Curriculum

Hartley Primary Academy is a candidate school* for the PYP. This school is pursuing authorisation as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students. 

* Only schools authorized by the IB Organisation can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorisation will be granted. For further information about the IB and its programmes visit http://www.ibo.org.

The PYP is a framework for us to deliver our curriculum, informed by the National Curriculum, but supplemented with a range of opportunities and knowledge and explored through the transdisciplinary themes of the IB framework. We continue to teach the skills from the subject areas below, but we do this in a way that allows all children to have voice, choice and ownership over what they learn. We aim to provide our children with opportunities to extend their thinking beyond the classroom, in order that they become ‘Happy, Positive Achievers’.

Intent

Our curriculum at Hartley Primary Academy (HPA) has been developed to ensure all children develop the basic skills in reading, writing and number as quickly as possible, so that they are able to become independent inquirers, taking full advantage of an engaging wider curriculum based around the International Baccalaureate (IB) Primary Years Programme (PYP). 

Through the PYP framework, we challenge children to think for themselves as they begin to consider local and global issues, and acquire the knowledge and skills they will require to take advantage of opportunities, responsibilities, and experiences later on in life. 

The curriculum is underpinned by the IB learner profile (linked to the Academy values) that identifies the characteristics of a HPA student by the end of their time with us. We intend for our children to leave us as caring, internationally-minded participants continuing a lifelong journey of learning, equipped with the skills they require to continue to thrive as they move onto secondary education. 

Our curriculum can be best described through the areas of English, Maths, EYFS and the PYP framework. The leaders of each of these curriculum areas work closely together to ensure that they are coherently planned, with clear progression across year groups, and that children meet age-related expectations at the appropriate times.

Our curriculum will be informed by, but not restricted to, the National Curriculum, to ensure learners are exposed to a rigorous education that progresses coherently both vertically and horizontally. 

Alongside the academic curriculum, pupils will be taught Personal, Social, Health Education (PSHE), (including relationships and sex education) which is mapped out to be age-appropriate and sequential in meeting the needs of our learners. At Hartley Primary Academy, we follow the PSHE scheme of work from JIGSAW. There is a separate policy for PSHE and this sets out how we will teach (S)RE.

Where children join us at lower than expected starting points, or with additional needs, processes ensure that these children are provided with targeted interventions (both educational and pastoral) to aid them in acquiring the basic skills of reading, writing, and maths whilst still being given the opportunity to access our wider curriculum through additional support or adaptations made. In this way, we intend for all children to achieve their full potential regardless of their background or their additional needs. Please refer to the Academy’s SEN policy for further details. 

Implementation

Teaching & Learning practices at HPA are constantly evolving to ensure that our curriculum is delivered efficiently, using a fine balance between traditional and progressive practices. Knowledge is, on occasions, imparted through lecturing, e.g. Dictogloss, but also constructed through experience and practical inquiry. Both teacher-centred and student-centred approaches are employed depending on what best suits the learning activity and the children’s needs. 

In light of recent research and practices on meaningful and effective marking and teacher workload, changes to feedback in writing have been developed. Feedback will be verbal where possible, and will focus on small next steps. Children are encouraged to make improvements to their work in ‘purple pen’ to show that a learning conversation has taken place.

Since 2019, we have been developing a curriculum based on the IB PYP, which places a strong emphasis on inquiry-based learning in which the children are actively involved and take responsibility for their learning. Through lines of inquiry (generated by the children), they make connections across disciplines and integrate subjects. Our personalised curriculum provides the challenge that encourages pupils to embrace and understand the connections between foundation subjects and the real world, and become critical and reflective thinkers. It also promotes a positive attitude to learning by encouraging pupils to solve problems, show creativity and resourcefulness, and participate actively in their local communities and within the academy.  Our EYFS, Key stage 1 and 2 curriculum is planned collaboratively within our phase teams, with collaboration across other Trust primary academies. Each key stage has mapped their appropriate curriculum frameworks (Development Matters and the Primary National Curriculum) looking for vertical, horizontal and diagonal learning pathways. This allows for the transdisciplinary themes to be planned with rigour, ensuring the depth and breadth is covered whilst promoting pupil agency within the themes of the PYP programme. The themes are selected for their relevance to the real world. They are described as transdisciplinary because they focus on issues that go across subject areas.

These are:

  • Who We Are
  • Where We are in Time and Place
  • How We Express Ourselves
  • How the world works
  • How we organize ourselves
  • Sharing the planet

Impact

Assessment is planned at regular points to ensure a depth of understanding in all foundation subjects in addition to reading, writing and maths. The sequence and design of the curriculum will allow for longer term learning and recall. Through thorough curriculum coverage review and pupils’ skill development, we will ensure the breadth and depth of knowledge is embedded for all pupils to develop knowledge and skills needed to be successful in life.  Positive engagement in learning activities and seeing a vibrant global community within the academy will show the depth of impact of our curriculum intent and effective implementation.  

IB Learner Profile

Through our curriculum design and teaching, we hope to provide our children with a range of opportunities to embed the skills and attributes to be successful both in school and in the world around us. By strengthening these core values and attributes, we help to prepare learners at Hartley Primary Academy not only for the next stage of their learning, but also for the future. Our hope is for our children to become responsible members of their local, national and global communities.