Our ‘Roots and Wings’ Curriculum

“There are two lasting bequests we can hope to give our children. One is roots and the other is wings.”

Hodding Carter

Through our curriculum we aim to provide children with knowledge and skills to support their development (‘roots’), as well as opportunities to enhance their aspirations and

develop individually (‘wings’); creating personalised learning experiences for the children in our local community. Hodding Carter’s quote embodies our schools vision and values and

with this in mind, we have call this ‘The Highgate Roots and Wings Curriculum’.

The roots at the bottom of the tree link closely with the ‘Characteristics of Effective Learning’ identified in the EYFS Curriculum as they are skills which we feel all children

should be given experiences of in order to gain independence, social and emotional awareness and personal resilience for their successful futures.

Our ‘Roots and Wings’ Curriculum

Our curriculum journey Our ‘Roots and Wings’ curriculum has been developed in consultation with staff and children alike. Our curriculum is mapped against the Early Years Foundation Stage and the National

Curriculum objectives and class teachers have planned themed learning opportunities to meet these curriculum needs. Through thematic learning teachers add challenge to ensure pupils

will meet the new expected standard at the end of key stage 1. The curriculum is balanced with key skills and extra-curricular opportunities to apply these skills in realistic, meaningful

contexts; while being creative to inspire pupils and encourage their curiosity.

The Curriculum is woven with opportunities for pupils to develop their awareness and understanding of SMSC, promotion of British values and ways of keeping themselves safe. Every

opportunity is made to engage pupils with extra-curricular experiences and visits, promoting high aspirations. Aim HIGH GATE way to your future is the motto we wish our children to

aspire to and we believe that our ‘Roots and Wings ‘Curriculum embodies this ethos.

Our school and curriculum values KS1 follow and teach programmes of study set out in the National Curriculum (2014) for Mathematics, English, Science and Foundation subjects: (Art & Design, Design Technology,

Computing, Music, History, Geography and Physical Education. EYFS follows the Early Years Foundation Stage Curriculum (2012) linked with Development Matters. At Highgate we have

designed our own curriculum which supports and enhances the statutory curriculums; providing children with knowledge and skills to support their development (roots) and opportunities

to enhance their aspirations and develop individually (wings). We call this The Highgate Roots and Wings curriculum.

Designing a curriculum to meet the needs of our children… As part of our ‘Roots and Wings’ Curriculum as a staff we collaboratively train, plan and provide purposeful and engaging opportunities for children to develop individually as well as widening

and developing their own personal aspirations. Many of these opportunities take place within school as group interventions or extra-curricular activities. All staff are aware of these

programmes and teachers plan opportunities within their lessons to support children’s development in line with their personal focusses.

Supporting SMSC

As a school we follow and deliver the PATHS Programme (Providing Alternative THinking Strategies for children) to enhance the social competence and social understanding of children,

supporting them to recognise their own and other’s feelings and ways to help solve social and emotional problems they may encounter. PATHS Assemblies take place twice a week (one in class

and one whole school).

We also provide additional curriculum interventions and opportunities to support children’s social and emotional well-being, such as:

THRIVE Approach (supporting children in becoming more self-assured and ready to engage with life and learning),

Lego therapy (supporting children’s team work and communication skills)

‘Woodland Walks’ (similar to Forest Schools, supporting children’s confidence and social and emotional awareness)

Sensory Circuits (supporting children’s readiness to learn whilst also encouraging the development of the child’s sensory processing skills).

Designing a curriculum to meet the needs of our children continued…

Supporting core curriculum subjects

Numicon (identifies and supports children kinaesthetically in their understanding of number)

Numbers count (specifically supports children’s understanding of number and place value as well as additional mathematical concepts including shape, space and measure)

FFT (A literacy based intervention programme addressing skills and knowledge at word, sentence and text level).

Booster phonic sessions (A KS1 in-class intervention to support children’s phonic recognition an appliance from phases 2-5)

Literacy Group (An experienced literacy lead teacher works with children from Reception through to Year 2 providing group support to secure and extend key literacy concepts in line ith the

EYFS and National Curriculum)

Supporting language across the curriculum

We actively promote correct use of spoken language and provide opportunities through carefully planned learning opportunities to support and extend children’s use and understanding of

language. Many of our children speak English as an Additional Language so lesson activities often incorporate visual, as well as auditory and kinaesthetic support. Alongside the children we, as

a staff have created actions to consistently support delivery from Reception through to Year 2 of key literacy concepts (specifically for punctuation and grammar) and mathematical

concepts (addition, subtraction, multiplication and division). Through high quality chosen texts we also use Pie Corbett’s Talk Writing approach along with additional dramatic conventions to

support children’s understanding of text specific language and structures.

