The National Curriculum implemented from September 2014 provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
We are currently working on the Intent, Implementation and Impact statements in respect of our curriculum at Holland Junior School. These statements will shortly be available here on our website.
At Holland Junior School we recognise the importance of our pupils learning to communicate their thoughts and ideas to others through their written work and spoken language. We aim for our pupils to develop into confident, fluent speakers, readers and writers to enable them to fully participate in society.
Our reading curriculum is designed to develop competent and enthusiastic readers. Our pupils engage in Guided Reading to assist in their acquisition of comprehension skills; in independent reading using texts from class Reading Corners and from a more formal scheme of Oxford Reading Tree books and reading aloud to Listening Partners. Pupils also enjoy listening to their teacher read a class text which helps improve attention span, allows for interaction and for the rich use of language in discussions. We aim to enable our pupils to -
- Use a range of strategies, including accurate decoding of text, to read for meaning.
- Listen to and discuss a range of fiction, poetry, plays and non-fiction.
- Summarise the main ideas from the text.
- Draw inferences and make deductions from what they have read.
- Justify their views.
- Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.
- Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.
- Become familiar with a wide range of texts, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from our other cultures and traditions
- Explain and comment on authors’ use of language, including grammatical and literary features at word and sentence level.
- Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader.
- Relate their texts to social, cultural and historical traditions.
We teach writing using the “Talk for Writing” approach. Talk for Writing enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’ as well as close reading. The approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
Through the teaching and learning of writing at our school, we aim to create authors who can:
- Vary sentences for clarity, purpose and effect.
- Writing with technical accuracy of syntax and punctuation in phrases, clauses and sentences.
- Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
- Construct paragraphs and use cohesion within and between paragraphs.
- Write imaginative, interesting and thoughtful texts.
- Produce texts which are appropriate to task, reader and purpose.
- Select appropriate and effective vocabulary.
- Use correct spelling across their writing.
- Write in a legible style, with accurate and consistent letter formation and joins.
Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Our teachers aim to ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Through Talk for Writing, and reading aloud, our pupils learn to prepare their ideas before they write and to develop a capacity to explain their understanding of books and other reading. Teachers ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils are also taught to understand and use the conventions for discussion and debate.
All pupils will participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils will be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They will have opportunities to perform for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Spoken language is a crucial life skill. We aim for our learners to be able to:
- Speak clearly, fluently and confidently to different people.
- To listen, understand and respond to others.
- To join in as members of a group.
- To participate in a range of drama activities.
At Holland Junior School we teach the Singapore style of Maths through “Maths No Problem.” This highly effective approach to teaching maths is based on research and evidence and:
- Builds students’ mathematical fluency without the need for rote learning
- Introduces new concepts using Bruner’s Concrete Pictorial Abstract (CPA) approach
- Pupils learn to think mathematically as opposed to reciting formulas they don’t understand
- Teaches mental strategies to solve problems such as drawing a bar model
Through our Maths curriculum, it is our aim to develop:
- A positive attitude towards mathematics and an awareness of the fascination of mathematics.
- Competence and confidence in mathematical knowledge, concepts and skills.
- An ability to solve problems, to reason, to think logically and to work systematically and accurately.
- An ability to communicate mathematical thinking, ideas and processes.
- An ability to use and apply mathematics across the curriculum and in real life.
- An understanding of mathematics through a process of enquiry and experiment.
Our aims in teaching Science are that all children will:
- Retain and develop their natural sense of curiosity about the world around them.
- Draw conclusions themselves through self- discovery and experiential learning opportunities.
- Make connections between the Science all around us and other areas of the curriculum.
- Come to understand the nature of "scientific method" and take care when observing testing and evaluating evidence.
- Become effective communicators of scientific ideas, facts and data using appropriate scientific vocabulary.
- Begin to build up a body of scientific knowledge and understanding which will serve as a foundation for future enquiry.
At Holland Junior School we teach some aspects of Science as discrete units and other scientific topics fall into teaching units in the “Cornerstones” curriculum.
Our pupils learn many foundation subjects through “Cornerstones” topics. The Cornerstones pedagogy is based on four principles – engage, develop, innovate and express. These topics allow children to think creatively, dive deeper into challenges and to work independently or in groups. It supports our aim to enable our children to reflect on their learning and talk about what they have learnt through shared evaluation. Foundation subjects included in the Cornerstones topics are Design Technology, Geography, History, Music, Art & Design and Computing.
Modern Foreign Languages
We introduce pupils to other languages and cultures, specifically French, in a way that is enjoyable and fun. The emphasis is on spoken language so children listen carefully and have a go at speaking words and phrases building to short conversations. As they become confident speakers, they will learn to read and write another language accurately.
Personal, Social, Health and Economic Education (PSHE)
PSHE learning runs like a thread throughout the curriculum and wider school life. Children learn through a range of discrete, cross curricular and extra-curricular experiences about themselves and those they share their community and the wider world with. We teach specific topics through the “Jigsaw” scheme of work. Our pupils learn to respect themselves and others as important individuals in society with responsibilities in relation to their health and economic wellbeing. They are asked to respond to a variety of views and situations and be prepared to “risk-take” responsibly in order to broaden their horizons and improve their outcomes.
Sex and Relationship Education (SRE)
SRE is a combination of Science and PSHE learning that enables children to understand the key differences between the genders and the human life cycle within the context of growing responsibility as they mature and positive social relationships. We teach this part of the curriculum through a structured programme – “Jigsaw.” Parents are notified by letter and invited to view the content of this section of work prior to its commencement. Parents may withdraw their child from the PSHE aspects of this programme according to Government guidelines. Please note that withdrawal requests must be put in writing.
RE is taught from the Surrey Agreed Syllabus and lessons offer a chance to learn about the beliefs and practices in six different world religions and belief systems. Children have the opportunity to reflect on their experiences and empathise with those of others. They also investigate religious beliefs, practices and artefacts, interpret their meaning and make links between faiths. Children are encouraged to debate ideas and express their views sensitively within a supportive atmosphere. Visits to places of worship, handling artefacts and visiting speakers enhance children’s understanding of our multicultural society and aid community cohesion. Parents may withdraw their child from any aspects of this curriculum, including collective worship, according to Government guidelines. Please note that withdrawal requests must be put in writing.
Children receive 2 hours of P.E. per week. Children develop the skills and strategies to play football, cricket, netball, rounders, tag-rugby, dodgeball and athletics. Children learn how to prepare their bodies for exercise and evaluate their performance. Our spacious school hall is well-equipped for activities such as gymnastics and movement. There are many sports clubs and teams, and our outdoor and adventurous activities allow our children access to map work, fieldwork and residential visits.