The school has its own ‘In House’ curriculum model that has been designed to ensure that curriculum delivery is broad, balanced and appropriate to the needs of the whole school community. Curriculum planning involves all members of the teaching staff to ensure there is progression and continuity in learning as your child passes through the school. Pupils will often be consulted when teachers are planning units of learning. Parallel class teachers plan together and may share the teaching of certain subjects.
It is our intention to maximise the use of all available facilities and resources including staff/parent expertise. We look for high levels of achievement in every area of the curriculum but in particular we wish all children to establish a firm grasp of the basics of reading, writing and number work (three Rs), as success in all areas of learning depends on a child’s understanding of the basics.
Curriculum Drivers
Spiritual & Moral
Our aim is to promote the spiritual, moral, cultural, social, mental and physical development of pupils and prepare pupils for the opportunities, responsibilities and experiences of later life.
If we are to go forward, we must go back and rediscover those precious values - that all reality hinges on moral foundations and that all reality has spiritual control. - Martin Luther King, Jr.
Community
Our aim is to include both the immediate and the wider community in our learning through developing opportunities where our pupils can learn from others.
This world of ours... must avoid becoming a community of dreadful fear and hate, and be, instead, a proud confederation of mutual trust and respect. - Dwight D. Eisenhower
Technology
Technology is progressing at such an incredible rate. It is our aim to ensure that we equip our pupils with the skills to ensure that are prepared to embrace this ever changing challenge. The real problem is not whether computers will be able to think but whether children are encouraged and developed to.
Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important. - Bill Gates
Health
Our aim is to expose pupils to a variety of activities and experiences related to health education, to help individuals develop a sound understanding of their total development and enable them to attain positive self-images, to provide opportunities for pupils make personal decisions related to their intellectual, physical and emotional development and to allow them to experience social relationships that will encourage appropriate behaviour, leadership and co-operation with others.
To keep the body in good health is a duty... otherwise we shall not be able to keep our mind strong and clear. - Buddha
Thinking maps
As a school we employ ‘Thinking Maps’ to provide a common language for learning and provide the pupils with the tools to be able to support their understanding of educational concepts. Please see school policy section for examples.
Areas of Learning include:-
Understanding English, communication and language
Mathematical understanding
Information and communication technology
Scientific and technological understanding
Human, social and environmental understanding
Understanding physical health and well being, all children in years 3,4, 5 and 6 take swimming lessons
Understanding the arts and design
Religious Education
Foundation Stage
The Early Years Curriculum has been developed into seven areas of learning. All aspects of the curriculum relate to each other; however they are divided into prime and specific areas.
We have three prime areas of development which lay the foundations for children’s success in all areas of life. These are:-
Personal, Social and Emotional development
• Communication and Language • Physical Development
The specific areas provide opportunities to develop the children’s understanding and skills in key areas.
Literacy • Mathematics • Understanding the World • Expressive Arts and Design
At Henry Bloom Noble Primary School we provide a variety of approaches, combining direct class-teaching situations with practical and active opportunities for the children to apply the skills they have been taught.
For this reason, we provide many and varied experiences for children to learn through discovery and experimentation after the basic learning tools have been formally demonstrated to them.
The children are encouraged to ask questions; solve problems; use all their senses; express their individuality through a range of creative media such as role-play and drama; music; painting and collage; construction; spoken and written language; dance; and they are guided towards taking responsibility for their own actions by being expected to think about right and wrong behaviour.
By maintaining a balance between formal and informal learning environments, we believe we are giving children the best opportunities for achieving their full potential.