Curriculum 2020-2021: Achievement through Aspiration
At Thomas Harding Junior School we provide our children with a broad, exciting and aspirational curriculum that is designed to ensure that all children are motivated to learn and become independent, confident, resourceful individuals who feel a sense of belonging to the school and community as well as ready to make a positive contribution to the wider world.
We are highly aspirational for our children and we aim to engender a sense of personal pride in achievement and provide a purpose and relevance for learning. Through our curriculum, we want pupils to move on to the next stage of their education with a strong sense of self and belief for their future so that they can go on to achieve their full potential.
Whilst the National Curriculum forms the basis for our ASPIRE curriculum, we have designed our curriculum carefully to ensure that that is built on an in depth knowledge and understanding of our pupils.
We understand the importance of building cultural capital, enabling our children to benefit from the best that has been said, thought and done in the wider world. Therefore, our curriculum is enriched by a range of visits, visitors and experiences, which our skilled teaching staff plan in to ensure that children can identify and apply curriculum links and concepts.
We firmly believe that a successful curriculum is underpinned by reading, Our ASPIRE curriculum has reading at its core, and carefully selected and challenging texts are used across the curriculum. This works to ensure that children are equipped with the vocabulary, syntax and communication skills that are required to access learning at a deeper level both now and in the future. Our curriculum allows for fundamental key skills in maths, reading, writing and spoken language to be revisited regularly, and then embedded over time, ensuring that knowledge and skills can be applied in a range of contexts and will remain in children's long term memory to be built upon in the future.
Our ASPIRE values drive the curriculum, and ensure that it is challenging and coherently sequenced to enable all children to succeed to a high standard. All content is carefully sequenced within the curriculum so that new knowledge and skills build on what has been taught before. This then means that children know more, and remember more over time. They also ensure that children develop learning behaviours such as: high expectations, resilience, curiosity, growth mind-set and the ability to self-regulate. These enable our pupils to believe that they can achieve their potential and this then encourages pupils to take greater responsibility for their own learning.
ASPIRE firmly states that self-belief can and will lead to personal success and our curriculum enables pupils to do that. Core British Values and SMSC run through our curriculum to ensure that pupils understand the rights and responsibilities, as well as the roles of law and democracy that they need in life now and in the future. Furthermore, as a culturally diverse school, our children are well equipped with the suitable knowledge, behaviours and attitudes that allow them to live harmoniously in a multi-cultural society.
At the end of the Summer Term 2020, our teacher assessments indicated that pupils left Thomas Harding Junior School at least in line with the national performance of pupils from all schools in 2019. We have had strong feedback from local secondary schools, grammar schools and they tell us that pupils from Thomas Harding go on to secure strong outcomes in Key Stage 3.
Our Curriculum is implemented with our and ASPIRE Values at the heart of all we do at Thomas Harding Junior School. We deliver a coherently planned, ambitious curriculum with progressive development and understanding of key knowledge, skills and concepts, which build over time and are re-visited regularly.
Our curriculum design is based on evidence from principles of learning, on-going assessment and organisation and cognitive research. (EEF research, Cognitive Science, Psychological Science)
These main principles underpin this:
Start from a learner’s existing understanding.
Involve the learner actively in the learning process.
Develop the learner’s overview, i.e. metacognition – this requires that students have a view of the big picture, understand what effective learning looks like, and can also self-assess. (EEF Metacognition and Self-regulation of learning).
Emphasis the social aspects of learning (i.e. learning through discussion) as these make a unique contribution to learning. (EEF research Collaborative Learning).
Curriculum organisation and timetabling enable learners’ opportunities for constant recapping of knowledge and skills with well-spaced reviews. (interleaving and addressing the forgetting curve).
Implementation Curriculum Overview
Implementation of Teaching and Learning