Curriculum Overview

Our Curriculum 'Intent, Implementation and Impact' Statement 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. Every child has access to a variety of texts including: real books, newspapers, play scripts, poems and comics in all of our engaging reading environments across the school. Each class has daily Phonics sessions and Guided Reading sessions where they develop their knowledge of letters and their sounds as well as learning to read fluently with strong comprehension skills. Throughout the week every child reads their home reading book at school and then takes it home for practise (this is changed twice a week). The home reading books are chosen from our school Reading Scheme with carefully matched books from 'Collins Big Cat for Letters and Sounds' as a starting point for those pupils learning Phase 2-5 of our Phonics programme 'Letters and Sounds'. Books are continually matched to the child's individual Phonic ability as they move through the school with regular assessment from teachers. Children are given books which they are currently able to decode with some new words added for additional challenge, we also value the choice of real books and enable pupils to take home extra books to read for pleasure with their family. Each of our coloured Book Bands contains 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. We aim for every pupil to leave KS1 with the ability to read independently with a life long passion for literature.

 

PHONICS

We follow the 'Letters and Sounds' principles and practice of high quality Phonics, with Phase 2 - 4 taught in the EYFs and Phase 5 taught in Year One (with some revision of previous phases where required). In Year Two the majority of pupils know all of the common grapheme-phoneme correspondences and are able to read hundreds of words. Some pupils revise previous phases as needed in order to move into Phase 6. In Phase 6, work on spelling helps children to understand more about the structure of words and to consolidate their knowledge of Phonics. As pupils learn new phonemes these are taken home for extra practice. 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).