Curriculum Intent:

At Hammond Academy we intend for our progressive, broad and deep curriculum to provide all leaders regardless of barriers, the opportunity to apply our learning values to a range of engaging, exciting, relevant and challenging learning. Through the promotion of positive learning behaviours and a growth-mind-set attitude, we aim to instill the belief in our whole community that learning enables us to grow as individuals and achieve our goals.

Our Hammond Learner attributes are the curriculum drivers that underpin everything we do in school.

They are outlined below:

English

Reading:

At Hammond Academy, we want every one of our learners exposed to a diverse, culturally rich and ambitious reading curriculum so that they can acquire the vocabulary needed to express themselves effectively. We want to give our learners opportunities to read a range of texts across the curriculum, to not only learn about the world around them, but to also spark their imaginations so that they can go on to write for a variety of purposes and audiences.

Key themes/elements which contribute to the curriculum design:

  • Whole class guided reading approach in years 2-6
  • Explicit teaching of key reading strategies
  • Quality age appropriate texts are used in reading lessons and across the curriculum
  • Little Wandle Letters and Sounds Revised Phonics programme in EYFS and Year 1

Maths

We not only want our learners to leave Hammond Academy as confident mathematicians who are proficient in using written and mental methods but fearless learners and resilient problem solvers, who aren’t scared of taking risks and giving things a go. As a school, we intend to teach purposeful, practical engaging maths lessons which challenge our children.

Science

Scientists at Hammond Academy will be learners who understand the world around them. They will be learners who can discover, develop and question ideas; engage in being curious about life and everything we see and do. We want our Hammond scientists to challenge themselves and others; to be fearless in endeavouring to try new ideas and are ambitious in showing their achievements, using a range of scientific vocabulary.

Key themes/elements which contribute to the curriculum design:

Each year group covers learning within the areas of Chemistry, Physics and Biology, Including Earth and Space.

Working scientifically and scientific enquiry are ongoing throughout each topic supporting children in developing the skills needed in order to be scientists. 

Biology – Living things and their habitats (Evolution), Plants, Animals including Humans.

Chemistry – Rocks, States of Matter, Materials.

Physics – Light, Sound, Forces and Magnets, Seasonal changes and Electricity.

Where topics are taught again in a different year group, the learning builds and expands upon prior knowledge ensuring that children can recall what has been learnt previously and reflect upon current learning showing a deeper understanding and connections to the world around us.

PE

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Computing

Our curriculum enables our learners to have the opportunity to be technologically literate, in our ever evolving and expanding digital world. We promote safety online to ensure confident, fearless learners who can navigate a range of digital programmes and skills that will support their curiosity and current interests.

Key themes/elements which contribute to the curriculum design:

At Hammond, every year group learns through units within the same four themes. This approach allows us to use the spiral curriculum approach to progress skills and concepts from one year group to the next. The four key themes within computing are:

  1. Computing systems and networks
  2. Creating media
  3. Programming
  4. Data and information.

Personal Development (PSHE)

At Hammond Academy, we have chosen to follow the Condensed Kapow Scheme of Work from Reception to Year 6. We chose this scheme due to the high quality resources it provides, support and guidance for teachers and we felt it was a challenging, appropriate and engaging personal development programme. By implementing the condensed version, this allows teachers to use their professional judgement whether to use the additional sessions from the full scheme based on the strengths and needs of each class as well as the flexibility to implement the No Outsiders programme.


The scheme aims to give children the knowledge, skills, and attitudes that they need to effectively navigate the complexities of life in the 21st Century.

The curriculum covers key areas which will support children to make informed choices now and in the future around their health, safety, wellbeing, relationships, and financial matters and will support them in becoming confident individuals and active members of society.

History

History at Hammond Academy equips all learners with the skills to proudly discuss and make connections with their past, as well as be sensitive and curious about the past of others and that of different cultures. Learners will ambitiously challenge ideas and preconceptions about the past.  

Key themes/elements which contribute to the curriculum design:

Investigate and interpret; communicate information about the past; understand chronololgy; build an overview of world history.

Key themes across KS2:

Rich and poor; society (democracy, hierarchy, monarchy, government); Rule of Law (Crime and punishment); Beliefs and values; how the era of the time is represented through art; how this period of time contributes to society as it is today.

Geography

At Hammond Academy we want to inspire our learners to explore, become curious and analyse their surroundings, their natural habitat and the world that envelops them.  We intend to equip children with the geographical knowledge to develop their skills through studies of places, people, natural and human environments. Children will learn their role as global citizens and their place within the world with a big impact on sustainability and the environment.

Art

Our Art curriculum gives learners of all abilities the opportunity to express themselves fearlessly by developing and
extending skills through the variety of mediums. We want our learners to have a natural sense of wonder and
curiosity when studying a wide variety of artwork. We encourage learners at Hammond to explore artists and
designers, both historical and modern, in order to develop their understanding about the surrounding world.

Design and Technology

At Hammond Academy, we want our learners to foster a love of creativity and problem solving both as individuals and as part of a team. We want our learners to become
innovators and risk takers, who have a fearless approach to tackling problems that they face. We want them to be able to design, make and evaluate their products –
always striving to improve their work.
Key themes/elements which contribute to the curriculum design
Our Design and Technology curriculum consists of 4 main key skills:
-Explore
-Design
-Make
-Evaluate

Music

Through our Music curriculum, we provide the opportunities for our learners to develop skills in listening and performing music. We encourage our learners to take risks and participate and this enables them to develop confidence and belief in their ability.

Key themes/elements which contribute to the curriculum design:

· Listening & Responding

· Explore & Create

· Singing

· Sharing & Performing

French/MFL

Modern Foreign Languages (MFL) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly carried out in languages other than English. Pupils use MFL to communicate information responsibly and creatively.


We want to ensure that our learners have exposure to ideas and experiences from a wide range of people, communities and cultures.

Learning French enables our learners to acquire language and cultural skills which will help prepare them for life as global citizens. We want to spark curiosity within our learners and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.

RE

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