At Crockham Hill we provide a curriculum that meets the national requirements of the Early Years Foundation Stage, the National Curriculum for Key Stages 1 and 2 and which follows the Locally Agreed Syllabus for Religious Education. However, these statutory requirements are part of our wider curriculum which aims to provide a genuinely broad, balanced and engaging curriculum that supports our motto of ‘Learn, Serve, Shine’ for each of the children in our care.
Our curriculum is focused on the past, the present and the future:
Learning from the past, learning about successes, achievements and events from the past which inform our lives and the lives of others around the world today
Learning from the present, keeping abreast of current affairs, learning how to be happy and to relate successfully to others and to maximise personal learning
Learning for the future, seeing learning as a lifelong process, growing to be a unique individual who is able to create their own path in life as well as contributing to the future as a citizen of our world.
The core elements that lead our curriculum planning are as follows:
- Learning key skills separately and across different areas of learning seeing how the key skills of speaking and listening, reading, writing and mathematical skills can be applied in our lives
- Offering opportunities for children to be creative and critical
- Offering opportunities for children to experience awe and wonder in our world, in the people in it and supporting their spiritual development
- Using our rich environment and setting to provide memorable learning experiences
- Using and valuing the contribution of special learning stimuli such as visits and visitors
- Providing opportunities for active and interactive learning indoors and out
- Developing collaborative skills as well as the skills of independence
- Using high quality, stimulating resources including real life objects, people, quality texts and digital resources
- Developing responsible and confident learners
- Allowing children to share their learning and take pride in their achievements and learn from their mistakes
- Grounding children’s experiences and learning in local, national and global contexts so that they develop a view of the world wider than just that of Crockham Hill
If you would like to know more about each class curriculum please look at their class page either on KLZ (if you have a child at our school) or using the home page menu to find their class page on this site.
Click on the link above to read about how we incorporate these in our curriculum.
Personal, Social and Health Education and Citizenship
Personal, Social and Health Education & Citizenship are included in all aspects of school life. We aim to promote the personal, social and health education (PSHE) and citizenship of our children. We help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.
Sex and relationships education is taught in school as an aspect of Personal, Social and Health Education and is taught in a way appropriate to the age of the children. Copies of the Governors’ Sex and Relationships Education Policy are available for parents to read. We also incorporate an appropriate programme on Drugs Education. Parents are able to attend a briefing in year 6 that allows an opportunity to view resources and materials used with pupils and to ask questions of the teacher responsible for delivering the programme. Parents have the right to withdraw their child from this programme.
R.E. is not part of the National Curriculum but the 1988 Education Act requires RE to be taught to every pupil registered in our school according to the locally agreed syllabus. R.E. provides, within the curriculum, a reminder that education concerns the whole person: body, mind and spirit and enables pupils to explore meaning and purpose in their lives.
As a County Voluntary Controlled Church of England School, we follow the Kent Agreed Syllabus for R.E., which is based on the teaching and practices of Christianity and other principal religions represented in Great Britain. Pupils study religious beliefs and moral teachings drawn from a variety of sources and have the opportunity to discuss and think about what people believe and how they behave.
Parents may request that their child be withdrawn from R.E. lessons. It is hoped however that parents who may have reservations about R.E. will discuss this with the Headteacher and consider our aims for teaching R.E. carefully before withdrawing their child.
The overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The curriculum for English aims to ensure that all pupils
- read easily, fluently and with good understanding. We teach phonics in the Early Years and Key Stage 1 through ‘Letters and Sounds’ using a synthetic phonics approach. We use ‘Book Bands’ to organise a range of reading materials for children learning to read. In the Early Years Foundation Stage these are based around Oxford Reading Tree as a core scheme.
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
The curriculum for mathematics aims to ensure that all pupils
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The curriculum for science aims to ensure that all pupils
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
The curriculum for physical education aims to ensure that all pupils
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
The curriculum for computing aims to ensure that all pupils:
- can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- are responsible, competent, confident and creative users of information and communication technology.
Design and Technology
The curriculum for design and technology aims to ensure that all pupils
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
The curriculum for history aims to ensure that all pupils
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
The curriculum for geography aims to ensure that all pupils
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Art and Design
The curriculum for art and design aims to ensure that all pupils
- produce creative work, exploring their ideas and recording their experiences
- become proficient in drawing, painting, sculpture and other art, craft and design techniques
- evaluate and analyse creative works using the language of art, craft and design
- know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
The curriculum for music aims to ensure that all pupils
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
The curriculum for languages aims to ensure that all pupils
- understand and respond to spoken and written language from a variety of authentic sources
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
- discover and develop an appreciation of a range of writing in the language studied.