Our community is at the heart of our teaching and learning and topics have been selected to embrace the wider community in which we live – celebrating
our diverse family, as well as expanding children’s knowledge of events and places they wouldn’t ordinarily visit or know about.
Developing the holistic child is of upmost importance and, with this in mind, we offer a broad and balanced curriculum which encompasses academic subjects, sport, music and SMSC education.
We are particularly proud of how our curriculum embeds our 6 core values of respect, honesty, politeness, responsibility, kindness and tolerance.
Subjects are taught through a themed, creative curriculum which promotes learning knowledge as well as the development of skills. The basic skills in literacy and maths underpin the teaching and learning in the school. Reading is taught using phonic methods in the early stages and the enjoyment of reading has the highest of profiles in the school.
We have just refurbished our library and invested in over £5000’s worth of books. Our philosophy is that no child should leave our school without being able to read. The curriculum is designed to be exciting, to engage children in their learning. Children are encouraged to talk about their learning and to model what they are going to write.
Thinking skills and problem solving are embedded in the curriculum so that children become independent life-long learners.
Year 4 children have a chance to play a musical instrument through the Wider opportunity scheme supported by the Hull Music Service. If children have a talent for playing a musical instrument then they may be chosen to have lessons in smaller groups in years 5 and 6.
Educational visits, art, drama, musical and enterprise activities are regular features of our curriculum. These activities enhance our curriculum and, although usually quite costly, we place these experiences at the heart of our curriculum.
Children are given many opportunities to experience a variety of different art techniques often supported by local or community artists.
Children enjoy making music with the Gamelan musical instruments and many other instruments.
Singing is high profile in the school and children sing popular, classical and brand new songs.
The school was awarded the Artsmark
Teaching and learning in the school is at least good and in some cases outstanding. Children enjoy their learning and teachers teach children in a variety of ways to engage all children. Children’s learning is assessed constantly and children know what they have to do to improve.
Parents are consulted regularly and are encouraged to come in to school to see how their children learn and what they are achieving. All children’s achievements are analysed and interventions are quickly in place where needed and underachievement is challenged.
Children who are particularly gifted or talented are spotted quickly and are given opportunities to excel in these areas be it academia, sport, or the arts and drama.
How do we assess?
We believe progression in learning is not simply a matter of ticking off what pupils can do. Instead we want to know how well our children can do things, their fluency and their depth of understanding. Therefore we think it is important to track two things:
- The breadth of learning (i.e. how many examples of learning we can see)
- The depth of learning (i.e. the fluency of pupils, how well they apply knowledge and skills and their depth of understanding)
Therefore, depth of learning is central to our assessment system. Progress is not simply a matter of being able to do more things. It is about increasing levels of challenge, decreasing levels of support and increasing quantity of learning.
Through effective teaching sequences, children progress in their learning through a basic, advancing and deep level. The table below explains Basic, Advancing and Deep (BAD) learning in more detail.
|Depth of learning||Challenge||Teaching||Support||Typically pupils will|
|Basic||Low level – involves following instructions||Modelling / Explaining||High||Name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions. Use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise.|
|Advanced||Higher level of challenge, involves mental processing beyond recall. Requires decision making.||Reminding / Guiding||Medium||Apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare.|
|Deep||Challenge is complex and abstract. Involves problems with multiple steps or more than one possible answer. Requires justification for answers.||Coaching / Probing / Deep Questioning||Low||Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove.|
It is expected that the vast majority of children will reach at least an Advancing stage; however, we expect that for certain areas of learning, children will learn to a deep level. If you want to find out more about our curriculum please get in touch with the school.