Generated on 10 Jul 2020

Humberston Cloverfields Academy

Curriculum statement

Intent

Humberston Cloverfields Curriculum Cloverfields is a school where we are always “Busy Being our Best.”

Humberston Cloverfields Academy is a member of the Enquire Learning Trust. It is situated on a shared tree lined, green campus which is also occupied by a High School and a Special Education School in Humberston, Grimsby, N.E. Lincs. The school is predominantly white British with an increasing SEN population especially pupils who are autistic. The area has a high level of deprivation and although the school is situated in a “leafy suburb” of Grimsby we have a mix of social backgrounds and parental expectations.

The area is coastal with higher level of unemployment and long term sick statistics than the rest of Great Britain. There is a significant lower percentage of professional workers and only 22.8% of adults with an NVQ4+ compared to 39.3% nationally. Our curriculum is the driver that ensures parent involvement, pupil engagement and ambition, progress and achievement.

Intent At Humberston Cloverfields, we have designed, using Cornerstones Maestro, an engaging and ambitious curriculum that develops the whole child through cultivating their curious minds to ensure they have a love of learning. This begins in the Nursery and continues through to Year 6. The focus on cultural capital throughout our broad curriculum raises aspirations for life- long learning within our hometown and beyond.

Regardless of need our curriculum gives all pupils the opportunity to learn within a coherent and progressive framework and explore a rich and deep subject knowledge that encompasses and goes beyond the National Curriculum. Every pupil understands the purpose and value of their learning and can see its relevance to their past, present and future. The curriculum has an emphasis on becoming a great communicator through speaking, listening, reading and writing. This is extended into presenting and performing across a variety of subject disciplines.

All pupils have a rich Mathematics curriculum which aims to create numerate and competent mathematicians.

Pupils develop new skills through a variety of interesting contexts. The contexts are challenging, leading to creative thinkers and problem-solvers who demonstrate resilience, collaboration and independence.

Through our exciting curriculum we ensure that our pupils are socially responsible and confident British citizens with a high degree of empathy. There are opportunities to take part in democratic activities and be active citizens building respect for themselves and others. All pupils have the opportunity to make a positive contribution to the school and to grow in their understanding and appreciation of their place within the local community. Through the schools International connection we broaden our pupils’ knowledge and understanding of citizenship in another country.

Our learners develop great pride in creating “beautiful”, unique outcomes. Pupils are encouraged to ask questions and the curriculum is adjusted accordingly; going beyond and deeper than the expectations of the national curriculum.

We bring the world to our pupils through curriculum enhancement; educational visits/visitors and workshops.

A unique features of our school is an Immersive classroom which enhances our capacity to deliver the curriculum through 360 degree video.

Curriculum Construction Our whole school teaching philosophy is based strongly on the work of Ron Berger. One of the main principles of Ron Berger’s approach is that pupils are supported and challenged to create something that is new and “beautiful” in the world that didn’t exist before. The most recent Ofsted commentary on our curriculum- Jan 2017 “You and your team are rigorous in your approach to delivering teaching in the basic skills, but you balance this effectively with a vibrant and practical curriculum which provides memorable learning for pupils. Strong teacher subject knowledge and an ambition for preparing pupils well for future careers results in pupils gaining wide curriculum experiences which they speak animatedly about. “

Whilst our curriculum was fully delivering on our intentions we became very aware how heavy curriculum development was becoming for teachers. Planning and resourcing the curriculum was a time consuming activity that the staff were very willing to do but Leadership were concerned for work-life balance. We actively sought an alternative that would deliver high quality resources and follow the same successful philosophy. After an extensive search we decided upon the Cornerstones Curriculum which was built upon the same teaching and learning principles; especially the idea of combining different types of lesson into a learning sequence- a workshop model, protocol based lessons and discovery- based lessons.

Cornerstones enables us to deliver a coherent and meaningful approach across a wide range of subjects that delivers on our curriculum intent. It provides a wide range of support materials for staff preventing unnecessary work load whilst freeing up time to allow us to innovate to ensure a good fit for our pupils. Projects are selected to ensure full coverage of the National curriculum and staff make discerning choices to ensure depth and quality is maintained. Cornerstones allows us to make strong connections between subjects within the Innovative Learning Projects but staff make additional connections and take account of the questions/ direction that pupils want to take their learning. (Which can be additional to NC requirements) There are also subjects and aspects of our curriculum that sit outside of the project model.

“Four Corner Stones” describe the outline structure of the learning sequence. Firstly, the Engagement Phase provides suggestions which “hook “pupils into the learning through memorable experiences. They then move into a Development phase where they develop knowledge, understanding and skills using a detailed knowledge organiser as a springboard to the deeper work that is learnt throughout the project. Pupils then move onto an Innovate stage where imaginative scenarios enable them to creative and critical thinkers. At this point a wide variety of outcomes are achieved that can be individually or collaboratively created.

Life-long skills are built into the approach which is challenging and focused on quality outcomes within a tight timeframe. The final element to this curriculum is “express” where pupils have the opportunity to reflect on their learning and their next steps. They proudly share their outcomes with other pupils and with their families enabling the pupils to further develop purposeful communication through public speaking.

