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Holme Church of England

Primary Academy

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Our curriculum statement

 

We are proud of the rich and varied curriculum that we offer, which enables children to not only excel in reading, writing, science and maths, but to also develop their knowledge, skills and understanding in a variety of other subjects such as RE, Art, Music, PE, Computing, History and Geography.  Throughout the whole of the curriculum, we also aim to develop their spiritual, moral, cultural and personal dispositions and attitudes also.

 

In September 2014, the Primary National Curriculum underwent some significant changes. This has provided the school with an excellent opportunity to review and refresh our curriculum offering to the children in our school to ensure that not only are the core skills and knowledge in English, Maths and Science covered, but also that the changes to the ICT curriculum, now known as Computing, are reflected as well as the Humanities and Arts. The staff have worked hard to re-create curriculum maps for each mixed age class from Yr1-6 to reflect these national changes.

 

As a church school, the RE curriculum is very important. We follow the Cambridgeshire Agreed Syllabus and work closely with the Diocese to ensure that our RE provision reflects current thinking both locally and at a national level.

 

Where possible, teachers organise each term's learning under a theme, with a particular subject 'leading' this. They work hard to ensure the children make connections between and within subjects. This enables children to broaden their skills and knowledge simultaneously. The curriculum is planned thoroughly, starting with the children's current knowledge and skills, so that real progress is made. Each term there are a variety of visits and visitors planned to enrich the learning and create lasting memories via real experiences.

 

If you would like to find out more about our curriculum then please contact the Headteacher, Mrs Allen, or the Deputy Headteacher, Mrs Thomas who will be happy to discuss in more detail.

 

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