Our High Ham curriculum has been developed over several years and all the details can be found below. Each term we update the overviews so you can quickly find the detail for each classes curriculum.
At High Ham Primary School, we offer an engaging and inclusive curriculum, which builds on the skills, knowledge and understanding of all children. The aim of our curriculum is to ensure we provide thought-provoking, hands on experiences that are contextual to our school and will equip our pupils for today, as well as tomorrow. Our curriculum includes creative, inspiring and stimulating activities that allow children to aspire to be life long learners. This is underpinned by our growth mindset philosophy and school ethos of ‘Discovering, Learning, Believing Together’. Our curriculum reflects the needs of all children who enter our school and we strive to support children in achieving their potential and exploring their curiosity.
At High Ham Primary School, our curriculum leaders have planned inclusive lessons to ensure children learn transferable skills and knowledge for their future learning which also develop an interest and curiosity in their own learning.
Our school is dedicated to providing clear subject knowledge and to using meaningful assessment in order to progress learning through thoughtfully planned sequences of lessons.
Through our development of a broad curriculum, we strive to develop the skills and knowledge of children, whilst fuelling their aspirations for future learning.
The National Curriculum states that we are ‘legally required to follow the statutory national curriculum, which sets out in programmes of study and subject content for those subjects that should be taught to all pupils’ (National Curriculum, 2014: pg. 5). Therefore, our curriculum has been structured to take account of this requirement whilst also making the curriculum relevant for our school context.
We have based our curriculum using the National Curriculum, 2014. Our RE Curriculum is based on the ‘Understanding Christianity’ resources, which has been recommended by the Diocese of Wells. This has been chosen to support our school ethos and researched by our SIAMS committee. It offers a broad and in-depth approach to teaching Christianity, alongside the study of different religions from the AMV teaching scheme. Each year is planned carefully to ensure curriculum coverage whilst being adaptable to the needs of the class, particularly in mixed classes.
Currently, our school follows a two-year rolling programme that ensures children are developing skills and knowledge from previous learning.
As well as broad and engaging curriculum, our school provides opportunities for children to explore and extend additional learning through a wide range of activities:
High Ham Primary School has worked hard to develop and implement a creative and well-balanced curriculum. The teachers and staff maintain and implement this curriculum to ensure fundamental concepts and skills have been taught. We strive to ensure that intent, implementation and impact is at the heart of our planning.
Each term, our teachers create a curriculum short term planning overviews, which demonstrates the learning objectives being taught in each curriculum area. The autumn 2021 curriculum overviews will be available after the first two weeks of term, once we have established the next steps the children need in their learning, as there has been a significant amount of absence at the end of the summer term 2021 due to Covid.
You can view examples of work completed by clicking on each subject area:
The RHSE policy is covered throughout the year and can be accessed by clicking on the RHSE page of the website.
Each class has their own Twitter feed. Here, teachers will add weekly homework and provide evidence of work being taught against learning objectives.
Each curriculum lead and deputy has written a curriculum overview to clearly outline how the subject area is taught at High Ham.
Each subject leader has created an overview of the curriculum across the school to aid with their monitoring.
This is reviewed each academic year.
Returning to full time education after Covid-19 involved some extra time consolidating work in the core subjects to ensure that any gaps in learning are met before the children move on. This is being done on a needs basis and whilst much of the autumn term curriculum will be core curriculum based, we shall be still following our topic plan as we are keen to motivate and stimulate the children’s interest. We have also altered our Teaching Assistant structure so we can provide more pastoral support. Our curriculum term plans for each class have been updated and are added to the ‘termly overview’ section on this page. We also have a blended learning policy which has been written in response to Covid-19 and will be kept under review in light of any changing guidance.
March 2021: We have added some information regarding a recovery and catch up curriculum which the DFE have recently mentioned in the press.
Our Reception class follows the Early Years Foundation Curriculum with an exciting, engaging and hands-on approach to learning. Examples of work can be found on their twitter feed (Ash Class).
The Early Years Foundation Stage (EYFS) is the statutory framework that all early years settings must meet to ensure that children learn and develop well. The revised framework for the EYFS has been implemented from September 2017. Information on the framework can be found by following the link below.
Children in the Foundation Stage (Reception Year) have a profile that tracks their progress against 17 Early Learning Goals. This profile summarises and describes children’s attainment at the end of the Reception year. It is based on observations and assessment in the three prime areas and four specific areas of learning as well as the three learning characteristics, set out below:
The Prime Areas of Learning:
The Specific Areas of Learning:
The Learning Characteristics:
A completed EYFS profile consists of 20 items of information: the attainment of each child assessed in relation to the 17 ELG descriptors, together with a short narrative describing the child’s three learning characteristics. For each ELG, practitioners must judge whether a child is meeting the level of development expected t the end of the Reception Year (expected), exceeding this level (exceeding), or not yet reaching this level (emerging). As the completed Profile must include a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning this will form the basis of the End of Year Report for the Reception Class. Evidence is gathered and recorded on Tiny Tracker and parents are given a login in order to view their child’s profile at any point during the Foundation Stage.
The National Curriculum (2014) states that schools should ‘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’. At High Ham Primary School, we strive to encourage children to develop a pleasure of reading, by guiding them and introducing them to a range of authors, text types and structured activities to ensure wider reading is promoted and children are reading fluently with understanding. For those children who are currently working below their age-related expectations, particular guidance is put in place to ensure the development of their fluency and comprehension is completed consistently.
Reading activities for all children
Reading activities for children not at Age Related Expectations (ARE)
At High Ham Church of England Primary School we follow the Letters and Sounds programme and this is supplemented with resources from other schemes. Key resources we use are Jolly Phonics and Fast Phonics First. Phonics lessons are taught every day in Foundation Stage (Reception) and Key Stage 1 (Years 1 and 2). Children are taught Phase 2, 3 and 4 in Foundation Stage, Phase 4 (revision) and 5 in Year 1 and Phase 6 in Year 2.
This link takes you to the Letters and Sounds publication should you wish to find out more detail regarding the content of each phase.
At High Ham we believe all children should be happy and reach their full potential. We guide, encourage and support children to become reflective and thoughtful learners. We want all children to be able to recognise their own strengths and yet be aware of how to support and help themselves through the use of appropriate resources when required. Our aim is for children to become confident and independent individuals, living fulfilling lives; we want them to be prepared for adulthood. We use different teaching approaches and resources throughout the school to facilitate this aim. We have recently been awarded Inclusive Dyslexia Friendly Status (2018), recognising our commitment to the children in our care. Details of our annual SEN report can be found on the SEN page of the school website.
We report to parents termly. In the autumn and spring we hold a parents meeting and provide a one page mini report relating to their child’s progress. In the summer term we provide a full written report and there is an opportunity to make an appointment to discuss the report, should parents wish.