For detailed information about different areas of the curriculum click on each section below
From the 5 January 2021 most of our teaching moved to Remote Learning as the majority of children have been asked to stay at home. Children are following weekly plans set by teachers whether they are in school (Critical Workers children/Vulnerable children) or at home. These plans can be found on the website – by clicking here.
We are using SeeSaw as the platform for Remote Learning and all pupils have been given log in information and are able to access work on this. This work is set by teachers, who are setting, monitoring, marking and commenting on the work done by all pupils whether at home or school.
HOLMFIRTH J I & N SCHOOL CURRICULUM VISION
The purpose of any curriculum should be to:
- To promote the well being 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 well being, 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.
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:
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)
|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.
Less knowledgeable, less confident
|Speaking and listening opportunities.
Small group to whole class presentations and performances.
PAL activity variety
Playleaders, SSOC, pupil lead clubs
Play, including role-play
|ACTIVE AND RESPONSIBLE LEARNERS|
|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.
Inability to function successfully in working and social life
Buddies / older pupils
Community members and partnerships
Modelling by staff.
Role in school, community, society
|To develop opinions.
To develop confidence, through questioning.
To foster an active love of learning.
To develop thinking ‘outside the box.’
Reliance upon being told.
Predictability / boring / inertia.
|Response to pupil questions / initiatives.
Inspiration from personal resources / artefacts / inventions.
Posing questions / dilemmas.
True / False / Prove / Disprove it.
Playing and exploring.
|LIFE LONG LEARNERS|
|CREATIVITY||To widen horizons.
To develop risk and challenge.
To develop resilience and response to change.
To encourage pride.
To develop independent thinking.
Safe and predictable
Reliance / dependence on others
|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.
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 (UNIQUENESS)
- 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