A Curriculum for Twenty First Century Learners Powered by Brave Teachers

Our Intentions:
Norbury Hall pupils will thrive because of the full range of positive experiences they enjoy. We believe that the curriculum encompasses every aspect of school life every minute of every school day. It is our ambition that children will succeed and make accelerated progress  from their starting points as a result of teaching which is consistently good or better.  Additionally, we seek to provide a rich and vivid curriculum that will allow  children to develop the life skills and values that will enable them  to become  personal, local and global citizens with the capacity and desire to change things for the better. We will strive to ensure that children are fully equipped for life in the twenty first century. To support this ambition, children will appreciate and understand the benefits of new technologies whilst being made fully aware of the dangers. Throughout all our work we will aspire to ensure that pupils feel a sense of ownership and partnership within our school improvement strategies. Therefore, when pupils were consulted about curriculum design, they stated a desire to  make stuff, do things and use their hands. This has been fully considered within our curriculum implementation strategies.

Our Implementation Strategies: Neuro-science tells us that the young brains seek to create links. Therefore, a key element of our curriculum will centre around thematic learning where children see connections between the subjects. To enhance this approach brave teachers will take risks and initiate imaginative ideas that engage the hearts and minds of pupils  in order to achieve deep learning. Our strategies will also promote the use of high quality children’s literature because a passion for reading can provide knowledge whilst creating a sense of curiosity, spirituality and love of language. To complement this work, we will also equip the children with a vocabulary that strengthens their own power of verbal and written communication. Our curriculum recognises that stimulating the senses can also be a vehicle to enrich language use and boost learning. To augment this belief,  we will use the school grounds and immediate locality as a powerful teaching resource for all curricular subjects. Additionally, we will provide children with discovery time to find their own unique talents by providing opportunities for their natural aptitude and personal passion come together.

The National Curriculum will underpin our work. Planning systems, assessment strategies and learning environments will ensure that all subjects are valued and teaching strategies promote continuity and progression. Subject leaders will provide support for classroom professionals. Additionally, teams of middle leaders will enrich the curriculum by providing guidance relating to creative and expressive education, personal, local and global learning, scientific and technological studies and physical health and wellbeing.

The Impact: Under the guardianship of our curriculum, children in all key stages will  attain high standards compared to those in similar schools whilst providing them with the essentials for learning and life. As independent enquirers children will plan their work and make reasoned decisions. As creative thinkers they will use links across the curriculum to generate new ideas. As reflective learners children will evaluate their performance and strive for future goals. As team workers children will experience the power of working in collaboration. As self managers children will recognise the importance of personal responsibility and as effective participators will engage with a range of issues that surround them. We will report to parents how children are progressing in these key areas annually.


Our themes for 2019 – 2020 are outlined below – each theme has the starting point of “What is…?  We want the children through these broad theme headings to explore the big question of What is…?  Subjects within the curriculum will be used to help the children answer these questions and where appropriate subject areas will be blended so that the children can make meaningful connections.

Theme 1 – Autumn Term 2019 – What is beauty?

This theme has a geography focus as the children consider other locations in world and how they might be considered beautiful.  The children will make some comparisons with places in the locality.  Science learning will also focus on the beauty of the natural world e.g. learners in KS1 will consider the four seasons, learners in Lower KS1 will explore the plant world and learners in Upper KS2 will extend their knowledge of materials.

Theme 2 – Spring Term 2020 – What is home?

Early Years learners will consider how people live in different places across the world.  They will also explore traditional tales such as The Three Little Pigs.  KS1 learners will find out about the history of homes and how things have changed.  Learners in KS2 will explore the Stone Age, Bronze Age and Iron Age considering how people lived at these different times.

Theme 3 – Summer Term 2020 – What is power?

Early Years learners will consider what it means to be a superhero and what powers these characters might have.  KS1 learners will be considering the life of a significant individual in history and will be appreciating what made this person powerful.  Learners in KS2 will develop their historical understanding by looking at life in Britain in Anglo Saxon and Viking times – they will use this to understand what makes a leader powerful.

There will be additional weeks across the year where the children work on a stand-alone theme:

  • What is December? An opportunity to consider winter festivals
  • Impact week – this is a week where the children will consider a global issue and explore ways in which they can respond
  • Narrative Immersion week – a week based around story and narrative
  • World Book Week