Curriculum Knowledge Statement

Intent

At Hollington our vision ‘Think Big’, in collaboration with our school values, translates into a developing knowledge-rich curriculum with the intent of closing the knowledge gap between the advantaged and disadvantaged. Our classrooms may be the primary source of knowledge for the most vulnerable pupils and so we guarantee knowledge through the design of our ambitious curriculum. 

Our intent is to bring learning to life, ensuring all children possess the knowledge to allow them to 'Think Big' as responsible citizens who are able to reason and problem solve in all areas of their lives. It is important to us as an Academy that our children have a love of learning and are prepared for the future world in which they will live.  

We are developing an ambitious knowledge-rich curriculum where the acquisition knowledge is carefully planned and progressive. This is underpinned by secure foundations in Reading, Writing and Mathematics where core knowledge is sequentially developed. Each term there is an over-arching theme, supported by a spine text that runs throughout the programmes of study. The spine texts below have been selected as high-quality texts to support the delivering of our English curriculum, while supporting learning in wider curriculum subjects. We celebrate each subject discipline in its own right because we believe it is essential that we stimulate and broaden our children’s horizons, developing them as historians in history, scientists in science and so on. The intent of this is that we want all children to become fully immersed and engaged in their learning, being able to make secure connections across the wider curriculum, ensuring our children know more and remember more, committing knowledge to their long-term memory. For further information on our curriculum, visit the curriculum and subject specific pages. 

We value the power that first-hand learning experiences have on engaging children in learning, making it relevant and broadening their horizons. Further to this, we are proud of our rich locality and value the significant importance of connecting our children with the area in which they live. Therefore, where ever possible, we aim to link the learning to our local area, making the learning relevant and bringing it to life, supporting our 'Think Big' vision! 

Implementation

At Hollington Primary Academy our developing ambitious knowledge-rich curriculum is implemented through carefully selected termly over-arching themes that will engage our children and are underpinned by thorough planning, secure subject knowledge and driven by clear subject leadership. Our ambitious curriculum is a progressive model, which incorporates the statutory requirements of the National Curriculum 2014, as well as being enriched by additional themes that we, as an Academy, feel a Hollington child needs to experience. If children are keeping up with the curriculum, then they are making good progress. Progress at Hollington means knowing more and remembering more, with pupils committing the knowledge to their long-term memory. When our children do this successfully, they are able to make secure connections across their learning. For an example of this in practice, please reference our history curriculum review model.

To develop our children's cultural capital and enrich their learning experiences, we hold termly ‘theme days’ that address key concepts that link to the ever changing world around us. The themes for these days links to diversity, equality, anti-bullying, online safety, environmental issues, as well as key international events, such as the Olympic Games. The goal of these days is to raise the children’s awareness of key issues that affect the world they live in, while broadening their horizons and perspectives.    

The Early Years Foundation Stage is separated into seven areas of development. There are three ‘Prime Areas’ and four ‘Specific Areas’. The Prime areas are fundamental skills and work together to support development in all other areas of development. Children are assessed against Early Learning Goals which builds a profile towards achieving an outcome defined as a good level of development (GLD). At this stage of their development, there is a balance of self-initiated learning which is enhanced by our focus on narrative therapy, teaching of key concepts with the ‘Word Aware’ strategies and our mastery maths approach based off of the White Rose Maths Scheme. Throughout this period and beyond, all children develop their phonic knowledge through our adapted phonics curriculum, which is based on Letters and Sounds to support their reading progression.

The National Curriculum in years 1 to 6 is delivered through through termly over-arching themes, where knowledge is taught progressively throughout the Academy and assessed against termly milestones. Each year group possesses a yearly overview, which is supplemented by medium term and weekly planning. There is clear differentiation across the curriculum to allow all learners to fulfill their potential, closing the gap between the advantaged and disadvantaged.  

The English curriculum is delivered through a genre based approach that link to the termly spine texts. This curriculum allows for the coverage of progressive knowledge, in line with the National Curriculum, as well as developing our children’s awareness of different genres of writing. In addition to this children experience lessons on grammar and punctuation that are integrated into their programmes of study that are relevant to the text type being studied.  

