The main aim of the 2014 curriculum was to raise standards. The curriculum is intended to be challenging, focusing on essential core subject knowledge and skills.
We have worked hard to ensure Progression of Skills for each pupil as they move from Early Years to Upper Key Stage Two. We have developed a Progression of Skills which shows the year group or phase expectations in every subject.
Our Progression of Skills documents set out what will be taught in each year group based on the 2014 National Curriculum. When planning, teachers will consider the overall Learning Objective; a focus for the objective and the resulting Success Criteria.
The Holly Park Skill Progression Documents (at the bottom of this page) provides the relevant information to do this.
Learning Skills – We are encouraging children at all times to be improving their Learning Skills. The stickers we present for achievement are linked to Learning Skills.
Art– There are 7 areas of Art & Design for the children to master techniques in. Children should be looking at the work of a range of artists as inspiration for their work.
Computing – There are 2 sections: Computing and Computing: Coding.
DT – Every year group must include work on Food in their Learning Schedule for the year. There are then 2 other areas of Design & Technology to focus on. The skills set out for each year group ensure children make progress in the different areas of DT.
English – The 2014 National Curriculum content is very detailed and specific to individual year groups so there are objectives and ‘I can’ statements which address the curriculum for each year group.
Geography – There are lots of cross-curricular opportunities with this subject and it is important to continually look for chances to include the skills mapped out for each phase group. Certain areas of the Geography curriculum have been incorporated into some ‘Focused units’ and fieldwork for a particular year group. This means that they are included in the content coverage given to that year group and the responsibility is specifically with them to cover that area of the curriculum.
History – There are specific History units given to each year group e.g. ‘A local history study’ in order that we ensure the correct breadth of coverage for the National Curriculum. The historical skills set out are then taught via the given History units.
Maths – As with English, this section looks different to others and provides the detail needed to teach each year group’s objectives.
MFL (Spanish) – This is taught by a specialist teacher
Music – This is taught by a specialist teacher
PE – Each year group is given the PE content to teach to ensure fair access to various skills/activities as children move through the school. There are currently 3 sections for PE (Dance, Gymnastics and Games)
PSHE – We are using a scheme of work for SRE (Sex and Relationships Education) throughout the school from Reception. The work on SRE has been incorporated into the new Barnet PSHE framework which we are also newly introducing this year. The PSHE content is divided into 3 core themes (Health and Wellbeing, Relationships and Living in the wider world), with 2 strands in each. The 6 ‘strands’ (Physical, Sex and Relationships, Social, Emotional, Economic Wellbeing and Being a responsible Citizen) relate directly to the learning objectives in the Learning Journey. Lesson notes and resources can be found from the ‘Barnet Emotional Wellbeing and PSHE Framework’ document. The ‘I can’ statements relate to the outcomes for the various units. Note that the SRE coverage comes from the Christopher Winter Project (CWP) scheme of work.
Science – Children should be working scientifically through all their Science activities. Years 1, 3 and 5 share certain objectives and Years 2, 4 and 6 share certain objectives. If all content is taught appropriately for each year group, the children will build on this as they move through the school.
Below you will find the different sections for each subject area and the associated Progression of Skills documents.
Click on the attachments to read them.
RE (To come)