Curriculum Policy

1. Policy Statement

At Half-Term Boost, we believe that half-term is a vital opportunity for children to grow intellectually, socially, and emotionally. Our curriculum is designed to prevent learning loss and to build upon existing knowledge in a fun, engaging, and purposeful way. This policy outlines the aims, structure and delivery of our curriculum across all key subject areas.

2. Curriculum Aims

Our curriculum is designed to:

• Consolidate and extend learning in core subjects
• Strengthen functional skills in reading, writing, and maths
• Promote curiosity through hands-on STEM and enrichment projects
• Support social-emotional development through collaborative and reflective activities
• Foster confidence, communication, and creativity in every child
• Blend structured learning with play-based and experiential activities

3. Curriculum Areas

a. Reading and Writing

• Focus: Literacy, comprehension, vocabulary building, and creative writing
• Activities include guided reading, story-building, poetry, persuasive writing, and comprehension games
• Designed to promote imagination, expression and structured thought

b. Maths

• Focus: Functional skills, numeracy fluency, and problem-solving
• Delivered through real-world application, games, logic challenges, and team activities
• Supports learners of varying ability levels with differentiated tasks

c. STEM & Enrichment

• Focus: Science, technology, engineering and maths through creative exploration
• Includes coding basics, experiments, design challenges, and project-based learning
• Encourages innovation, teamwork and critical thinking

d. Social-Emotional Learning (SEL)

• Focus: Building self-awareness, empathy, resilience and collaboration
• Activities include public speaking, teamwork tasks, games, and reflection circles
• Promotes a strong sense of self and community among peers

4. Teaching and Learning Approach

• Lessons are planned by experienced educators and tutors with expertise in primary and secondary education
• All sessions follow age-appropriate pedagogical principles with a focus on active learning
• Visual, auditory, and kinesthetic learning styles are accommodated
• Tutors use praise, feedback and rewards (e.g. stickers, certificates) to motivate students

5. Sample Daily Timetable

Note: Activities and content may vary by day to meet the needs and interests of the group.

6. Inclusion and Differentiation

• The curriculum is inclusive of diverse learning needs, abilities, and cultural backgrounds
• Tasks are differentiated to support both consolidation and extension
• Children with additional needs are supported with individual strategies where appropriate

7. Assessment and Progress Monitoring

• Tutors use informal formative assessment (observations, questioning, mini-tasks) to track progress
• End-of-session rewards recognise participation, effort, progress, and positive behaviour
• Progress is reviewed weekly to adapt planning to group needs

8. Review and Evaluation

• The curriculum is reviewed each half-term based on student feedback, tutor evaluation, and observed outcomes
• Adjustments are made to enhance impact, engagement, and relevance

This policy was last updated on July 1, 2025 and is reviewed annually.