Hopewell's primary provision will initiate the student's ability to transition not only from task to task , lesson to lesson and key stage to key stage.It will provide the students with a variety of different opportunities to create the foundation from which they generate and build their aspirations for their futures. Hopewell will provide the primary students with chances to explore vocational courses which link perfectly to their skill sets and strengths.
The role of the primary curriculum is to develop core literacy and numeracy knowledge alongside key social skills to enable students to start their journey towards being lifelong learners. By engineering explicit cross-curricular links within english, maths, science and other foundation subjects, students will develop interests and confidence to do further research to promote a love for learning. This love for learning will carve the path for aspirations and career dreams as they continue to learn. Through the development of literacy skills - especially reading - the students' communication skills & independence will support their ability to be lifelong learners. Developing numeracy skills through direct links to real life contexts will enable them to solve problems and build their resilience to tackle future challenges inside and out of learning contexts.
Providing the students with the opportunities to engage with workshops which link to the wider world and creating trip opportunities which both link to the curriculum and provide the students with new experiences is a key aspect of the primary offer. Primary will support the student's development of important life skills through practical activities on and offsite. Creating challenges for the students will enable them to work as a team and develop their social skills, as well as strengthen their ability to adapt to new situations.
Hopewell's primary provision is driven to creating young members of society who are able to encounter challenges and barriers in educational & social environments. Students will be supported on their emotional maturity journey through quality PSHE lessons and numerous opportunities where they will work with their peers in different settings, groups and lessons. Pupils will be supported through therapy to develop skills to self-regulate in order to make them emotionally resilient and able to adapt in a variety of different settings.
Authentic Inclusive Approach
The primary curriculum focusing and developing every pupils individual quality ,strength and skills .We celebrate diversity and difference and support pupils to value and respect each other.
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Sequencing of Content
Pupils will be provided with opportunities to plan and draft different text types throughout the year. All text types will have a constant spelling, punctuation and grammar focus and include character & setting descriptions, diary entries, narrative writing, information texts, persuasive writing, instruction writing, play scripts, poetry & letter writing.
Within maths, the children will cover a wide range of mathematical topics unpinned by building a foundation of number bond and times table recall. These topics include number & place value, addition & subtraction, multiplication & division, money, statistics, length & perimeter, fractions, time, properties of shape & mass and capacity.
Core threads
Technology,
International, global and local communities
British values.
Equality & diversity,
Inclusion,
Wellbeing,
Keeping safe & safeguarding
Numeracy, literacy and communication:
Mathematical fluency
Reasoning
Problem-solving
Investigations
Projects across a half-term or term
Spelling tests
Guided reading sessions
Reading fluency and decoding skills
Exposure to different text types
Opportunities to work independently, in pairs and in groups,
Topic-based games and social group activities.
Retrieval Practice
Retrieval Practice Pupils will be provided opportunities to retrieve previous learning through a variety of different activities and games. Retrieval opportunities will be provided through starters, mini plenaries, plenaries, quizzes & games, brain dumps & mind maps, spelling tests, teacher pupil conversations, homework, marking and feedback in books, arithmetic tests and end of topic assessments.