In addition to the core Cornerstones package we have purchase and use the Science units, RE and a wide variety of assembly topics. We have a full programme of PSHE and the promotion of pupils’ spiritual, moral, social and cultural understanding runs through the whole curriculum. Children are taught French from Y3 onwards to enable them to look outwards towards being global citizens. We use iCompute as a scaffold to teach computing across the curriculum and purposeful digital learning. We also value highly the training we have had through the Trust with the Centre for Literacy in Primary Education (CLPE). Working with CLPE further fostered the belief that powerful literature should have a central place in our curriculum. Our highly successful PE/Sports curriculum results in high achievement in numerous sporting events locally. There is a strong focus on physiology and healthy diet with the PE curriculum. Music has a high importance in our curriculum through deploying staff with expertise to teach this aspect along with opportunities for whole school singing, peripatetic music opportunities and termly productions. Each year a block within the school long term plan is allocated for connecting more deeply with our locality e.g. Local history and the fishing industry; Science/ DT project- Windfarms ; Art Project- Creating a Gallery. These are samples of the additional curriculum projects that ensure pupils not only learn about the area in which they live but recognises the cultural deficit in the area that can be mitigated through the discerning curriculum choices. These units of work are created collaboratively by the staff.

Implementation How staff approach the teaching of subjects within the Innovative Learning Projects and those that are taught outside the Cornerstones structure are detailed in the “ How to teach……” documents. However some key pedagogies that are universal. See separate documents.

Big ideas

Humankind

Understanding what it means to be human and how human behaviour has shaped the world.

Processes

Understanding the many dynamic and physical processes that shape the world.

Creativity

Understanding the creative process and how everyday and exceptional creativity can shape the world.

Investigation

Understanding the importance of investigation and how this has led to significant change in the world.

Materials

Understanding the properties of all matter, living and non-living.

Nature

Understanding the complexities of the plant and animal species that inhabit the world.

Place

Understanding the visual, cultural, social, and environmental aspects of places around the world.

Comparison

Understanding how and why things are the same or different.

Significance

Understanding why significant people, places, events and inventions matter and how they have shaped the world.

Change

Understanding why and how things have changed over time.

General principles

Our curriculum will give children the opportunity to:

• develop a rich and deep subject knowledge
• see clear links between different aspects of their learning
• learn within a coherent and progressive framework
• experience the challenge and enjoyment of learning
• develop new skills through a variety of interesting contexts
• explore the breadth and depth of the national curriculum
• understand the purpose and value of their learning and see its relevance to their past, present and future
• develop and demonstrate their creativity
• Be aware of the wider world outside their local area

Purpose

We live in a coastal area with poor access to culture so need to find many ways to develop pupils cultural capital.

SMSC/FBV

Our curriculum will give children the opportunity to:

• Moral - Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views
• Spiritual - Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences
• Cultural - Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity
• Tolerance and respect - To respect and tolerate the opinions or behaviour of others
• Rule of law - Learn that all people and institutions are subject to and accountable for their actions and behaviour
• Social - Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict
• Individual liberty - Be free to express views or ideas
• Democracy - Be part of a system where everyone plays an equal part

Well-being

Our curriculum will give children the opportunity to:

• recognise that people are good at different things
• reflect and think mindfully about their learning
• learn how to respect themselves and others
• build respectful friendships
• work in a range of groups and settings
• follow their own interests and be themselves
• learn in a peaceful and supportive environment
• develop self-esteem and confidence in their abilities

Pupil voice

Our curriculum will give children the opportunity to:

• make choices about things that are important to them
• take part in age-appropriate discussions
• take part in democratic activities across the curriculum
• contribute to planning their own learning
• explore ways of becoming an active citizen
• express their opinions on a range of different topics and issues
• say what they like and dislike about their learning
• make a positive contribution to the school and local community

Pedagogy

Our curriculum will be taught through a pedagogy that:

• offers all children a memorable experience at the start of every topic
• enables and fosters children’s natural curiosity
• excites, promotes and sustains children’s interest
• promotes problem solving, creativity and communication
• promotes innovation and entrepreneurialism
• enables children to reflect on and evaluate their learning

Enrichment

We will enrich our curriculum by:

• offering opportunities for children to learn outdoors
• holding specialist curriculum days or weeks
• developing partnerships with external providers that extend children’s opportunities for learning
• welcoming parents and carers to take part in children’s learning and experiences
• using quality resources in and out of the classroom
• providing on and off-site subject or topic related activities

Entitlement

Pupil Group Educational visits (off-site) Educational visitors (on-site) Residential visits Outdoor learning (e.g. Forest Schools) Arts and culture Community and partnership learning Specialist curriculum days Allocated total budget
Year 1 2 sessions 2 sessions 1 sessions
Year 2 2 sessions 2 sessions 1 sessions
Year 3 2 sessions 2 sessions 2 sessions
Year 4 2 sessions 2 sessions 2 sessions
Year 5 2 sessions 2 sessions
Year 6 2 sessions 2 sessions 1 sessions
Totals 12 sessions 12 sessions 1 sessions 6 sessions 0 sessions 0 sessions 0 sessions £0.00