Overview

The Primary Years Programme (PYP) is a transdisciplinary curriculum framework that offers authentic learning experiences.

The PYP encourages students to learn to appreciate knowledge, conceptual understandings, skills and personal attributes as a connected whole.

OUR PROGRAMMES OF INQUIRY CORE TEXT OVERVIEW

IB World School …

Our curriculum covers all the requirements of the National Curriculum but is arranged around inquiries into six different Transdisciplinary Themes.

IB International Baccalaureate logo

Horsmonden Primary Academy is a candidate school for the International Baccalaureate (IB) Primary Years Programme (PYP), with the intention of pursuing authorisation as an IB World School. 

Overview of the pyp framework

At Horsmonden Primary Academy, we believe that all children are entitled to a curriculum that provides them with the knowledge and skills that are essential to develop them as lifelong learners, regardless of any disability or special educational need. Our curriculum is broad and balanced, and provides learning opportunities that are well planned and sequenced in a way that builds on previous learning. It encourages children to take ownership of their learning and to consider connections between themselves and others, and the world around them. 

Our curriculum intent is implemented to meet the requirements of the 2014 National Curriculum to ensure that our childrens’ entitlement is fulfilled. 

This is done within the framework of the International Baccalaureate Primary Years Programme (IBPYP). It focuses on the development of the whole child as an inquirer, both in the classroom and the world outside. This framework is guided by six transdisciplinary themes of global significance, explored using knowledge and skills with a powerful emphasis on inquiry. 

Children have their own voice, choice and ownership over which direction their learning will take in response to the central idea. They are drivers of their own learning in the classroom and beyond. Within the context of the central ideas, children learn how to demonstrate and recognise 10 key learner attributes. The attributes encourage learners to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. 

Children take part in memorable, rich learning experiences, where they develop a range of transferable skills. Extra curricular opportunities enhance this and further extend the range of children’s experiences to deepen and broaden their understanding. 

Where explicit skills teaching is necessary, for example in reading and phonics, it is done through discrete sessions which are then embedded and applied through the lines of inquiry. Mathematics skills are taught in this way and framed by the White Rose Maths Hub. Using this approach for specific skills develops a strong foundation in the different mathematical concepts meaning children can apply mathematical skills confidently to a range of problems across the curriculum and varying lines of inquiry.  

Children learn through a collaborative approach and opportunities are given to allow them ownership of their learning facilitated and guided by highly effective classroom practitioners. Long-term memory, recall and application is enhanced through low stakes testing and critical thinking. Pupils will progressively  learn techniques and strategies for completing tests and assessments, including Government statutory assessments, as they continue through the school, mastering previously learned skills and acquiring new ones as appropriate. Active learning increases the focus and retention of the curriculum, resulting in an exciting learning environment and a positive relationship with the content.

As a result of our carefully planned and sequenced curriculum, our children will have confidence and knowledge to shape informed opinions about subjects, current affairs and the world around them. They will be able to make links across the curriculum as well as their lines of inquiry. Through their understanding of each National Curriculum subject, they will be able to identify and apply skills learned across a range of contexts. 

Children will live and breathe the 10 key learner attributes and strive to be the best versions of themselves. Achievements will be celebrated and high expectations set to ensure all children reach their full potential.

International Mindedness

International-mindedness is central to the IB mission and is a foundational principle to its educational philosophy; it is at the heart of the continuum of international education.

International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. It is an awareness of the interrelatedness of all nations and peoples, and is a recognition of the complexity of these. Internationally minded people appreciate and value the diversity of peoples, cultures and societies in the world. They make efforts to learn more about others and to develop empathy and solidarity towards them to achieve mutual understanding and respect (Oxfam 2105; UNESCO 2015).

International Mindedness - Global Engagement, Intercultural Understanding, Multilingualism

Primary Years Programme (PYP) learners and their learning communities have a range of perspectives, values and traditions. The concept of international-mindedness builds on these diverse perspectives to generate a sense of common humanity and shared guardianship of the planet.

International Mindedness at Horsmonden Primary Academy is a concept underpinned by a set of skills, behaviours and values which enable us to embrace diverse opinions and cultures, care about local and global communities and the environment, and take action to make positive changes in the world we share.

Here at Horsmonden Primary Academy we try to have a deep understanding of the world around us as well as our local communities. We celebrate the different cultures and backgrounds of the children/families within our school community and encourage them to share these across the Leigh Academies Trust.

Throughout the year we participate and learn about different festivals and celebrations from a range of different countries to help our children immerse themselves within other cultures. As our inquiries are child led this allows pupil agency, which often intertwines with current events, personal holidays and/or family heritage, within the global community.

To further support the children’s understanding we include key events from different cultures into our weekly assemblies. In KS2, children also have the opportunity to look at updates in the news and discuss them as a class using programmes such as Newsround to support. 

We celebrate our Mother Tongue language through the ‘Language of the Month’ celebration in the class. We would welcome any pictures of different countries that people within our community have visited to display so as to help the children visualise what these locations are like. 
 
We currently learn French as our modern language subject. We have made a connection with our sister primary school called Chapita Primary School in Malawi. This amazing opportunity will allow our children an in-depth knowledge of how a primary school and their lifestyle in different countries are similar but also different to ours.
Chapita School profile

Co-curricular Horsmonden Primary Academy

The enriching co-curricular programme at Horsmonden Primary Academy complements learning in the academic curriculum to provide children with a skillset that will support them in their future.

A combination of academic and co-curricular learning increases the willingness to take risks, develops social interaction, boosts confidence and enhances the development of leadership skills. Providing these opportunities enables the students to face new challenges in an environment where risk-taking is encouraged and supported. It will prepare them for their futures. Children can learn to work in teams and take initiative. This will help to produce well-rounded individuals who believe in themselves, take responsibility for their actions and are resilient in their pursuit of challenge. 

Examples of our co-curricular learning opportunities are: