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Our Curriculum

At the Highfield Schools, we believe we have a responsibility to prepare children for the community and wider world in which they live and will work in, equipping children with the ability to identify for themselves, the dangers and opportunities that this will present.  Life in the twenty-first century is fast paced and constantly evolving and our curriculum needs to provide children with the deep knowledge, skills and aptitude to embrace change, take appropriate risks and to be able to adapt.  

 

Spiritual, moral, social and cultural development is the golden thread which runs through our curriculum.  Every child is recognised as a unique individual and we celebrate and share these differences within our diverse school and wider community. 

 

Our bespoke curriculum builds upon the strong basis of the National Curriculum, providing additional opportunities wherever possible to develop a deeper knowledge of the subjects being taught. Through this immersion in their learning, children acquire positive attitudes towards it and relationships which reflect the school's core values and the skills needed to promote responsibility for learning and future success.

 

At Highfield, the curriculum is designed to recognise children’s prior learning; provide first hand learning experiences; allow the children to develop interpersonal skills; build resilience and become creative, critical thinkers. Working memory is built upon, altering long-term memory for children, which we know has been championed by the work of Sweller, Ayres and Kalyuga (2011) in Cognitive Load Theory (Vol 1). It is underpinned by the teaching of key skills, knowledge, concepts and values that can be transferred, adapted and applied in different situations. We regularly provide opportunities for active learning and for children to question, believing that childhood should be a happy, investigative and enquiring time in our lives - where there are no limits to curiosity and a thirst for new experiences and knowledge. Children at Highfield are encouraged to use metacognition and self-regulation approaches to help them think critically about their own learning. This is an effective tool in helping our children 'learn to learn' and is backed up with strong research from the Education Endowment Fund (EEF), with many pupils making up to seven months additional progress.

 

The Highfield curriculum is broad and balanced, giving children many opportunities to excel and enjoy different areas of learning. The mastery approach adopted in a number of subjects allows children to make accelerated progress and this is backed up by research conducted by the EEF. As well as an engaging academic curriculum based on the development of knowledge and skills, children at Highfield are given opportunities to enjoy the creative arts, music and sport which are also disciplines embedded across the schools.

 

Children leave Highfield being able to identify risks and with strategies on how to minimise the negative impact of these. In addition, they leave with a strong sense of belonging to a supportive community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

We asked our children what they think of learning at Highfield Infants'. Here are some of their thoughts:

We asked our children what they think of learning at Highfield Infants'.  Here are some of their thoughts: 1
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