We love with COMPASSION ∙ We learn with RESILIENCE ∙ We live with ASPIRATION
And what does the Lord require of you?
To act justly and to love mercy and to walk humbly with your God. (Micah 6.8)
At All Hallows' CE (VA) Primary School, we are very proud of our child-centred curriculum.
Our Curriculum has been designed to ensure each and every child can experience Jesus’s promise of ‘life in all its fullness' by offering stimulating and awe-inspiring learning experiences with Christian values at its heart. It is bespoke to the needs of our pupils, not only by focusing on appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum, but by developing spirituality and creating challenges that take pupils beyond the classroom. We craft individual and collaborative learning experiences which promote a positive growth mind set, a sense of responsibility and independence.
Our vision for education ensures we are:
Educating for COMPASSION:
Our children learn to disagree well with a strong focus on relationships and participation in our community. Our curriculum allows children to develop their empathetic and thoughtful nature through our holistic approach to education and through our restorative approach to behaviour management. Our planned and spontaneous courageous advocacy projects give the children a voice in society and enable them to believe they can be a catalyst for change.
Educating for ASPIRATION:
Children enter school with skills and abilities broadly below typical for their age. Our aim is to broaden children’s horizons and allow them to have hope, desire and ambition to achieve. The heart of our curriculum is based on oracy and vocabulary development to set the foundations for their learning. We methodically build the knowledge, skills and understanding that pupils require to confidently move to the next stage of their education and into adult life; celebrating everyone’s unique humanity without exception or exclusion.
Educating for RESILIENCE:
We equip our children with the ability to overcome and recover from difficulties quickly by teaching them how to cope in spite of set back and barriers. Our curriculum develops the children’s growth mind set and meta-cognition; they are confident to make things right when things go wrong. They learn from these experiences in order to develop their understanding of how to manage things differently in the future.
Our values led curriculum focuses on preparing the children for life in a rapidly changing world. Our values led approach to school improvement equips our staff to manage and embrace change. We believe that our school values are for the ‘common good of the whole community’ and encompass the meaning of a good citizen. Within our core offering, our school also develops the children’s understanding of six key values and our staff model these out through their relationships, care and consistency: FAMILY, GENEROSITY, SELF-WORTH, LOVE, WISDOM and COURAGE underpin all we do.
Together, our vision, values, focused academic teaching and values lead approach to school improvement mean that our children, staff and visitors love coming to our school. Our pupils leave as compassionate, aspirational and resilient young people; regardless of academic success.
Our bespoke and progressive curriculum has been designed with the child in mind to ensure breadth, balance and depth for every learner in our school. We deliver our curriculum through four strands, which are often taught discretely.
Above and Beyond Curriculum
In reception, this curriculum is taught through continuous provision.
Humanities: Geography and History
Design and Technology
Modern Foreign Languages
Recall and Rehearsal
Social Skills and
After School Clubs
Courageous Advocacy Projects
Each subject has a curriculum document which portrays the knowledge, skills and understanding that our children obtain from our lessons and how they progress throughout their time with us. Our curriculum design is reviewed regularly in order to reflect research, new initiatives and our ever growing community needs.
The learning journeys that the children take mean that they get the opportunity to develop a mastery level of knowledge as we believe that this takes time to embed; this is regularly seen in our lessons as retrieving previously learned content and in ‘deepening the moment’ activities.
Our content is delivered in a subject specific manner to help promote this approach which are further developed by true tangible links with other subjects to offer intra-curricular learning.
Long Term Plans 2021-22
|Whole School||Reception||Year 1||Year 2|
|Year 3||Year 4||Year 5||Year 6|
Curriculum Progression Documents
Curriculum Knowledge Organisers
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Year 1||Four Countries of the UK|
|Year 2||The United Kingdom (Capital Cities)||Continents of the World and Oceans||Plants|
|Year 3||Changes in Britain (Stone Age to Iron Age)||Mountains, Volcanoes and Earthquakes|
|Year 4||Electricity and Circuits|
|Year 5||Romans, Anglo-Saxons and Scots||Vikings||Rainforests: biomes and vegetation belts|
|Year 6||Comparing World Wide Regions||Circulatory System||OS Maps, Symbols and Grid References|