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Learning & Achievements

Almond Hill Junior School Curriculum

Teachers at Almond Hill have been reviewing our Curriculum, we have looked at what we are teaching and why and how we are delivering the Curriculum to our children.

In our review we have considered what we think is really good about our current offer and what we think we can develop to make it even better. We have also thought about the context of our school community and the world that our children are growing up in, so we prepare them for a successful future as well as what our children have already learned when they come to our school.

We have looked beyond our own school at current research and what other schools are doing to form our plans and discussion has involved feedback from pupils. Governors have also been involved in working with staff to develop our ‘Curriculum Intent’ that you will find published below along with our plans which are published on our year group pages:

Year 3 Curriculum Plans
Year 4 Curriculum Plans
Year 5 Curriculum Plans
Year 6 Curriculum Plans

Due to COVID-19 we expect to make some changes which may differ from our Long Term Plans. 

We will be continuing to develop our new plans and starting to implement them over the rest of this academic year. The plans we are publishing are our first drafts and we expect them to be revised as we embed our new Curriculum.

Curriculum Intent

Our curriculum is designed to ensure:

  • Children achieve their academic potential and will have secured solid basic skills in maths and English.
  • Children have the confidence to know that they can achieve anything they put their mind to, the sky is the limit with a good education but to achieve their aspirations hard work is also essential.
  • Children are able to communicate in formal and social situations. They will value learning partnership, friendship and the variety of safe relationships in which they interact.
  • Children will be able to assess risk and take risks – they will know that sometime life has disappointment but have the resilience and be able to bounce back.
  • Children will know how to keep their minds and bodies healthy.
  • Children will be aware of the benefits of technology but not constrained by it.
  • Children will have experienced the rich cultural diversity on their doorstep and want to know more about of the cultures and languages of our world.
  • Children leave the school with happy memories of learning.
  • Children will want to continue their education and love learning

Our curriculum planning will:

  • Be progressive in skills and vocabulary and will build on the starting point of children as they enter the school. It will have consideration of building on the curriculum of our main feeder school where almost all of our intake start their education.
  • Be broad and teach new information that builds on what is already known linking subjects over years and between subjects within years.
  • Be exciting and creative so children can learn in different ways and apply their curiosity and imagination.
  • Be reviewed regularly being mindful of the cohort it is being delivered to, changes in local circumstances and in respect of statutory requirements.

Curriculum Implementation

Our school has over 300 pupils who are taught in class bases for all except some ability maths groups in years 3, 4 and 5. Year group teachers work collaboratively to plan delivery and add their own creativity. Over the past year our review of our curriculum design has considered a 3D approach:

  1. vertical - linking subjects over years,
  2. horizontal – linking learning within a year group and.
  3. currently we are working on the final part of diagonal looking at links between subjects and year groups.

Most importantly, our curriculum review has been mindful of the context of our school and learning behaviours. September 2021 sees our revised curriculum implemented.

  • During 2020 as the curriculum rolled out, staff developed medium term learning maps linked to long term plans (COVID-19 adaptations are in place).
  • Some daily maths lessons are taught in ability groups in years 3,4 and 5. Additional timetabled fluency teaching supports basic maths skills
  • Our English curriculum is delivered in daily English lessons with additional timetabling to include writing, reading, story, handwriting and spelling.
  • Some foundation subjects are taught discretely in weekly timetable: science, RE, PE, PSHCE and computing and others through a topic approach: history, geography, Design technology, art and music in blocked units through the year.
  • First quality teaching is enhanced with visits, visitors and, themed day and projects.  Some highly skilled support staff lead targeted intervention.
  • There is a strong, established ethos of growth mind-set and focus on developing

    January 2020

Subject Leader Profile

Our Subject Leader Profile documents provide an overview of each curriculum subject detailing teaching units over the key stage and the progression of skills we are looking for children to follow in each year group. 

You can view each subject leader overview by clicking on the links below:

Learning Behaviours

At Almond Hill, we believe ‘Learning Behaviours’ help prepare our children with the skills to help them adapt to the future challenges they will face in an ever changing world. Children who are inspired learners have the confidence to recognise that by working hard and focusing on learning these skills they can achieve success.

The way we describe our learning behaviours change as the children progress from the lower school to the upper school, however the behaviours stay the same. Our learning behaviours are outlined below along with the key attributes we ask the children to consider within their learning.

We actively promote the learning behaviours within the school and encourage you to do so at home and whilst in the wider community.

 

Lower School

Upper School


Have a go

 

  • Marvellous mistakes – it’s okay to make mistakes and have another go,
  • Try on my own but know where to find help.
  • Making mistakes means I’m learning,
  • Use my own initiative to find a range of resources.


Being curious

  • Ask questions to learn more,
  • Try things out in a different way
  • Ask questions to extend my learning,
  • Experiment with different ideas and choose the best one.


Enjoy learning

  • Show you are interested by sharing your ideas.
  • Find out more about things that interest you.
  • Be happy to join in.
  • Always be an active learner,
  • Ask to do more,
  • Be happy to join in an encourage others.


Ready to learn

  • Show you can listen to adults and other children,
  • Have all the equipment you need for the task,
  • Focus on your own learning.
  • Show you can listen and respond,
  • Have everything you need for the school day,
  • Manage distractions independently.


Working together

  • Work with a learning partner and in different small groups,
  • Follow class rules and routines.
  • Work in a range of groups taking on different roles,
  • Follow class rules and routines with adults.


Aiming high

  • Feel OK to take on a challenge,
  • Know that feedback will help me improve,
  • Remember what I have learned before and link it to new learning.
  • Look for ways to challenge yourself,
  • Use previous feedback to help in future tasks,
  • Make connections between different subjects and transfer to a wide range of situations.