Our Curriculum

Our curriculum has been designed to ensure comprehensive coverage of the National Curriculum. In fact, due to our careful sequencing we are able to exceed these expectations in each of our subjects. 

We use the National Curriculum as a starting point rather than a limit to what we cover in each subject. We have worked with our partner schools across the Federation, and our central team of subject experts, to build our own curriculum.

We build on the work of external experts for our phonics, reading and mathematics teaching. All other subjects are taught using our in house plans and progression.

Each subject is taught discretely and weekly to support children in remembering the key knowledge and skills they need to fulfil our intent.

Reading is at the heart of everything we do at South Kenton, as we recognise that excellent reading skills unlock the possibilities of the rest of the curriculum for our children. We use Ruth Miskin's Read Write Inc programme to deliver our phonic teaching.

We are clear that the start of the curriculum journey for each subject begins in EYFS, so whilst still following the EYFS framework, the foundations of each subject are carefully sequenced in Reception.

We have a mastery mindset for every subject- meaning we have the same high expectations for every child- scaffolding and supporting the least able to enable them to meet each objective. For us, mastery means that children are able to articulate their learning, make links between knowledge they have learnt in different subjects and remember the key knowledge and skills required to be a master in each subject.

At HPASK mastery also means deepening children's knowledge and understanding rather than accelerating them through the curriculum. For example, our most able mathematicians won't ever move on to the maths that is expected of the next year group, instead they will develop a deeper understanding of the current year groups objectives. This is a decision we have made as we approach our curriculum as a narrative model. The analogy we use is this- You can't understand Chapter 5 of a book if you haven’t already read Chapters 1-4. As such, the deeper the understanding of Year 4 maths objectives we can give our children the better prepared they will be for the demands of the Year 5 maths objectives. We apply this model to every subject in the curriculum. 

We have developed a range of strategies that we use across all of our curriculum subjects that help us to ensure that children know more and remember more as they move through our curriculum.

SMSC and British values are thread throughout our curriculum so that they become an integral part of our curriculum planning and implementation.

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Harris Primary Academy South Kenton Equality and Inclusion Curriculum Intent

Harris Primary Academy South Kenton welcomes all children and values them as individuals, treating them equally and with respect. We believe that all children have the right to have their own needs incorporated into their curriculum in order to achieve success through the following approaches;

• Provide an accessible environment, which is secure and safe, so that all our children can flourish.
• We believe that all teachers are teachers of children with special educational needs and it is therefore a whole school responsibility to ensure that these children’s needs are addressed.
• Through staff working together as a team, and in partnership with pupils and their parents and carers, we strive to ensure that our aims are met.
• Ensure all staff are aware of anti-discriminatory practice, promoting and valuing equality and diversity.
• Promote early identification of children with additional needs to ensure interventions are in place to address their needs.
•  Monitor the progress of all our children to ensure they are meeting their full potential.
• Work with all external agencies and organisations
• To build relationships with other schools within our community including specialist and other Harris Federation schools.
• We ensure that our curriculum is fully inclusive and will not discriminate against the protected characteristics: age, disability, gender, gender identity, race, religion or belief and sexual orientation.  
• Our inclusive teaching approach ensures that all children can access the learning using resources and strategies that they may need, including modified language, additional support or resource.
• Follow the guidance in the SEN Code of Practice, Equalities Act 2010 and The Special Educational Needs and Disability Regulations 2014