Here at Red Hill we follow the International Primary Curriculum.  You will find the programmes of study for each year group on their year group page but for more information head over to: https://fieldworkeducation.com/curriculums/primary-years

How do we implement our curriculum?

The curriculum is implemented through thematic topics chosen from the International Primary Curriculum (IPC). These are designed with progression of knowledge and mastery of skills at its core. We prioritise development of “entry points” at the start of a topic and then build upon these as the learning unfolds.  These “entry points” are reviewed annually with the cohort so that we can ensure that the experiences we offer continue to resonate with children. All subjects are linked, where possible, to these themes – including music, art, science, core texts, reading and writing to provide the opportunity to make links and ensure depth of understanding.

We offer a range of enriching, memorable experiences so that Red Hill children benefit from a full range of academic, spiritual, moral, social and cultural activities, including those on the ‘Pioneer Passport’. These experiences take place at school, in and around the local area of Chislehurst, London and Nationally. (Year 6).

By the time they leave us at the end of KS2 a Red Hill child will be a confident individual who is actively and enthusiastically engaged on a journey of learning. Through our compassion curriculum, teaching of PHSEC, RHE, Personal goals, Educate and celebrate, British values, school council, Head pupils and other roles within the school –  a Red Hill child will understand how to contribute positively to their community and the wider society.

Compassionate Curriculum

We know that to succeed young people need our compassion and at Red Hill we will ensure that we maintain compassion by providing excellent training and support to staff and by using a whole school approach.

1. Relationship building, safety, connection and assurance of wellbeing (safe)
2. Emotional and behavioural self-regulation (happy)
3. Competency of social and personal skills and academic success (learning)

These principles foster positive relationships between pupils and all staff, and support pupils to become more resilient.