The National Curriculum (2014) sets out the legal requirements of what children are entitled to learn during their years of compulsory education.

At primary level, in line with the National Curriculum's Programmes of Study, we organise our curriculum into phases:

At Key Stages 1 and 2 the statutory subjects that all pupils must study are:

  • English
  •         
  • Geography
  • Mathematics
  •         
  • Art and Design
  • Science
  •         
  • Music
  • Computing
  •         
  • Physical Education
  • History
  •         
  • Modern Foreign Language (KS2)
  • Design and Technology
Studying

Religious Education (RE) and personal, social, health and citizenship education (PSHCE) must also be part of the primary curriculum.

Philosophy for Children (P4C)
We are all very excited about this new project which involves using the philosophy approach to learning. We hope you hear your children talking about P4C this year, as all teachers are involved. Sometimes there might be a P4C lesson, or it might be used by teachers as a way to teach other curriculum areas.

“Philosophy for Children (enquiry based learning) offers a way to open up children’s learning through enquiry and the exploration of ideas. Children learn that their ideas have value, and that the ideas of other children have value too. Through Philosophy for Children they realise that they don’t always have to be right, but they gain the confidence to ask questions and learn through discussion.”


The following provides more details on our implementation of the National Curriculum:

Our Learning Principles and our commitment to the Rights Respecting Agenda make explicit the values and principles that underpin all of the learning that takes place. We are an inclusive Church of England primary school: across our curriculum, acts of worship and wider school life, the principles of democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs are explicitly taught,upheld and cherished. How we promote these values can be seen in our audit of provision for British values and community cohesion.

We very much value and appreciate the learning  benefits of modern technology in all of its forms. However, we also fully recognise the need to keep children safe online by ensuring they understand and comply with safe practices when using their devices. As an e-safety school we ensure that our curriculum explicitly teaches children the rules and practices that will enable them to harness and use safely  the power of  information and communication technology. 

We want our curriculum to be meaningful, coherent and engaging for our children, so although we recognise the importance of the discrete knowledge, skills and understanding of each individual subject, we arrange our schemes of work into thematic topics each term. This enables us to make meaningful links between subjects which deepen children’s learning and understanding. We recognise not all curriculum subjects can or should be linked to our topics and where this is the case these areas of learning are planned for separately.

Our choice of topics is guided by two factors: firstly, what we must cover as requirements of the National Curriculum and secondly, our own children’s interests and needs. Teachers are free to use their creativity, intellect and flair to determine the direction of their schemes of work so they are inspired to deliver learning that excites, engages and develops the children in their classrooms.

In terms of curriculum planning, we believe in the principle of quality over quantity and feel our flexible topic-based approach ensures deep learning, although not at the expense of the intellectual integrity of individual subject areas.

Each class teacher is responsible and accountable for the quality of the learning that takes place in their classroom each day. Detailed and appropriately differentiated planning is prepared weekly by all teachers to ensure the curriculum meets the learning needs of all children.

We judge the effectiveness of our curriculum provision on the engagement, progress and attainment achieved by our children relative to their starting point. Parents and children frequently tell us how much they enjoy the content and learning activities offered through our curriculum.

In line with our learning principles we believe we provide our children with the foundations to leave St Margaret's at Hasbury as confident, well-rounded individuals, ready and able to take on the challenges of their secondary education.
We ensure children’s personal, social and health education and citizenship development through thoughtfully planned schemes of work. However, underpinning all learning is our desire to promote the spiritual, moral, social and cultural development of children so that they leave this school with a strong sense of knowing right from wrong; the skills and attributes to make wise choices and decisions, and being understanding and respectful of others and their way of life.

We aim to provide at St Margaret's at Hasbury a broad, balanced, stimulating and relevant curriculum. To further enhance and enrich our learning provision, children are also encouraged to participate in the many and varied extra-curricular activities and out of school hours learning opportunities we offer.

Schemes of work developed for each subject area aim to lead children to attain the targets described in the National Curriculum.

Learning activities are offered in a wide variety of forms including individual tasks, large or small group tasks and class tasks, ensuring that assignments are matched to children's individual abilities. Policy statements for all subjects are available for inspection in school. Your child’s class teacher will always be willing to answer any queries you may have about our curriculum.
According to the Education reform Act 1988 every school must provide Religious Education teaching for all of its registered pupils. St Margaret's at Hasbury School's RE programme is in accordance with the Dudley Agreed Syllabus and reflects that the religious traditions in the United Kingdom are mainly Christian, whilst taking into account the teaching and practices of the other principle religions represented here. RE has equal standing in relation to the core and foundation subjects of the National Curriculum.

Parents have a right, in accordance with the DfEE. circular 3/89, to withdraw their child from Religious Education lessons and assemblies on account of their differing beliefs. However, if you intend to exercise this right we would ask you first to come and discuss this decision with us.

Most of the RE lessons are covered in cross-curricular themes or in specific studies such as 'Places of Worship'. Work is assessed and evaluated both by staff and by the pupils. We aim to develop a positive and enthusiastic approach to the learning in RE.
This school has always emphasised the importance of meeting the needs of all its pupils within a classroom situation. However, if a particular child is identified as having difficulty in a certain curriculum area; we have a special educational needs policy which comes into operation. This enables the child's needs to be assessed so that appropriate resources can be made available as long as the child needs them.

Within school, we are continually adding to our bank of resources for children with individual needs. Our Special Educational Needs Co-ordinator, liaises with staff, children and parents/ carers throughout the school, to advise and support on children’s special educational needs and is the link with Dudley's Learning Support Service, the Educational Psychology Service and other outside agencies.

If a child shows exceptional ability in any area, we recognise and celebrate this in school and endeavour to encourage the child to develop his/her gifts and talents further, by providing extra and more challenging activities and opportunities.

Parents are always consulted and involved at the earliest opportunity whenever we feel a child needs additional support within school.
Throughout the year, each class goes on a variety of off site visits to support their curriculum. Over the last few years such visits far and near include:
  • Black Country Museum,
  • Wroxeter Roman City
  • Sycamore Centre
  • Compton Verney
  • Space Centre
  • Clent