Curriculum

Rationale

The children of Hogarth Academy live in a highly populated area, on the border of the city and county in NG3; a community socio-economically diverse as well as culturally. There is a strong sense of togetherness. The majority of our families are Nottingham born and bred and stay within the community postcode.

Our bespoke curriculum at Hogarth is designed to recognise the above and so provide children with carefully planned opportunities to learn and use their knowledge and skills through in school and out of school experiences, within the local community, the vibrant city centre with all it has to offer culturally as well as the wider East Midlands.

Our values of Lead Empower Achieve and Drive are threaded through the learning and celebrated in weekly assemblies where examples of how children are demonstrating these values within their daily learning and interaction with peers and adults.

EYFS – Long Term Plan
KS1 & KS2 – Long Term Plan

At Hogarth, we teach a carefully sequenced, knowledge rich curriculum to inspire all our children with a love of learning using the National Curriculum and EYFS Profile.

Our content has been carefully chosen by our subject leaders, based on our rationale , to ensure children’s knowledge builds cumulatively , through out their learning journey at Hogarth as well as ensuring our children make better than expected progress and high standards of attainment. We block learning to ensure that all they learn is embedded in their long term memory to ensure more children remember more , to support life long learning and enable them to demonstrate their progress in all they have learnt.

The curriculum is concept driven and builds on prior learning, knowledge and skills. It provides first-hand experiences, allows the children to develop interpersonal skills, building resilience, emotional intelligence and enabling our learners to become good communicators and critical thinkers.

We recognise that each pupil is a unique individual and we celebrate differences within our school through the curriculum. Our curriculum promotes the core British Values with particular regard to the Equalities Act.

As a given, our curriculum offers high quality teaching of basic skills, knowledge, concepts and values to underpin pupils learning. We believe that children learn best when there is a relevance and meaning. Our pupils learning is progressive and based on consolidating and revisiting to secure progress over time to demonstrate mastery of their learning by using and applying within a different context.

Our CSI squared days are where our pupils LEAD the learning, digging deep into their silos of knowledge and prior learning , using and apply this in a new context and so demonstrate mastery.

Survival Skills

We have researched carefully the importance of developing children’s life skills to prepare them for a world of work that is likely to be very different from the one we know . We practice and integrate the Seven Survival Skills for 21st Century Learners ( Tony Wagner) into our curriculum delivery. These are…

Children will leave Hogarth Academy with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, reflect and stand out as respectful lifelong learners.

We are setting out to develop the whole child and to this end the activities available at this school will be varied and encompass a broad spectrum of experiences in academic, pastoral, creative, spiritual and physical realms.

Our aspiration for our children is that they live happy, healthy and secure lives both as children and later as adults. We want them to grow in their understanding of themselves and their place in the world, how to care for themselves, their families and the wider environment.

We want our children to understand themselves within a global community and to make links with other children within their own city, their country and internationally.

Please press on the Subject Buttons for further information about specific subjects.

The Curriculum Structure

The children in Nursery and Reception class are in the Early Years Foundation Stage and as such follow the statutory framework for Early Years. The skills the children learn here range from physical skills, taking turns and listening to others, phonics and reading skills , counting and number development. Their learning can take place inside or outside; through structured play based learning supported by talented practitioners. This all forms the firm foundations for their next steps in learning.

Children in Years One and Two base their learning on the Key Stage One National curriculum. Key Stage Two starts when the children are in Year Three. The children in Years Three, Four, Five and Six are taught the objectives as set out in the KS2 national curriculum. Our goal for the children once they leave Key Stage Two is that they have all the skills in place to excel at Secondary School.

Creative Super Investigators

At Hogarth Academy, we are looking to excite and create meaningful contexts around the foundation subjects’ curriculum and we have agreed to work on engaging our pupils to be Creative Super Investigators! Each half term there is a linked theme across all year groups. All year group projects are the same length. There will be a “hook” to motivate the learning and an “outcome” to support the phrase,

“We are learning this because at the end of this work we will be able to ……”

CSI learning time predominantly happens in the afternoons.

