LHJS Curriculum Intent

In designing the curriculum for Locks Heath Junior School, leaders wanted to ensure that that learning was memorable.  A curriculum becomes memorable, when teachers have sufficient subject knowledge and enthuse pupils with their passion.  Discrete areas of learning become memorable, when they are planned coherently and sequences in such a way so that learning is progressive.  Learning is memorable when pupils see the relevance of what is being taught both in terms of previous learning and in terms of their wider lives.   Furthermore, learning only becomes truly memorable when it is revisited frequently and learners are expected to actively recall previous learning.

Our curriculum takes the National Curriculum aims, the principles of living difference for R.E and the Jigsaw programme for PHSE, alongside our key ‘learning to learn’ values:

• Independence
• Curiosity
• Perseverance
• Bravery
• Teamwork
• Imagination
• Reflection

and seeks to organise learning so that children progressively become more skilled, acquire more knowledge and ultimately so that they remember more.

LHJS Curriculum Design

Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and preparation for secondary school and life beyond.

Children develop a clear understanding of each subject discipline. Some subjects are taught entirely discretely, but aspects of other subjects are (where appropriate) linked thematically around a concept.  We refer to as project learning. We organise learning in this way in order to help children make multi-disciplinary links, by building schemata aiding long-term memory.  Within our projects, care is taken to ensure that distinct disciplinary skills and substantive knowledge are recognised and understood thus maintaining subject purity.  Children are encouraged to work hard in each subject discipline to be able to know more, do more and remember more and through planned opportunities for recall, children’s long-term memories are altered. 

We are ambitious for all children in all subjects, and especially those who are disadvantaged by a special educational need or economic adversity.  Opportunities to develop understanding through dialogic talk occur across the curriculum.

Core Subjects: English and Maths

English and Maths are taught discretely.  Sometimes, where appropriate the learning in other subjects is used to provide a context to learning. For example: Text drivers in English link where appropriate to our foundation enquiry-based curriculum to enable children to make meaningful links, embed vocabulary and build schemata.

The acquisition of reading skills is prioritised above all else to enable all children to access the full curriculum offer.

In maths, the learning journeys support children in developing their logical and methodical thinking to be able to solve a wide range of mathematical problems using their developing mastery of key skills.

Foundation Subjects:  Science, Design Technology, Music, Art, History, Geography, PE, Computing, and French.

Some foundation subjects are taught completely discretely, to maintain subject coherence. RE would be an example of this.  Other foundation subjects are taught to a greater or lesser degree integrated projects. 

Projects

Projects are built around a key concept and by answering ‘big questions’ in each subject, learners build on prior knowledge and develop their understanding of disciplinary and substantive knowledge and  key vocabulary. Subjects are integrated throughout a term to explore a big concept and an overarching question that children explore using philosophical discussions. Learners can answer this question by drawing on knowledge gained through subjects to make meaningful links by comparing, evaluating and independently establishing their own conclusions; learners are also challenged to answer this question by considering their own experiences and those of citizens in the wider global community.

Engaging and relevant ‘hooks’ ignite the children’s curiosity and engage their learning. Meaningful outcomes provide purposeful opportunities, in which children can proudly demonstrate their new understanding and celebrate with the wider school community.

For more information about our English, Maths and Project Curriculum follow the links below:

Equality within the Curriculum

At Locks Heath Junior School we comply fully with the letter and intent of the Equality Act 2010.

Care is taken to ensure that all children have access the full and wide ranging curriculum on offer at Locks Heath Junior School. For some SEND children this may mean additional supervision or support or an adaptation of the task. Where children have previously fallen behind in their learning they may require an intervention to help them to catch up. At Locks Heath Junior School we are committed to ensuring that wherever possible interventions do not result in a narrowing of the curriculum for those children. With this in mind interventions are scheduled to take place at times where there is little or no impact on access to the wider curriculum.