Curriculum
Our curriculum approach promotes mastery of basic skills alongside competency in thinking, decision making, organising information and problem solving. We strongly belive that the ability to interact with knowledge is hugely important in shaping competence, character and growth within our pupils, ensuring they are ready to move onto and succeed within the next phase of theur education. Alongside the academic outcomes within the National Curriculum, our curriculum approach puts a strong emphasis on social learning, personal growth and community cohesion.
At Halfway Junior School we follow the National Curriculum, a course of study formulated by the Department for Education, and delivered through the 'best practice' models available, with our community in mind.
Click here for a link to National Curriculum guidelines we follow.
Intent:
Our curriculum is designed to:
- Engage, excite and challenge.
- Be broad, balanced and ambitious.
- Build a secure knowledge base
- Deliver a progression of skills across the Key Stage.
- Reflect the needs and interests of the children we teach.
- Has the (unknown) future in mind
- Broadens horizons, informs and equips children for the wider world.
- Support emotional and social competence / wellbeing.
- Develop short and long-term memory so our learning becomes embedded.
- Develop Culture & Science Capital.
- Lead children on an aspirational journey.
Personal Development
Though our curriculum, we promote the development of each individual.
- Develop as communicators and speakers
- Develop as leaders
- Enjoy challenges
- Understand the world and contribute towards society
- Appreciate and similarities and differences within our society
- Understand and empathise with other's circumstances and points of view
- Understand how to develop themselves, keep themselves safe, and become a life-long learner.
Curriculum Overview
Our curriculum organisation and approach is designed to provide a depth and intensity of learning to devlop an effective base of knowledge and skills, alongside opportunity to interract with the curriculm content and apply learning. Our wider curriculm approach is split over 3 phases- Discover, Explore, Create- which focus upon our driver areas of learning; History, Geography, Art and Design and Technology. The organisation and vision is set out below:
English and Maths
| Name | Format | ||
|---|---|---|---|
| Files | |||
| KS2 writing progression Mastery in writing.docx | .docx | ||
| Progression in Reading Skills.docx | .docx | ||
| Progression in Writing Skills.docx | .docx | ||
| Maths Curriculum Overview.docx | .docx |
Early Reading Strategy
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Early Reading.pdf |
History Progression
| Name | Format | ||
|---|---|---|---|
| Files | |||
| History Progression Map.pdf |
Geography Progression
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Geography Progression Map.pdf |
Art
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Artist Appreciation.pdf | |||
| Drawing.pdf | |||
| Painting.pdf | |||
| Printing.pdf | |||
| Watercolour.pdf |
DT
| Name | Format | ||
|---|---|---|---|
| Files | |||
| DT PROGRESSION FRAMEWORK HJS.pdf |
Religious Education
At Halfway Junior School we use the Sheffield SACRE document to support our teaching of RE. Each half term we have an RE week, where each year group studies the same faith, but with a different focus, ensuring that RE knowledge and skills are progressive across KS2.
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Halfway RE Overview.pdf | |||
| SACRE 2019.pdf |
Computing
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Computing Curriculum.pdf |
P.E.
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Progression_Map.pdf |
Music
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Music Progression.pdf |
Personal Development
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Personal Development Intent.pdf |
Science
| Name | Format | ||
|---|---|---|---|
| Files | |||
| Knowledge Matrices Y16.pdf | |||
| Science Overview.pdf | |||
| Working scientifically in Y3 and 4.pdf | |||
| Working scientifically in Y5 and 6.pdf |