Our Curriculum

Our curriculum design:

Our curriculum has two strands to it that work alongside each other so that we can develop well rounded children who are prepared for the demands of challenges of both the wider world and their local context.

These two strands are:

  • Our Topic Based Curriculum: This links knowledge and ideas together across as many subjects as possible so that children can use prior knowledge from their subjects to stregthen their understanding of new learning
  • Our RESPECT Curriculum: The are the academy's key drivers where we believe our children need particular development in to allow them over come the barriers that they will face in their local context. You can find out more about this by clicking here

Our curriculum is designed to include:

  • Challenge and enjoyment: We challenge individual learners in the experience and lessons we provide. Our learning activities are planned so that our pupils have fun and are engaged in their learning.
  • Breadth: The breadth of the National Curriculum has been carefully mapped out throughout the year groups with a clear rational that allows our pupils to make links between their prior learning and what they will be covered.
  • Coherence: We aim to provide a coherent learning experience, making links across the curriculum and between the learning that takes place. The key driving principles that underpin the curriculum design are as follows.

Elements Considered with KS1 Curriculum Design

a) Historical Content in KS1 is planned so that children are first immersed in their local history and understanding that things happened in the past. We believe that, by placing local history first, it is removing the barriers that the children face of trying to understand geographical concepts, such as other cities, towns, and countries and allows children to purely focus on early chronological (Time order) understanding without distraction. The children then move into national and international history in Year 2 and are better prepared to cover concepts such as distance, countries and continents, etc which are relatively unknown concepts to many of the children.
b) Geography follows the same rational as the history. By keeping concepts localised and many of the children already having some frames of reference to the locality of Hull it makes children understanding geographical concept easier. This is particularly important knowledge for the children have before they study ancient civilizations from all over the work in KS2. 
c) In art the stage of child development has been considered when sequencing units. Painting and Sculpture are placed ahead of sketching and drawing in the year, so that extra time is given for children to be at the required developmental points so that fine motor skills are not barriers to children accessing the art curriculum. There is a strong focus around children developing their understanding of colour in KS1 and being able to explore colour across the two years, so children have a solid toolkit that they can access when they face the more demanding aspects of conveying mood, emotion, movement etc in KS2.
d) Literacy Units have been placed alongside topics where there is a natural synergy and clear opportunities for both the literacy and the topic knowledge to improve the level of understanding and quality of work across the curriculum.
e) Core Reading texts have been identified and placed into terms where knowledge can be transferred across subjects and allow children to develop a further understanding in their reading and curriculum.
RESPECT: Teachers make every effort to show children the links between the work they are completing and the academy’s RESPECT drivers so that not only are we developing the children’s academic knowledge and skills but also their personal development.

Elements Considered with KS1 Curriculum Design

a) Historical Content in KS2 is planned so that children encounter historical content in chronological order. We believe that this allows them to make stronger, longer lasting links between their historical knowledge and gives them a deeper understanding to the cause and effect of historical events and changes. As an example, Year three study ancient civilizations and early settlements; however, by the time children are in year 6, they will have covered the major historical content outlined in the National Curriculum and be studying Modern History. 
b) Each Year Groups geography unit is placed in the summer term. The rational is that the two preceding units will allow for opportunities to address the geographical skills and content outlined in our subject long term plans, giving the children a more secure understanding of the geographical content that they will cover in their geography topic. 
c) In art, artists relevant to the History and Geography that the children cover have been given to give children an understanding of how art evolved over time and allow them to make links to their prior learning. 
d) Design and Technology is structured in a way that attempts to show the children the progression of design through the ages and aims to show children the reasons for, and limitations, to different types of technology; it also aims to give children an understanding as to how new technology impacted upon the eras they study. 
e) Literacy Units have been placed alongside topics where there is a natural synergy and clear opportunities for both the literacy and the topic knowledge to improve the level of understanding and quality of work across the curriculum.
f) Core Reading texts have been identified and placed into terms where knowledge can be transferred across subjects and allow children to develop a further understanding in their reading and curriculum.
RESPECT: Teachers make every effort to show children the links between the work they are completing and the academy’s RESPECT drivers so that not only are we developing the children’s academic knowledge and skills but also their personal development.