What is the RESPECT Curriculum?
At Craven Primary Academy, we have designed a curriculum that takes into account the context of the children and the community in which we serve. We believe there are several areas where our curriculum should develop our children in order to prepare them for the demands of the communities that they will be serving.
Why have we chosen these areas to focus our curriculum around?
When creating the curriculum we considered the views of children, parents, and governors, as well as taking into account the context of Hull as a city, and Drypool as a ward.
|Hull has the 3rd highest crime rate in the country. |
For the Humberside Police Region, Hull has 50% more crimes than the next highest area.
Crime Rates in Hull have risen over the past 4 years from 28 reported crimes per thousand people to 43 reported crimes per thousand people.
Hull is 2% higher for the national average of people off work and claiming benefits due to mental health.
Hull is double the national average for deaths due to lung cancer and coronary heart disease, and even slightly higher for females.
Hull has double the national average amount of Looked after children , Children in Need, and Children on Child Protection Plans (per 1000 children)
The total mortality rate in Hull from causes considered preventable (directly standardised per 100,000) is 279.8; significantly above the national figure of 181.8.
| Hull is below the national average by 4.3% for workers who are self employed.|
Hull ranks as the 4th most deprived local authority under the Income domain.
The majority of jobs in Hull are in Manufacturing. This is equivalent to 16.8% of all jobs in Hull; double the national figure of 8.1%. Other large areas of jobs are Health (18,000; 14.4%), Business Admin and Support (15,000; 12.0%), Retail (12,000; 9.6%) and Education (12,000; 9.6%).
| 45% of 6th form and college leavers attend Hull University, who has Environmental Sustainability as one of their key strategic objectives, stating they will ” Continue to promote the inclusion of environmental and sustainability issues in our taught curricula and research agenda to provide our students with an understanding of these important challenges.” |
Hull City Council has a target of achieving 15 per cent of renewable energy by 2020, their vision is to develop Hull as the renewables capital of the UK. Major players in the renewables energy sector are already looking to establish facilities in Hull such as Biomass, Siemens at GreenPort and Offshore Wind.
|Hull ranks as the most deprived local authority under the Education, Skills and Training domain. |
Children historically enter the academy below expectations for Communication and Language.
|Expectations and Aspirations|
| Hull has 13% under the national average for SOC2010 Group Workers (Managers/Directors) who are in the highest earning wage bracket. |
Yorkshire and the Humber is 3% higher than the national average for numbers of children who live in workerless households.
Hull is 2% higher than the national average for 16-24 Year olds who are claiming benefits.
Hull ranks as the 6th most deprived local authority under the Employment domain.
Compared to nationally, Hull has a lower than average proportion of jobs in Professional, Scientific and Technical services
| Violent crimes, theft and Anti-Social behaviour account for the majority of crimes in Hull, and an even higher percentage in the HU9 postcode. |
More non UK born residents come from countries inside the EU (22,000 or 8.6%) compared to countries outside the EU (12,000 or 4.7%).
The highest number were born in EU8 countries (14,000 or 5.5% including Czech Republic, Estonia, Poland, Hungary, Latvia, Lithuania, Slovakia and Slovenia)
|The Basic Skills|
|Hull is 2% over the national average for people with no qualifications. |
Hull is 2% above the national average for unemployed people who say they want a job Hull ranks as the most deprived local authority under the Education, Skills and Training domain
There are clear subject links in the long term plan so that pupils make connections in their learning. The subject strands also link. For example, the skills and knowledge in history help to underpin the skills and knowledge which they will cover in geography. Curriculum units are often supported by the use of reading strategy texts. This gives pupils another opportunity to show knowledge in a different context, build schema and reinforce retention of facts. All learning is mastery of skills, which are progressive through the year and key stage. To foster enquiry, all units have an overarching question which the children will reflect upon at regular points of the term. They also revisit prior learning through ‘Think Backs’ at the beginning of each session, low stake quizzes, and homework. These are all used to assess pupil progress.
Influential people are also paramount to the curriculum, and feature in all subjects. They span different eras and link to the unit of work pupils are learning. By incorporating a range of people (e.g. historians, scientists, entrepreneurs), new learning is put into a real-world context. Developments within a subject are evident and pupils gain an insight into how their learning impacts on the world around them and inspires them for future careers.