Year 4 termly curriculum overviews
Our curriculum is inclusive, meeting the needs of our diverse community and supporting all pupils to achieve the highest standards and a love of learning.
We have designed our curriculum to balance the statutory requirements of the National requirements within a broad, engaging and exciting curriculum that meets the needs and interests of our pupils.
At the beginning of each half-term, we create a ‘topic web’ outlining what your child will be learning in school.
Topic webs can be downloaded below:
Curriculum documents :
“Children in the early years get off to a good start.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils love the ‘Thorpepark 50’.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Pupils are exposed to a wide range of high-quality books.”
“Pupils are well prepared for secondary education.”
“Parents work in partnership with leaders and staff.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils learn the importance of contributing to their community.”
“Pupils thrive at Thorpepark Academy.”
“The school’s offer for pupils’ personal development is exceptional.”
“Leaders know the pupils, their families and the community very well.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Leaders prioritise pupils’ well-being.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils are motivated to learn.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“There is a truly inclusive ethos.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
