Our Curriculum – What are we learning? Intention, Implementation & Impact

September 2020

As children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school.

With that in mind, we have provided a summary below of both our approach and the thinking behind it. 

We hope that you feel this approach will support your child’s well-being as they begin their re-engagement with learning at school.

Please do not hesitate to contact us if you have any questions or would like more information.

A Recovery Curriculum: Loss and Life for our Children and Schools Post Pandemic

Introduction

Brockley Primary School have put the child’s well-being at the centre of our thinking.  We acknowledge that the children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom.  These losses can trigger anxiety in any child.  Some of you may have experienced this with your own children. 

We know that an anxious child is not in a place to learn effectively.   So with this in mind, the school community has thought about the most effective way to support your child’s ability to learn.  This approach will encompass and support the academic expectations for your child.

What is it?   

Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above.  It is a way for schools to help children come back into school life, acknowledging the experiences the children have had.  We want children to be happy, feel safe and able to be engaged in their learning.   We have decided that a way to achieve this for the children is to acknowledge the importance of helping them lever back into school life using the following 5 Levers.

The 5 Levers of Recovery

Professor Barry Carpenter, CBE is Professor of Mental Health in Education at Oxford Brookes University.

Below is a link to his podcast on the Recovery Curriculum.

https://www.evidenceforlearning.net/recoverycurriculum/#mentalhealth

The National Curriculum

Brockley Primary School Sept 2020

In response to COVID19 our return in September focused on a Recovery Curriculum – to ensure children felt ready to learn after what had been an unusual time.

Click here to find out more: https://www.evidenceforlearning.net/recoverycurriculum

Returning to school Action Plan July 2020 PDF

 

Learning is a jigsaw, fitting pieces into place to create a bigger picture.

We offer a stimulating, exciting, enriching curriculum designed to challenge, motivate and inspire children which is bespoke to meeting the needs of the children at Brockley Primary School.

Curriculum Intent

  • Broad, balanced, coherent and progressive
  • Integrated, relevant, purposeful and meaningful
  • Stimulating, exciting, challenging, motivating and inspirational
  • Enrich, experience, first-hand
  • Whole child, personalized, inclusive
  • High expectations and deep learning
  • Learning outside of the classroom, experts, visits, visitors and the local community
  • Learning at home – extension from school to home
  • Designed with the learner at the centre.

 A focus on the key learning skills, both generic and specific; essential knowledge, deep understanding and personal attributes that are relevant to their lives now. This empowers them to succeed in subsequent stages of education and sets them up for the world of work and for life’s challenges.

 We promote a clear view that learning is an exciting journey, that requires effort and perseverance but pays rich rewards; it’s a life-long companion, broadening horizons and opening up new pathways to varied experiences.

 A dynamic curriculum which is flexible, responsive, and adaptable and which maximizes available time, ensuring that learning is relevant, deep and rich.

 Learning will be integrated across the curriculum to give purpose and meaning, allow knowledge to be transferred and skills applied in different and new contexts.

 Subjects will be developed so as to maintain their rigour and integrity, building understanding and skills progressively and used to integrate with other subjects to secure strong and meaningful learning.

 The curriculum will provide coherent experiences to learn refine and secure the skills to be independent thinking learners, who can work collaboratively, exercising emotional intelligence, and recognising their individuality, uniqueness and creative potential.

 Experiences offered will be engaging, challenging, motivational and relevant; ignite curiosity and aspiration and be memorable and inspirational.

 Enjoyment and fulfilment comes as a reward for commitment, hard work, and involvement producing a sense of achievement and a love of learning.

 The curriculum will build a sense of personal worth and value, help develop identity and responsibility, and shape the individual to accept the need for, and to make, a meaningful contribution to society.

Curriculum Implementation

 We follow the National Curriculum (NC) so that children are provided with an opportunity to experience a broad and balanced curriculum. We provide integrated curriculum projects.

 A map of the integrated curriculum, created by senior leaders, is in place to ensure continuity, progression and coverage within a year group, across a key stage and across the whole school.

 Maths is taught daily through the Maths Mastery programme across all classes from EYFS through to Y6.

 English is taught daily as an integral part of the integrated curriculum.

 There are six learning values which underpin all aspects of the discrete and integrated curriculum. These have been developed as a staff, are known and understood by the children and ensure that children become life-long learners.

 Planning for each integrated project is overseen by the Headteacher (as Curriculum Manager) so as to ensure coverage, high expectations and progression of key learning skills.

 The project overview for each integrated unit is written to provide teachers with a secure understanding of how the project is going to work. It includes a rationale, the hook to the project, the outcome, the two learning values (including key statements to be taught), the three lead subjects (with key learning intentions), the two applications (with suggested tasks), any associated texts, home learning tasks and visits or visitors to be made.

