Curriculum Overview

Our 2021 2022 Curriculum Statement can be downloaded here.

 

In the academic year 2020/21, the Government allocated Catch Up Funding to all schools following the missed time in school due to Covid’19.  The impact of this funding can be found in our Catch-Up / Recovery impact statement, which can be downloaded here.

 

Park Hill Infants School provides a learning environment where each child is helped and encouraged to develop his or her full potential in a happy, caring and stimulating environment.

We believe that the curriculum is more than just the development of subject-based skills, knowledge and understanding, it also makes a vital contribution to the development of the children's attitudes and beliefs.  Our statement for Spiritual, Moral, Social and Cultural development can be viewed here.

We ensure that through our school vision, values, rules, curriculum and teaching we promote tolerance and respect for all cultures, faiths and lifestyles.  Our document 'Preparation for Life in Modern Britain' can be viewed under our 'Policies' section.

The school complies with the statutory requirements of the Early Years Foundation Stage and The National Curriculum. The curriculum also includes the development of positive personal attitudes, a sense of responsibility, care for people and the environment and a mutual respect for the contribution of each individual within the school community. We try to provide the children with an ever widening range of experiences which include doing, discussing, taking part and sharing.

 

SUPERSKILLS FOR LEARNING 

Children are encouraged to be independent in their learning and develop and use the school’s ten “Superskills for Learning”.  An effective learner is someone who… makes connections; collaborates; communicates; perseveres; is reflective; is confident; is creative; is a risk taker; is resourceful; is curious.  Children are rewarded for using these skills in their learning and are able to recognise these skills both in their own and others’ learning.

 

GROWTH MINDSET

Children are encouraged to develop a growth mindset attitude towards their own learning. Children will learn:

  • Talents can be developed and great abilities can be built over time
  • To view mistakes as an opportunity to develop
  • To be resilient (they never give up)
  • To believe that effort creates success
  • To think about how they learn

 

READING AT OUR SCHOOL

Developing a love for reading is at the heart of our Curriculum. Each of our engaging and stimulating reading environments contain a wide range of text types and genres in order for all children to experience and learn from different structures, styles and formats of reading. Every child has opportunities to engage with stories, factual books, newspapers, play scripts, poems and comics in their book corners as well as within the selection of decodable books in our school reading scheme. We use a range of methods alongside the teaching of synthetic Phonics to support early reading. These are adapted by teachers depending on the needs of each child and include the use of ‘flash cards’ to support visual memory, ‘pre-teaching’ of key vocabulary, close ‘text/picture matching’, practise of repetitive phrases and the use of familiar childhood themes to help children to make reasonable guesses at new words within sentences.

Every day, each class has a focused Phonics session (following the ‘Letters and Sounds’ programme) and a daily ‘Book Club’ Guided Reading session. The children develop their knowledge of letters and their sounds, tricky words, sight words, punctuation and text structures while learning to read fluently and develop their comprehension skills. Reading is strongly embedded in every area of our curriculum and the reading of unfamiliar words and new vocabulary are referred to in all of the different lessons regularly.

Throughout the week every child reads at least two decodable reading books at school with guidance from their Class Teacher and Learning Support Assistant and takes these home for practise. The home reading books are chosen from our preferred school reading scheme 'Collins Big Cat for Letters and Sounds' and are carefully matched to the child’s individual phonics phase with on-going assessment from the Class Teacher. Children are given books which they are mostly able to read independently, with some new words and phrases added for additional challenge. Alongside these reading books, we also value the enjoyment of reading real books and enable pupils to take home extra library books to read for pleasure with their family.

By the end of Year Two, we aim for every child to read age-appropriate texts independently with expression and fluency, to be able to explain what they have read, and to be able to transfer their reading skills across all areas of the curriculum. Above all, we hope for every child to leave us with a life-long passion for literature!

 

PHONICS

We follow the 'Letters and Sounds' principles and practice of high quality Phonics, with Phase 1 - 4 taught in the EYFs (leading on from Nursery) and Phase 5 taught in Year One (with revision of previous phases where required). In Year Two the majority of pupils are confident enough to recall all of the 44 common grapheme-phoneme correspondences and are able to read hundreds of words independently. In Phase 6, work on word patterns and spelling helps children to understand more about the structure of words and to consolidate their knowledge of Phonics. As pupils learn new phonemes throughout the school, these are taken home for extra practise. Phonics is taught as a step towards word recognition, the automatic reading of all words (both decodable and tricky) is our ultimate goal.

 

PSHE - Personal, Social and Health Education

PSHE is a subject where children develop the knowledge, skills and attributes  they need to keep themselves healthy and safe, and prepared for life and work.

As a school, we have chosen to follow the 'Jigsaw' scheme of work from Reception to Year Two as it connects  Personal, Social and Health Education, emotional literacy, social skills and spiritual development together in an easy to understand format for our young pupils.

Jigsaw consists of half term units of work called 'Puzzles', each containing six lessons called 'Pieces'. Each of the 'Pieces' has a learning intentions linked to PSHE, and one linked to emotional literacy and social skills.

The content overview is shown below, from Reception to Year Two.

 

Our Early Years Curriculum covers six broad areas of experience:

  • Communication and language
  • Physical development
  • Personal, social and emotional development
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

 

Our Key Stage One Curriculum covers these subjects:

  • English, Maths and Science, (core subjects).
  • Art and Design, Computing, Design and Technology, Geography, History, Music, Physical Education and PSHE.
  • We are also required to teach Religious Education to all pupils and follow the 'Croydon Agreed Syllabus for Religious Education 2018'. (Click here to view).

 

 

For more information about our school curriculum, please visit the year groups pages on this website.  Alternatively, you can contact the school via email to enquiries@parkhill-inf.croydon.sch.uk.

A member of Headship Team will respond to your query within 5 school days.