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Barrow Hill Academy

Barrow Hill Academy

Our Curriculum

At Barrow Hill Primary Academy, the curriculum has been designed to equip our children with the knowledge, skills, understanding and behaviours required for deep and memorable learning. We provide a rich curriculum, which caters for children of all abilities, attempting to develop each child’s potential to the full.  Each half term, there is a connecting theme across the school and a subject driver; these are carefully planned over a two year cycle to ensure that our mixed age classes cover the content of the National Curriculum by the end of their Key Stage. 

Our aim is to inspire children.  We want them to #ProudToBeBarrowHill and #DreamBig.  Learning is purposeful and where possible, connections are made across subject areas.  Curriculum subjects are taught discretely and with fidelity enabling children to see themselves as historians, geographers, designers, artists, musicians, scientists, technicians, programmers, philosopher and citizens of the world. Learning journeys are planned to incorporate prior learning and connect learning across classes and year groups.  Staff work collaboratively to plan the intention of each learning journey and provide rich experiences for children to immerse themselves in.  Learning begins with a wow hook to engage, motivate and inspire our children through a memorable learning experience.  Towards the end of a journey, children plan to share their learning with a finale event.  This encourages the children to plan how to share their learning and communicate clearly with an audience .

Throughout the journey, children record key learning using pictures and key words, learning tiles or S plan . This is shared in the classroom as well as individual learning journey books.  We have paid close attention to what is known about how children learn and also the neuroscience behind 'remembering'. We have used articles and studies to inform our practice: https://impact.chartered.college/article/shibli-cognitive-load-theory-classroom/ along with research evidence suggested by the Education Endowment Foundation https://educationendowmentfoundation.org.uk/tools/guidance-reports/metacognition-and-self-regulated-learning/ which claims the use of ‘metacognitive strategies’ (getting pupils to think about their own learning) can be worth the equivalent of an additional +7 months’ progress when used well. Further training related to metacognition including 'Rosenshine's Principles' (Sherrington, 2019) and 'working memory' is planned for the next two academic years. 

Children are expected to apply their reading, writing and mathematical skills across all areas of the curriculum.  There is a focus on communication and language throughout school with teachers planning opportunities for children to acquire, learn, explore and rehearse new vocabulary and apply using words in both written and spoken form.  The three pillars of vocabulary teaching as explained by Alex Quigley, ‘Closing the Vocabulary Gap’, are used across school; explicit vocabulary teaching, incidental vocabulary learning and cultivating word consciousness.  We carefully choose texts when we are teaching foundation subjects that aim to inspire, inform and add depth to our curriculum. 

Our curriculum is designed to offer a wide range of balanced learning opportunities to help our children grow into a responsible and independent young people with a desire to learn.

Get in touch

marker

Station Road, Barrow Hill, Chesterfield, Derbyshire. S43 2PG

phone

01246 472494