By training staff alongside Speech and Language therapists we also offer language rich support programmes to enhance children’s experiences of language, such as:

Talk Boost (a targeted and evidence-based intervention programme, which supports children to make progress with their language and communication skills.)

ELKLAN (supporting children’s acquisition of language: as well as verbal and non-verbal communication skills, memory and independent learning).

School Council

Our school council comprises of 2 children from each year group and are elected democratically during the Autumn Term. The School Council present their agenda to their classes and then

report back during School Council Meetings to represent the voices of their classmates. They meet termly with a member of the SLT and discuss issues linked to the SIDP and issues that

may be ongoing and have arisen as part of our daily learning processes.

Parental and community engagement

Throughout the school year we plan in opportunities for parents to engage with, and review their child’s learning. Through Parent Evenings, Home Learning Menus and the Assertive

Mentoring programme parents are regularly informed of their child’s developments and next step targets. We hold community assemblies during Harvest, Easter and in the Summer term. We

also invite families to watch our whole school Christmas production in December. Every year our children visit our local Residential Care Home, providing a mini-concert for residents and

members of the community also come in and deliver assemblies and support delivery of our thematic curriculum e.g. talking about the jobs that they do.

Our Learning Catalyst works hard to engage the parents, particularly supporting their understanding of good attendance. Our Learning Catalyst and PTA also provide Christmas and Summer

Fayres to engage families and our local community. Alongside our Learning Catalyst our Class Teachers offer reading cafes and parent workshops throughout the year to continue to

strengthen our successful home school partnerships.

Clubs

The school currently provides a daily Breakfast Club as well as after school clubs including Computer club and Street Dance.

A curriculum which offers transitional support Transitional support is very important to us as a school both between year groups but also in supporting children when they move on from us, either, before or at the end of KS1. During the

Summer Term class teachers meet regularly to discuss their next cohorts with previous practitioners and implications for their proposed curriculum content. EYFS staff visit children,

where applicable, within their previous educational settings and also offer home visits for all children. Children with identified educational or transitional needs are invited to visit the school

further to the events and visits already planned in.

A similar process takes place with the Year 2 teaching staff in meeting with Year 3 colleagues from the children’s next Primary Schools. Events and visits are also planned in to support a

smooth transition. Again children are identified at the end of Spring Term and extra transitional support is provided where needed.

As a small school we plan collaborative events for children to learn together alongside staff throughout the year, however at the end of the summer term we also plan for 3 days in which

children to meet their new teaching and support staff and become familiar with their new learning environments.

HIGHGATE INFANT SCHOOL

Curriculum overviews from Reception to Year 2, 2016-17

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Whole school

topics The World and Me Let’s Celebrate Once Upon A Time Down o the farm Worms, wellies and watering cans Oh I do like to be beside the seaside!

Stunning

start

Flags, portraits and around the

world in our assemblies, sensory

morning

Bonfire celebration Fairytale dress up day Living eggs Allotment challenge, wormery,

ants, caterpillars

Pirate dress up, ferry trip

Fabulous

finish

Multicultural celebration Christmas extravaganza Gressenhall (fairytales and

farm focus)

Bonnet parade

Ugly bug ball Whole school beach trip

Gressenhall (fa irskjld

PE Games-Year 1 (Wednesdays)

Swimming- Year 2 (Thursdays)

K.A.R.L- Friday

Gymnastics-Year R

Swimming- Year 1

Fridays Reception: Year 1:

Dance Year 2:

Gymnastics- Year 2

Swimming- Year R

K.A.R.L-Fridays

Dance- Year 1

Swimming- Year 2

K.A.R.L-Fridays

Dance- Year R

Swimming- Year 1

K.A.R.L-Fridays

Games-Year 2

Swimming- Year R

K.A.R.L-Fridays

Swimming all year round

RE R Who am I?

How do I feel?

What makes me happy?

1 Christianity

Does God want Christians to look after the

world?

Does the world belong to God?

Should people take care of the world?

2 Christianity

Is it possible to be kind to everyone all of the

time?

What can I learn from religious traditions?

Should people follow religious leaders and teachings?

R What is Christmas?

How do Christians celebrate Jesus'

birthday?

1 Christianity

What gift would I have given to

Jesus if he had been born in my town

and not in Bethlehem?

What can I learn from stories from

religious traditions?

Are symbols better than words at

expressing religious beliefs?

2 Christianity

Why did God give Jesus to the

world?