The academy uses a systematic synthetic phonics approach to the teaching of reading and spelling throughout Nursery, Reception and Year 1. Although based on Letters and Sounds, we have adapted our phonics to meet the expectations of the National Curriculum, building on pupils' speaking and listening skills as they begin to read. There is a continuous focus on the development of phonetic knowledge, all the way through their time in our academy. In Reception, pupils begin to work in small reading groups which are matched to their independent level of reading. In Year 1, we follow Daily Supported Reader. This is a systematic, classroom based programme where pupils work in small groups, according to the pupils’ independent reading levels, each being led by a trained adult. In Key Stage 2, Destination Reader provides a further systematic approach to reading. It is first introduced in the latter part of Year 2 ready for the pupils’ transition into Year 3. It enables pupils to develop their knowledge of key strategies which deepen their understanding of texts. A love of reading and reading for pleasure are promoted further through Accelerated Reader and our daily Book Worms session at the end of the academic day, where high-quality texts are enjoyed as a class. We use the Accelerated Reader programme in Years 2 to 6 to promote a love of reading. It is student-driven, teacher guided. Accelerated Reader puts our pupils in the driving seat. Engaging quizzes and activities help to hone pupils' reading knowledge encouraging growth.

For Spelling, the Academy uses the Spelling Shed scheme for Years 2 to 6 to ensure pupils are taught the key National Curriculum objectives for spelling, covering the statutory and non-statutory spelling lists and rules in each age phase. Daily spelling sessions follow a set sequence and structure and are complemented with access to online tasks and activities. 

Our bespoke Mathematics curriculum follows a mastery approach. Our schemes of learning for each year group are informed by the text book series Maths No Problem which provides a coherent and progressive sequence of learning experiences. Each lesson follows a structure that makes use of a context first to develop conceptual understanding through reasoning and problem solving. This leads on to developing fluency through intelligent practice informed by the White Rose schemes of learning. As well as developing fluency in mental and written calculations, mathematical concepts will be taught to develop depth of understanding through the use of multiple representations. There is a clear focus on mathematical dialogue and precise use of mathematical vocabulary. A key aim of the mastery approach is to enable children to develop secure knowledge in reasoning and problem solving across the mathematics curriculum, as well as in the real world. 

For specific information on subject curriculum design, refer to the subject specific pages. 

Impact

Through our Academy Values and our curriculum intent, our curriculum impact will be as follows: 

All children will have experienced a sequential, progressive and coherently planned curriculum, with knowledge at its core, which will result in our children in learning more, knowing more and ultimately remembering more.  Children will develop a love of learning, which will lead to enquiring minds that are ready to ask questions and are able to independently apply reasoning and problem solving to any given situation.

Children at Hollington Primary Academy will have high aspirations about what they can achieve, irrespective of their religion, race, ethnicity, gender, age or disability. Children are taught to ‘Think Big’ in all aspects of academy life, to set their mind on any goal they wish to achieve.  

Children will develop determination and resilience in all areas of their lives and acknowledge that they will face situations that they find challenging, having the belief, the knowledge to overcome them.  

Hollington children will possess the knowledge required to contribute to the world around them. They are able to build strong, healthy and positive relationships that allow them to celebrate their uniqueness, while taking responsibility for their own mental health and well-being.

Hollington children fundamentally understand the importance of giving and showing respect to others, both in person and online. They are taught to be inclusive, celebrating the similarities and differences between people, irrespective of their religion, race, ethnicity, gender, age or disability. They can then apply this to the diverse world in which they live.

Overall, our aim is that when children leave Hollington Primary Academy our curriculum has equipped them with the fundamental knowledge that not only allows them to achieve well, but prepares them for the next stage in their education – socially, emotionally and academically. Ultimately it is our aim that all children at Hollington leave the academy able to 'Think Big' as lifelong learners who are prepared for life the modern world in which they will live.