Our CSI Year Overviews are listed below.

Our new curriculum maps will be online! Please click here to view.

In KS1 and KS2 we teach English and Mathematics daily, following our own scheme of work based on the National curriculum. A copy of which is available in school.

We use the Ruth Miskin approach for the teaching of phonics to ensure all our children learn their phonics correctly and can use and apply in their reading. As a result, our children achieve above the national average in the national phonic screening test and all our children will tell you they love reading .

Reading is also supported through “book talk” and the ” reading quarter” throughout the week. ​

Computing is learnt through out bespoke curriculum for all NC year groups to ensure all aspects of the national curriculum are covered.

We use the Jigsaw scheme of work . Jigsaw brings together RSHE education, emotional literacy , social skills and spiritual development in a weekly PSHE curriculum: www.jigsawpshe.com

We use Language Angels to support the development of children’s modern foreign language skills across the school.

We use a bespoke PE curriculum to ensure all aspects of physical development are sequenced over the year groups. As a result, our children enjoy being active.

How is the Curriculum adapted to meet specific needs?

Hogarth Academy is committed to meeting the requirements of the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014.

Our whole curriculum offer aims to provide ALL pupils with the best education and support, in order to meet specific needs. It aims to build on each individual’s knowledge, understanding and skills and inspire a passion for learning and a commitment to moving children forward ready for their next stages in learning.

Some curriculum enhancements might include:

  • Planning which is based on individual children’s prior learning and achievement
  • Access to additional resources to help ‘make sense’ of learning e.g. concrete resources in maths
  • Ensuring that our children know what to do if stuck and are confident to ask for support eg self-help station 
  • Proactive use of working walls and clearly accessible resources to aid independent learning
  • Scaffolded resources 
  • Purposeful and appropriate teacher talk, e.g. instructions provided to individuals at a clear and appropriate level and by appropriate means
  • The use of visuals to support communication
  • Access to additional, specific ‘enhancement’ support with teacher and support assistants (e.g. Read Write Inc, Speech and Language, Care Plans, Occupational Therapy / Physio Care Plans)
  • Assisted technology and technology
  • Assessment procedures that emphasise individual strengths, achievements and those which help to identify specific areas of need

All children benefit from quality first teaching in the classroom, which caters for their individual needs and supports all children to make good progress.

Work is differentiated for different groups and individuals.

Pedagogical processes are thoughtfully planned to enable children to do more and learn more.

Sometimes a short input is needed to support a child to access the learning ,  this can be enough to ensure a child is on track but sometimes a Support Plan will be needed with individual targets and strategies to work towards achieving them.

This will be put in place in discussion with parents/carers and where appropriate the child. This would mean additional work with a child on a small group or 1:1 basis to carry out specific interventions to support a child to meet their individual targets.

The SENCO works alongside class teachers and support staff to oversee SEN provision and monitor the progress of any child requiring additional support. Where appropriate other agencies will be asked to work alongside the school to assess a child and plan for their needs. At all stages parents/carers will be involved in the process. B Squared is also used to support pupils make small steps of progress within the curriculum.

To ensure all children are able to access the curriculum at an appropriate level and fulfil their potential we take some of the following actions:

  • Make adaptations to ensure that all pupils have access to the school curriculum and school activities.
  • Support pupils to achieve their full potential despite any difficulty or disability they may have.
  • Ensure that staff are aware of pupil’s individual needs and teach in a way that is appropriate for them.
  • Provide opportunities for pupils to develop confidence, self-esteem and resilience.
  • Work in partnership with parents/carers, pupils and external agencies to cater for children’s special educational needs and disabilities.
  • Make provision for children with SEN to fully develop their abilities, interests and talents.
  • Identify special educational needs at the earliest opportunity to ensure early intervention and support.
  • Ensure all children with SEN are fully included in all aspects of school life.
  • Regularly review policy and practice in order to achieve the best outcomes for all our pupils.