Uphall Curriculum

uphall Curriculum Statement of Intent

A contextual, immersive and connected curriculum, which will enable learners to make connections with their own experiences and understanding of the world.

Through quality text, children will be engaged in critical thinking and an enthusiastic sense of curiosity about history based on evidence from a range of sources.

The ability to ask relevant questions about their learning, including debate and critical evaluation of the past and concurrent events in other less documented cultures and locations.

A shared understanding of different historical perspectives and the reasons and values which underpin them.

To participate in learning based on shared values with strong links across the curriculum which relate to the rights respecting ethos of the Uphall family.

Through dialogic teaching and learning, the children will be able to communicate confidently using the appropriate language and technical vocabulary. This will impact on every area of their learning and experience as social and cultural capital to be drawn upon confidently in a changing world.

A strong understanding of the physical and human geography in the world and reasons for change both environmental and cultural.

Understanding of discrete skills and knowledge will be highly developed through investigation, research, fieldwork and the use of technology.

A sense of curiosity about the world and contemporary issues around History, Geography and the arts.

An excellent understanding and knowledge of places, locations and the movement of people which has shaped society for hundreds of years.

An understanding of customs and rituals which, while rigorous and critical, is respectful reflecting global values.

Specific skills and knowledge within a broad and creative curriculum which is inter connected with other areas of learning in a relevant and meaningful manner.

An ability to authentically communicate in role using visual language and confident handling of media.

Creative thinking which is not just confined to the visual arts, but it is central to ‘Cultivating Creative Mentalities’ Guy Claxton (2006)