Curriculum 2019 – 2020

HOLMFIRTH JIN CURRICULUM VISION

CONTEXT

The purpose of any curriculum should be to:

  • To promote the wellbeing of each individual, essential for the value of self, family, environment and diversity
  • To provide a route to opportunity, enabling pupils to respond positively to challenges of rapidly changing world.

The role of the school is:

  • To promote spiritual, cultural, moral and social development, for wellbeing.
  • To promote learning and achievement, for opportunity.

We believe that there are key skills:

  • For wellbeing, they are: confidentiality, integrity, empathy, responsibility.
  • For opportunity, they are: communication, application of number, Information Technology, working with others, improving own performance, problem solving.

We also believe that there are key thinking skills, which consist of: analysing, deducing, Evaluating, Predicting, Problem solving and summarising.

We will aim to promote and encourage these skills and principles by:

  • Developing trust, a sense of duty, honesty, applying moral codes and forging community links, for wellbeing.
  • Developing information processing skills, reasoning, enquiry, creative thinking and evaluation, for opportunity.

 

INTENT

Our intentions are that there are:

  • Opportunities for everyone to feel ‘clever’ or ‘expert.’
  • Opportunities for everyone to feel ‘worthy’, inside and outside the classroom.
  • Opportunities for everyone to experience positive self-esteem.

In order to achieve these intentions, we will follow Kagan teaching principles.

Kagan techniques will support our intent for wellbeing by:

  • Being part of a team.
  • A sense of belonging.
  • The use of praise to develop confidence.
  • An appreciation of what others offer.
  • Learning from each other.
  • Class building activities.

Kagan techniques will support our intent for opportunity by:

  • Equal voice.
  • A responsibility to listen, engage and present.
  • Development of confidence – learning together before learning independently.
  • Development of risk – everyone has to do everything.
  • Emphasis upon success of every individual.

Following staff discussion, we highlighted four key values which we believe should be at the heart of learning and be at the heart of our curriculum. Those ‘drivers’ are:

  1. Communication
  2. Collaboration
  3. Curiosity
  4. Creativity

For each ‘driver’, we have considered the positive reasons for it to be at the heart of our curriculum, in conjunction with the consequences for its absence.

THE ‘DRIVERS’ FOR OUR CURRICULUM (4C4LIFE)

 

DRIVER WHY OTHERWISE…
 

 

 

 

COMMUNICATION

To develop confidence, social skills, character virtues and emotional intelligence.

To encourage freedom of expression.

To develop appreciation, awareness and respect for others and their point of view.

To acquire facts and information and to practices skills and procedures.

 

 

 

 

 

Apprehensive, self- centered.

No voice, unworthy.

Isolation.

Less knowledgeable, less confident

HOW INTENDED IMPACT
Speaking and listening opportunities.

Small group to whole class presentations and performances.

Sharing ideas.

PAL activity variety

Playleaders, SSOC, pupil lead clubs

Peer tutoring

Play, including role-play

 

 

 

 

ACTIVE AND RESPONSIBLE LEARNERS
COLLABORATION

 

To develop trust

To encourage working together and accountability.

To learn from a range of partners and develop relationships with all.

To develop positive inter-dependence (learn together / perform alone)

Play / active learning.

Mistrust

Isolation

Inequality

Apathy

Inability to function successfully in working and social life

HOW INTENDED IMPACT
Kagan structures

Peer partners

Buddies / older pupils

Parents

Community members and partnerships

Visitors

Modelling by staff.

Trust

Stronger relationships

Respect

Responsibility

Caring

Role in school, community, society

CURIOSITY

 

To develop opinions.

To develop confidence, through questioning.

To foster an active love of learning.

To develop thinking ‘outside the box.’

Indiscriminate followers.

Unchallenged acceptance.

 

Reliance upon being told.

 

Predictability / boring / inertia.

HOW INTENDED IMPACT
Response to pupil questions / initiatives.

Inspiration from personal resources / artefacts / inventions.

Develop hypotheses.

Posing questions / dilemmas.

True / False / Prove / Disprove it.

Investigations.

Playing and exploring.

LIFE LONG LEARNERS
CREATIVITY To widen horizons.

Allow imagination

To develop risk and challenge.

To develop resilience and response to change.

To encourage pride.

To develop independent thinking.

 

Narrow outlook.

Safe and predictable

Risk averse.

Victim mentality

 

Apathy

Reliance / dependence on others

HOW INTENDED IMPACT
Creative thinking-brainstorming, symbolizing, questioning and synthesizing

Observing, discussing and working with others.

Variety for task outcome.

Open to suggestions and valuing every child’s contribution.

Thinking critically.

 

HARNESS UNIQUENESS.

We believe that our ‘drivers’ are principles that will always be essential at every age and stage, hence 4C4LIFE.

As an aide memoire, we have the following:

4CaBAUL FUTURE – the basis for success in modern society.

  • COLLABORATION (BUILDS TRUST)
  • COMMUNICATION (ACTIVE LEARNING)
  • CREATIVITY (UNIQUNESS)
  • CURIOSITY (LIFELONG LEARNERS)

 CURRICULUM CONTENT AND ORGANISATION

  • NATIONAL CURRICULUM
  • PURPOSE OF SUBJECTS + WE ENABLE PUPILS TO…
  • LONG TERM PLANNING – ORGANISATION
  • 4C4LIFE PLANS
  • MEDIUM TERM PLANS

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