Creative Curriculum

Creative Curriculum

Warden Hill Infant School the curriculum is broad and balanced with a strong creative focus.Our curriculum is designed in terms of experiences and activities that will promote the continued growth of each child through the acquisition of knowledge, concepts and skills. The intention is to give children, teachers and teaching assistants more opportunity to explore their own creativity.
In foundation the curriculum is delivered through short topics based on themes pupils are interested in. Some areas of Mathematics and English are taught discreetly.

In Year 1 and 2 the curriculum has been organised into 3 themes covering a year. The themes have been chosen to allow cross curricular links to be developed. The themes in each year group do not cover everything that is expected to be covered across the whole curriculum during a particular year. Areas that do not fit into the theme are taught as discrete topics. Cross curricular links to Mathematics and English are made where possible.

Parents are encouraged to become actively involved in their children’s learning. We place a good deal of emphasis on encouraging and expecting good behaviour from our children in order to maintain our calm, purposeful atmosphere.

We are very proud of the social and cultural diversity of our school. This diversity is reflected in our curriculum, our policies and procedures and our school environment.

The curriculum we offer will provide:

Breadth: by providing a broad range of experiences that ensure that learners are able and confident to communicate effectively with others; make informed choices and gain an understanding of the world.

Balance: by giving each area of learning and experience appropriate attention in relation to others and the curriculum as a whole. Balance should be viewed over the entire period of education through the effective management of continuity and progression.

Relevance: by enabling the learner to see the curriculum as being relevant to both present needs and future aspirations. Relevance is related to the needs, expectations and aspirations of the learner; parents/carers; teachers; communities.

Differentiation: by being carefully matched to learners developing abilities, interests, attitudes, special needs and stages of development.

Continuity: each stage of education will build systematically on the foundations already laid and maximize learning.Pupils should be encouraged to look forward to the next stage and the new situations they will meet should be those which challenge and offer new opportunities appropriate to their age, stage and maturity.

Progression: if further learning is based on the assessment of what pupils know, understand and can do. This will prevent needless repetition and will help ensure challenge and raise standards of achievement.

Coherence: The preparation of schemes of work for individual classes and year groups across a term, a year and a key stage will reflect the detail of the overall curriculum guidelines

Curriculum Principals
We believe therefore a number of fundamental principals have been addressed;

The entitlement of the child
The Basic Curriculum is not intended to be the complete curriculum but will be part of a fuller curriculum which aims to respond to all educational needs of all pupils, particularly the development of positive attitudes and personal values and of the moral and spiritual areas of learning and experience.

The child as an individual
Our school must attribute the utmost importance to the needs of the individual child as a developing member of the society. Within these terms the child should be central to the curriculum, it’s design, it’s content and it’s implementation.

Equal opportunities
Each pupil, irrespective of gender, ability or cultural and ethnic background, should experience a balanced broad, differentiated curriculum which is equitable both as regards access to learning opportunities and in relation to the personal esteem accorded to individual learners – in short – a whole curriculum.

Special Educational Needs
Appropriate arrangements will be necessary in order to ensure that pupils with special educational needs (both low and high attaining pupils) have full access to a whole curriculum. It is of the utmost importance that no pupil should be deprived of any curricular opportunities.

Cultural diversity
Our school, irrespective of the ethnic make-up of our pupils and the communities in which they are situated, is a part of a wider multicultural society. Thus a school’s curriculum, in all of it’s aspects, should consistently encourage sympathetic awareness and understanding of cultural diversity whilst valuing the importance of the culture and heritage of our society.

We believe that in designing our curriculum we need to continue to recognize that all learners are individuals at differing stages of physical, intellectual, emotional, social and personal development.

National Curriculum Subject Areas
There is much overlapping and interlinking of all curriculum areas to cover the necessary provisions of the National Curriculum.
We are developing a curriculum that promotes a more creative approach to learning in our school.
It is based on the key concepts and principles of the National Curriculum, Excellence and Enjoyment, The Primary Framework and the five outcomes of the ‘Every child Matters’ agenda

1. be healthy
2. stay safe
3. enjoy and achieve
4. make a positive contribution
5. achieve economic wellbeing

The key concepts, principles and themes of the above documentation have been developed into more cross-curricular themes.

We endeavour to ensure that children learn to listen effectively and speak clearly and accurately. We use a range of strategies to teach reading. We teach phonics and word decoding skills to help children become fluent readers and successful writers.

The aspects of mathematics which we teach are: – number, shape and measure and data handling. We teach specific number skills and encourage children to explore different strategies in problem solving activities.

We are well resourced for science teaching. We teach children to observe closely and to safely develop their experimental and investigational skills.

Design and Technology
This is an exciting area of the curriculum through which the children become able to design and make artefacts, systems and environments.

Plans, maps, many interesting activities and visits are used to enable children to acquire geographical skills. Children are asked to consider ways in which we should look after the environment.

The children experience a wide variety of art activities. They learn how to observe, draw, paint and model with increasing skill, knowledge and understanding.

Music plays a full part in the life of our school. Children are given opportunities to sing, listen to music and begin to learn how to make their own music.

Physical Educational
The children learn the importance of strenuous activity in developing strong healthy bodies and how to work together in pairs, small groups and teams.A Sports/Fun afternoon involving aspects of competitive and co-operative sports is held annually.
Please note for Health and Safety reasons no jewellery is allowed.

Children are taught personnel and social skills such as independence, confidence, how to keep themselves safe and healthy and respect for themselves and others.

School Visits
Curriculum linked Educational visits are arranged throughout the year. Permission is required prior to the visit.

Religious Education/Collective Worship
Religious Education is part of the basic curriculum for all pupils. We aim to encourage children to reflect on their experiences and develop knowledge and understanding of religions. In turn this promotes tolerance and understanding within the school and wider community.Collective worship takes place daily during assemblies. The whole school attends these assemblies.

Please follow the link if you would like to view the curriculum policy Here

Contact Us

Warden Hill Infant School
Birdsfoot Lane

01582 595150


Mrs Ramsey (PA to Headteacher)
Mrs Moula (Bursar)

Mrs Bright (Clerical Assistant)
Mrs Basterfield (Clerical Assistant)