Castle Hill Primary School

Castle Hill

Primary School

Belong, Believe, Achieve and Grow

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Curriculum

The Curriculum 

 

At Castle Hill Primary School we believe in giving our children broad and balanced learning experiences that prepare them for future life.  We strive to make our curriculum creative, engaging and fun for all children. We use a topic based approach, with topics designed to incorporate specific National Curriculum subjects and make strong links between them for the benefit of learners. 

 

Learning takes place beyond the classroom through visits to local places of interest. 

Teaching of Phonics 

 

Phonics is taught rigorously across the Foundation Stage and Key Stage 1 and as appropriate for Key Stage 2. The school uses Read Write Inc to teach phonics in Foundation Stage and KS1. 

 

 

Recovery Curriculum: Castle Hill Primary School

The coronavirus pandemic and subsequent lockdown have impacted on our children’s lives in many ways.  You may have heard a lot of talk about a ‘recovery curriculum’, this term is being used to describe how schools will support pupils to ‘recover’ from the period of lost teaching and learning as a result of the Covid-19 crisis. It acknowledges there have been big losses to children as they have missed out on school life.

Our aim is to provide our children with a kind and sensitive approach to welcoming children back to school, assessing their emotional needs and supporting their emotional wellbeing within our school setting.  Key concepts such as: routines, communication, wellbeing, relationships, being active and learning core skills will benefit children both emotionally and educationally.

 

Supporting Mental Health and Wellbeing 

 

The wellbeing of our children is always at the forefront of everything we do at Castle Hill, and is key in the recovery from the Covid-19 crisis. Every child in our school has had a different experience during this time and as a school we are aware of this and we will monitor the children carefully. Enjoyment and engagement for the curriculum is still our top priority for teachers when planning how to deliver the curriculum.

 

Class assemblies, circle time and PSHE sessions will take a priority, to ensure that children have a forum to talk about their feelings and be educated about the importance of wellbeing and healthy relationships. These sessions will also provide children with strategies to use to support them with their own mental and physical wellbeing.  Opportunities for wellbeing activities will be very frequent in the first few weeks.

 

Additionally, we will provide learning mentor support and have a school counsellor to further support those children who have been identified as having a specific need and we will continue to tailor our daily routines and learning needs to those individuals who may need it.

 

 

 

All classes will have a morning, lunch and afternoon playtime to ensure children are having regular breaks from lessons so that they can physically move around and engage safely with their peers. Every Friday afternoon will be used for golden time where children will take part in fun activities with their peers. All of these activities are used to reduce anxiety, build resilience and support reintegration to the school environment.

 

Academic Recovery

 

To help children to transition back to school smoothly and reduce anxiety, children will attend a morning or an afternoon session for the first four days of term. This will assist in developing clear learning routines and getting back in to the way of school life, albeit a little different than usual.

 

Teachers have carefully planned core subjects so that the most important knowledge and understanding is taught within each year group. Core subjects will also include recap and revision of previous learning to address gaps in learning.

For the majority of children, baseline assessments will take place, so that gaps in learning can be identified and precise teaching and learning can be planned into bridge these gaps and move children on. This will be approached in a relaxed and considered way.  Senior leaders, will meet with teachers to support their teaching and learning and plan precise interventions.

Timetables have been reviewed to ensure that core subjects take a priority, but also to ensure that children are given the opportunity to access a broad and balanced curriculum.  We will continue to provide children with as many wow moments to enrich our curriculum as much as possible.

 

 

 

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