Our Curriculum...

Curriculum Intent:

Guillemont Junior School offers a broad and inclusive curriculum for all children. This aims to ensure that all children access the substantive and disciplinary knowledge that they need to fulfil their potential; there is a universal offer.

It is our belief that reading unlocks learning across the whole curriculum, therefore reading and vocabulary development have a high profile and are at the heart of our curriculum.

The school curriculum has been designed for the children in our community and is reflective of their needs and the local context. We aim to offer a foundation curriculum that is enquiry based, ambitious and progressive; where each project has a driving question, which the children work towards answering. Hook activities and enriching experiences within the curriculum are designed to engage and stimulate the children, to provide meaningful context to the learning and develop ‘cultural capital.’

At Guillemont Junior School we believe in personal development and unlocking and developing the potential of the whole child. We aim to understand barriers to learning and adapt our curriculum to ensure equal opportunities and success for all.

Our Founding Purpose is to enable our children to develop the skills, knowledge, confidence and attitudes to continually adapt, contribute and create in a changing world. Our children will be fulfilled, happy, safe, and able to build positive relationships now and in the future.

Our school values drive our vision:

Respect

Opportunities are given for high quality experiences, which develop a culture of mutual respect for one another, our property, our community and the environment. Inclusivity is valued and cultures and backgrounds are recognised and respected. Children follow the school rules to be ‘Ready, Respectful and Safe’

Aspiration

We encourage our children to dream big and have limitless aspirations. Children are encouraged to take part in new experiences, develop their cultural capital and take on responsibilities across the school. We interact as a community in a positive and respectful manner. We value and believe in each other and ourselves.

Resilience

To develop the resilience to face challenges and overcome mistakes

Curiosity

Encourage questioning and inquisitiveness about learning and the wider world where the foundation curriculum is enquiry based and follows lines of enquiry around driving questions

Independence

Within our nurturing and inclusive environment, children are encouraged to develop their independence and problem solving skills which in turn leads to a sense of achievement. They also develop the skills to work collaboratively and confidently to make decisions

Curriculum Implementation:

Subject leaders are appointed for all subject areas and they are responsible for ensuring that the curriculum is sequenced and progressive within their subject and that teaching is effective through a programme of monitoring, evaluation and review and sharing of good practice. They ensure that planning is completed effectively.
Class teachers ensure that assessment for learning takes place and progress is monitored to ensure that all children are provided for and provision is made regardless of their starting points.
Senior leaders monitor to ensure that there is consistency in teaching across the school and they analyse attainment data and track different groups of learners to ensure that they are making progress and identify where provisions are required.
Teaching incorporates a clear understanding of cognition and learning; strong subject knowledge; modelling and instruction and guided learning; there are flexible grouping; a universal offer with adapted learning; calm learning environments and positive high expectations for all children.
High quality education which nurtures and empowers children; substantive and disciplinary skills are taught and embedded through carefully considered and sequenced learning journeys; there is class based inclusion to tackle educational disadvantage; we teach children to plan, reflect, evaluate and improve; we foster positive parental partnerships.
We plan high quality learning journeys with motivating hooks
Whole school subject overviews ensure that there is progression within each year group and across the Key Stage in concepts, skills and knowledge which are deepened and connected over time
Planning is completed in detail for maths and English lessons, which are taught daily.
Units of work are planned for all foundation subjects. Some subjects are blocked where this supports learning within a particular topic.
All units of work are planned to ensure that the National Curriculum 2014 Statutory Guidance for Key Stage 2 is included in our school curriculum.
PDL follows the SCARF whole school approach in promoting behaviour, mental health, wellbeing, resilience and achievement.
The RE curriculum follows the Hampshire Agreed Syllabus – Living Difference III.
Opportunities are provided to contribute to the school community and the wider community.
We plan enquiry based learning which promotes curiosity and pupil led enquiry.
Learning is applied in new contexts and where appropriate, cross curricular links are made.
Enrichment opportunities and events are planned to develop cultural capital.

Curriculum Impact:

The impact of our curriculum is measured in a variety of ways:

Assessment for learning is purposeful, systematic monitoring and evaluation takes place to ensure high quality teaching and learning for all leading to high outcomes and strong progress for all pupils regardless of their background, needs and starting points. There are great attitudes to learning, behaviour and attendance. Learners are well rounded and have the knowledge, skills and understanding for the next phase of their education and their future lives. Children and the community are happy and motivated and there is a positive learning culture.

Teaching & Learning