Is God important to everyone?

R How do people celebrate?

1 Christianity

Was it always easy for Jesus to

show friendship?

What can I learn from religious

traditions?

Should people follow religious

leaders and teachings?

2 Islam

Does praying at regular intervals

everyday help a Muslim in his/her

everyday life?

Who do I believe I am?

Does it feel special to belong?

R Why is the cross important to

Christians?

Is Easter happy or sad?

1 Christianity

Why was Jesus welcomed like a

king or celebrity by the crowds on

Palm Sunday?

Should people follow religious

leaders and teachings?

Are Symbols better than words at

expressing religious beliefs?

2 Christianity

Is it true that Jesus came back to

life again?

Is God important to everyone?

Are symbols better than words at

expressing religious beliefs?

R What can we learn from stories?

1 Judaism

Is Shabbat important to Jewish children?

Are religious celebrations important to

people?

2 Islam

Does going to the mosque give Muslims a

sense of belonging?

Does it feel special to belong?

Who do I believe I am?

R What places are special to me?

Which people are important in my life?

1 Judaism

Does celebrating Chanukah make Jewish

children feel closer to God?

Are religious celebrations important to

people?

Are Symbols better than words at

expressing religious beliefs?

2 Judaism

What is the best way for a Jew to show

commitment to God?

Should people follow religious leaders and

teachings?

Is God important to everyone?

British

Values

PROMOTING BRITISH VALUES Democracy: making decisions together Staff will encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. We will encourage democracy with

children sharing views on what the theme of their role play area could be and what their golden time choices could be. School council will be elected and used to share ideas represent views of pupils across the school. Staff will support the decisions that children

make and provide activities that involve turn-taking, sharing and collaboration. Children will also be given opportunities to develop enquiring minds in an atmosphere where questions are valued.

Rule of law Understanding rules matter as cited in Personal Social and Emotional development (EYFS). Encouraging children to understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong. Staff will collaborate with children to

create the rules and the codes of behaviour (class golden rules and school vision and values) and ensure that all children understand rules apply to everyone.

Individual liberty: freedom for all To support children in developing a positive sense of themselves staff will provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on

obstacle courses, problem solve collaboratively and individually throughout the curriculum and encouraging children to talk about their experiences and learning. Staff will encourage a range of experiences that allow children to explore the language of feelings and

responsibility, reflect on their differences and understand we are free to have different opinions, for example in considering transitions.

Mutual respect and tolerance: treat others as you want to be treated Staff will create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. Staff will support children to acquire a tolerance, appreciation of and respect for their own and other

cultures and offered experiences that will enhance children’s understanding about similarities and differences between themse lves and others and among families, faiths, communities, cultures and traditions. We shall offer opportunities for children to share and

discuss practices, celebrations and experiences of other faiths (Diwali, CNY).

Staff will encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions and will promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s

experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.

SMSC

Safeguarding

As a school we also follow and deliver the PATHS Programme (Providing Alternative THinking Strategies for children) to enhance the social competence and social understanding of children,

supporting them to recognise their own and other’s feelings and ways to help solve social and emotional problems they may encounter. PATHS Assemblies take place twice a week (one in class and one

whole school).

We also provide additional curriculum interventions and opportunities to support children’s social and emotional well-being, such as THRIVE Approach (supporting children in becoming more self-

assured and ready to engage with life and learning), Lego therapy (supporting children’s teamwork and communication skills) and ‘Woodland Walks’ (similar to Forest Schools).

RECEPTION

TOPIC OVERVIEWS 2016-2017 These overviews have also been mapped in collaboration with Year 1 and Year 2, alongside the EYFS Curriculum, KS1 National Curriculum and school agreed expected standards in

order to ensure progression throughout the school year as well as providing ongoing opportunities for assessing pupil progress relative to their individual starting points and end

of year expectations.

YEAR 1

TOPIC OVERVIEWS 2016-2017 These overviews have also been mapped in collaboration with EYFS and Year 2, alongside the EYFS Curriculum, KS1 National Curriculum and school agreed expected standards in

order to ensure progression throughout the school year as well as providing ongoing opportunities for assessing pupil progress relative to their individual starting points and end

of year expectations.

YEAR 2

TOPIC OVERVIEWS 2016-2017 These overviews have also been mapped in collaboration with Year 1 and Year 2 and alongside the EYFS Curriculum, KS1 National Curriculum and school agreed expected

standards in order to ensure progression throughout the school year as well as providing ongoing opportunities for assessing pupil progress relative to their individual starting

points and end of year expectations.