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Primary Curriculum Statement
Understanding the planned Curriculum To ensure we have an understanding of our curriculum areas we need to consider how they are planned, how they link to the overall school curriculum vision and what we do to support our children in achieving. The specialist nature of the subject curriculum. The aim is to deliver a high-quality curriculum which inspires and motivates the pupils to become lifelong learners. Primary is tasked with not only setting the educational foundation from which the children can grow and flourish into successful students, but also helping sprout their self-awareness and social growth. Literacy and numeracy skills will be at the forefront of the primary offer and with significant growth in these key areas the children will develop a love for learning. Primary will also ensure that there are plenty of cross-curricular opportunities so children can contextualise their learnings across a range of subjects including history, geography and science. Explicit and implicit socialising opportunities will be created to support the children with their social growth and this will be supported with quality, relevant PSHE sessions to build their empathy, ability to reflect and self-regulation techniques. How do learners move towards achieving those aims and purposes over their time with us? Quality planning with differentiated tasks and outcomes in lessons will aid the children in making progress across the board, but at a pace which is supportive of their needs. The sequencing of topics and lessons will provide the children with opportunities to broaden their knowledge whilst consolidating what they have learned previously to work towards a deeper understanding. Weekly formative assessment through lessons and conversations will help inform planning and activities for the children to help them move towards their academic goals. Planning across the Key Stages Primary specific assessment system that measures the children's reading, spelling, writing, times tables and maths knowledge, questionnaires for students and parents based on the child's opinion of school and subjects and interview with parents and child present. Referring to the assessment data upon children joining the Hopewell community and early in class activities, the planning will support the children's growth in both literacy and numeracy lesson by lesson. Children will encounter differentiation through, support, outcomes and activities. What key ideas/skills are taught at KS2, KS3 and what examination courses are taught and what do they cover? The ability to start being self-aware, regulation techniques, positive social behaviours, resilience, number bond knowledge, times table recall, formal calculation methods, reading fluency, ability to retrieve and infer from a text, features of a variety of different text types, ability to draft different types of text and basic sentence composition. What is the rationale behind the sequencing of the teaching (and assessment) of these key ideas, and how does this promote their understanding? The sequencing aims to build core skills which filter into the oncoming topics. The new topics will not only introduce new skills but also provide consolidation opportunities for the students. Sequencing will also be seen through the cross curricular opportunities to support learning of many subjects within each other. By having a strong literacy and numeracy focus in all lessons the children can consistently promote their understanding. How is your subject adapted, designed or developed to be ambitious and meet the needs of pupils within their pathways ensuring that we meet their individual needs? All coverage provides opportunities for the children to be stretched further on an individual level in each lesson. Topics are paired together to promote better outcomes across the curriculum due to a deeper exposure through varied lesson entry points. Timely assessment of work helps the future lessons to be adapted to meet the needs of the children instantly, helping provide the best possible outcomes. 3. Assessment materials and strategy How is the subject assessed? (Nature of tests/tasks; frequency; use of information) Through the completion of homework tasks linked to in class learning, spelling tests, teacher pupil talk in and out of lessons, half-termly tests for maths, half-termly tests for reading and half-termly independent writing activities. How is formative assessment used in the subject? Formative assessment is used in every lesson to make quick adjustments to the adult support children will receive or tasks they may complete in that given lesson. Daily assessments through teacher student talk provide opportunities to consolidate previous learning as well as provide mastery opportunities and pre-teaching opportunities. Formative assessment can be seen during teacher input for each lesson as each child is given numerous opportunities to share their knowledge to highlight where they are regarding the skill. What procedures are built into the curriculum to re-test/revisit previously taught materials? The starters and plenaries within lessons provide opportunities to revisit previously taught materials, brain dumps or mind maps throughout the year to offer opportunities to revisit taught topics, quizzes and games which revisit previous materials and offer consolidation opportunities, homework and quick topical tests.
Click to view Primary Driver
Click to go back to subjects
Sequencing of Content
Pupils will be provided with opportunities to plan and draft different text types throughout the year. All text types will have a constant spelling, punctuation and grammar focus and include character & setting descriptions, diary entries, narrative writing, information texts, persuasive writing, instruction writing, play scripts, poetry & letter writing.
Within maths, the children will cover a wide range of mathematical topics unpinned by building a foundation of number bond and times table recall. These topics include number & place value, addition & subtraction, multiplication & division, money, statistics, length & perimeter, fractions, time, properties of shape & mass and capacity.
Core threads
Technology,
International, global and local communities
British values.
Equality & diversity,
Inclusion,
Wellbeing,
Keeping safe & safeguarding
Numeracy, literacy and communication:
Mathematical fluency
Reasoning
Problem-solving
Investigations
Projects across a half-term or term
Spelling tests
Guided reading sessions
Reading fluency and decoding skills
Exposure to different text types
Opportunities to work independently, in pairs and in groups,
Topic-based games and social group activities.
Retrieval Practice
Retrieval Practice Pupils will be provided opportunities to retrieve previous learning through a variety of different activities and games. Retrieval opportunities will be provided through starters, mini plenaries, plenaries, quizzes & games, brain dumps & mind maps, spelling tests, teacher pupil conversations, homework, marking and feedback in books, arithmetic tests and end of topic assessments.
