as Vulnerable.
- The Governors monitor the success of the curriculum. 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.