Our Curriculum
At Hockley Primary School, we are passionate about delivering a high-quality curriculum. We have designed our curriculum to meet the needs of our school’s context, focusing on what our children need to know. Through this process, our curriculum has evolved into a tool with which our children can better shape their school experience, their relationships with others and the future world they will inhabit.
Our Vision
As our vision makes clear, our school is a space for aspirations. We know, however, that to help realise these aspirations, our school’s focus must be rooted firmly in our children’s success in the present. Here at Hockley Primary School, we take inspiration for this task from our natural setting. Just like the woodland surrounding us, our school is a communal space. We share it, we grow within it and, most importantly, we nurture it. Our school has places to sit and feel part of something, places to shelter and places from which to admire the beauty of everything that has grown within it.
Curriculum intent statement:
we lead and deliver an ambitious and knowledge-rich curriculum, which inspires creativity, compassion and community
Curriculum Overviews and Year Group Information
At Hockley Primary, the curriculum is all the planned opportunities that we organise in order to promote learning and personal growth and development.
It includes not only the formal requirements of the National Curriculum and EYFS, but also the range of extracurricular activities and experiences that the school organises in order to enrich the education of the children and to develop them spiritually, morally, socially and culturally.
It also includes the ‘hidden curriculum’, or what the children learn from the way they are taught and expected to behave.
A set of key milestones complement the National Curriculum achievements within our school and provide ambition and direction for children and teachers and ensure pupils are in the best place for transition not only within our school but to KS3 and beyond.
Subjects