Click to view Primary Statement
Click to go back to subjects
Primary Curriculum Statement
Understanding the planned Curriculum To ensure we have an understanding of our curriculum areas we need to consider how they are planned, how they link to the overall school curriculum vision and what we do to support our children in achieving. The specialist nature of the subject curriculum. The aim is to deliver a high-quality curriculum which inspires and motivates the pupils to become lifelong learners. Primary is tasked with not only setting the educational foundation from which the children can grow and flourish into successful students, but also helping sprout their self-awareness and social growth. Literacy and numeracy skills will be at the forefront of the primary offer and with significant growth in these key areas the children will develop a love for learning. Primary will also ensure that there are plenty of cross-curricular opportunities so children can contextualise their learnings across a range of subjects including history, geography and science. Explicit and implicit socialising opportunities will be created to support the children with their social growth and this will be supported with quality, relevant PSHE sessions to build their empathy, ability to reflect and self-regulation techniques. How do learners move towards achieving those aims and purposes over their time with us? Quality planning with differentiated tasks and outcomes in lessons will aid the children in making progress across the board, but at a pace which is supportive of their needs. The sequencing of topics and lessons will provide the children with opportunities to broaden their knowledge whilst consolidating what they have learned previously to work towards a deeper understanding. Weekly formative assessment through lessons and conversations will help inform planning and activities for the children to help them move towards their academic goals. Planning across the Key Stages Primary specific assessment system that measures the children's reading, spelling, writing, times tables and maths knowledge, questionnaires for students and parents based on the child's opinion of school and subjects and interview with parents and child present. Referring to the assessment data upon children joining the Hopewell community and early in class activities, the planning will support the children's growth in both literacy and numeracy lesson by lesson. Children will encounter differentiation through, support, outcomes and activities. What key ideas/skills are taught at KS2, KS3 and what examination courses are taught and what do they cover? The ability to start being self-aware, regulation techniques, positive social behaviours, resilience, number bond knowledge, times table recall, formal calculation methods, reading fluency, ability to retrieve and infer from a text, features of a variety of different text types, ability to draft different types of text and basic sentence composition. What is the rationale behind the sequencing of the teaching (and assessment) of these key ideas, and how does this promote their understanding? The sequencing aims to build core skills which filter into the oncoming topics. The new topics will not only introduce new skills but also provide consolidation opportunities for the students. Sequencing will also be seen through the cross curricular opportunities to support learning of many subjects within each other. By having a strong literacy and numeracy focus in all lessons the children can consistently promote their understanding. How is your subject adapted, designed or developed to be ambitious and meet the needs of pupils within their pathways ensuring that we meet their individual needs? All coverage provides opportunities for the children to be stretched further on an individual level in each lesson. Topics are paired together to promote better outcomes across the curriculum due to a deeper exposure through varied lesson entry points. Timely assessment of work helps the future lessons to be adapted to meet the needs of the children instantly, helping provide the best possible outcomes. 3. Assessment materials and strategy How is the subject assessed? (Nature of tests/tasks; frequency; use of information) Through the completion of homework tasks linked to in class learning, spelling tests, teacher pupil talk in and out of lessons, half-termly tests for maths, half-termly tests for reading and half-termly independent writing activities. How is formative assessment used in the subject? Formative assessment is used in every lesson to make quick adjustments to the adult support children will receive or tasks they may complete in that given lesson. Daily assessments through teacher student talk provide opportunities to consolidate previous learning as well as provide mastery opportunities and pre-teaching opportunities. Formative assessment can be seen during teacher input for each lesson as each child is given numerous opportunities to share their knowledge to highlight where they are regarding the skill. What procedures are built into the curriculum to re-test/revisit previously taught materials? The starters and plenaries within lessons provide opportunities to revisit previously taught materials, brain dumps or mind maps throughout the year to offer opportunities to revisit taught topics, quizzes and games which revisit previous materials and offer consolidation opportunities, homework and quick topical tests.