Should you wish to know more about the curriculum followed at HMS please contact email@example.com. Your query will be passed to the relevant Curriculum Leader and we will endeavour to respond within 5 working days.
Key Stage 2
Our Key Stage 2 curriculum provides a seamless transition from first to middle school. By working closely with our feeder schools, we ensure that each child makes rapid progress from their starting points and that they benefit from a wide range of relevant, challenging and stimulating experiences. Particular emphasis is given to the development of strong literacy and numeracy skills. Pupils are assessed at an early stage and immediate, specialised support is implemented where necessary to accelerate progress in reading, writing and numeracy.
Key Stage pupils are taught, in the main, by the Year 5/6 team, who are all skilled Primary specialists. However, children also benefit from subject specialist teaching in art, design technology, food technology, music, and PE.
From September 2017, KS2 pupils will also benefit from ‘Explore’ afternoons twice per week. In this, children will study a range of subjects via a series of highly engaging projects or themes. This allows pupils to study subjects in context, thereby boosting challenge and engagement.
When pupils join Year 5, most will already have met key staff through our programme of first school visits and have had the opportunity to spend time at Hexham Middle School as part of our summer transition days.
Key Stage 3
At Key Stage 3 we continue to build upon the firm foundations provided by our excellent Year 5 and Year 6 team.
The Key Stage 3 curriculum provides a broad and balanced blend of academic, creative, active and technological subjects that bring out the best in each individual. At the same time, we continue to ensure that every pupil continues to make outstanding progress in reading, writing, speaking and listening, and numeracy by emphasising these skills across the curriculum. Pupils who display talents in these areas are also given the opportunity to compete against young people from other schools by taking part in competitions such as the UK Mathematics Challenge and the regional Literacy Quiz.
Throughout Key Stages 2 and 3, the knowledge and skills developed in the classroom are further enhanced by a wide range of educational visits to theatres, historic monuments and other sites of educational interest and value.
We encourage our pupils to have a broader understanding of society, religious diversity and healthy lifestyles through a comprehensive PSHE programme that is undertaken by all year groups on a weekly basis.
Across both Key Stage 2 and 3, teachers plan a wide variety of extra-curricular activities and events to enhance learning, for example: trips/visits, University workshops, STEM events, author visits, drama/theatre and wilderness learning, to name but a few.
Our full ‘Accessibility Plan’ is available in the policies section of our website and from the school office. The plan details (in line with the Equality Act 2010) how the school ensures that disabled children can access the curriculum, how the physical environment enables disabled children to take better advantage of learning, facilities and other services and how information accessibility is improved.
To ensure that our curriculum is accessible for children with special educational needs and disabilities, we have a dedicated team led by Mr Karl Barry (SENDCo) and Mrs Fiona Adams (Assistant SENDCo). The needs of all learners are understood through transitional arrangements as children join the school and through regular, ongoing assessment and communication between home, school and other external agencies. The curriculum is adapted accordingly to ensure that all learners can make appropriate progress and be allowed to excel. We instil high-quality first teaching for all learners and have high expectations of achievement for all. Where necessary, differentiated curricula will be adopted to allow all learning to match the needs of children. The school offers a wide range of targeted support focused on both academic and social/ emotional development as well as skills for life. Staff access development and training opportunities, for instance, this year staff are developing their understanding of resilience training to support children in their return to school. Our newly introduced ‘Key Worker’ model means that communication between home and school is more regular with time allowed for frequent assessment and review sessions. The school is also introducing software which means that information about pupils with SEND is easily accessible by all teaching staff. This also allows for close tracking of progress and development so that the approach to support can be regularly reviewed and adapted so that children access the curriculum and feel confident to progress in their learning. We strive to ensure that our teachers and support staff are equipped to support children with diverse learning needs and have an open-door policy to allow for the sharing of good practice.