 Home learning is planned to ensure quality, challenge and progression. Each integrated curriculum project has identified programmes of study from the National Curriculum attached to it to ensure coverage.

 A key part of each integrated curriculum project planning is the assessment grid. The assessment grid identifies the key knowledge, key skills and key concepts to be assessed by the teacher. Opportunities for mastery learning are identified at this point.

Each year team is responsible for completing the project plotter which enables teachers to identify the key learning and plan for the completion of the project. This ensures projects are completed within the allocated timescales.

 Phonics is taught on a daily basis in EYFS to Y2 using a range of resources.

 Cursive handwriting is taught from the beginning of FS2.

 No Nonsense Spelling programme is used across KS2 every day.

 Enrichment weeks and days are key to developing aspects of the National Curriculum such as the yearly MAD (music, art and dance) week and World Book Day.

 The computing aspect of the National Curriculum is taught discretely through having a termly computing day. The scheme is self-devised.

 French, RE and PE are taught discretely through PPA (planning, preparation and assessment) in some classes where appropriate.

 RE is taught using the locally agreed Derbyshire syllabus.

 Outdoor PE takes place weekly led by the class teachers.

 PSHE is taught through using the PHSE Matters scheme.

 The Safer Schools Police Team, Fire Service and other local agencies are an integral part of our PSHE work and come into school to give planned inputs to year groups across the school.

Key Stage and year group assemblies are used to develop and promote the children’s understanding of the ethos and learning values, British Values and Spiritual, Moral, Social and Cultural expectations (SMSC).

 Residential trips are offered in Y3, Y4,Y5 and Y6 with the number of nights away increasing and distance becoming greater as the children get older.

 Theatrical skills are developed across the school so that vocabulary can be developed and understood, and speaking and learning skills developed. All children take part in a class assembly to parents at least twice an academic year. All children in Y5 and Y6 are invited to take part in the annual theatrical production either at Christmas or summer.

Parents are invited in to see the school in operation during an Open Morning held in the autumn term and an Open Afternoon in the spring term.

Music concerts are held in school termly where the band and choir perform together to celebrate their progress.

KS1 choir sing at the Winding Wheel in Chesterfield annually as part of a cluster event.

KS2 choir sings with Young Voices at Sheffield annually as part of a national event.

Curriculum Impact

 We know our curriculum is impacting as children tell us they love their learning and they take great pride in their books, especially the project books.

 Teachers have high expectations of all children and are able to provide challenge, stretch and enrichment in learning because they know the starting points of the children and understand the progression required to reach the end goal. This is achieved through the use of a range of assessment and analysis strategies: timely testing, moderation of work, pupil interviews, use of assessment grids and data tracking systems. The results are seen in outcomes of work, feedback from the community and in the pride the children have of themselves and their school.

 Monitoring shows that children are active in their learning, are able to construct their own knowledge and are able to think flexibly and creatively.

 Analysis of internal testing provides staff with an accurate overview in order that gaps in learning can be closed.

 The planning shows that staff design learning activities that offer challenge and provide a sense of achievement and personal success.

 Parents have regular planned opportunities to come into school to see the integrated curriculum project outcomes – they give us feedback saying how impressed they are.

 Written feedback is provided by parents on the Open Mornings and Afternoons which is overwhelmingly positive

 Parental feedback from questionnaires is very positive about the school (see website results  summer 2019)

 Results show that we are making improvements and children do achieve well.

 The learning attitudes shown by the children are very good as they are motivated and engaged in their learning. Comments are often received by visitors to the school and when on visits confirming this.

 Engagement levels of home learning are high. The quality produced is of an excellent standard.

Vision Statements for Individual Subjects

Reading at Brockley

“Reading is like breathing in, writing is like breathing out.” – Pam Allyn

Intent

At Brockley Primary School, we see reading as central to all our learning. Through a love of reading, our children become fluent, confident readers who are able to comprehend successfully a wide range of texts across the curriculum. Children learn the importance of reading; to support their learning within school, their success outside school and their future lives.

Reading Vision Statement 2020

Writing at Brockley

“Reading is like breathing in, writing is like breathing out.” – Pam Allyn

Intent

Writing is a crucial part of our curriculum at Brockley Primary School. By the end of Year 6, we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to use the essential skills of grammar, punctuation and spelling confidently. 

Writing Vision Statement

Speaking and Listening at Brockley

“When you talk, you are only repeating what you already know. But if you listen, you may learn something new.” Dalai Lama

Intent

At Brockley Primary School, we know that our ability to express ourselves clearly and confidently can have a positive impact not only on our learning, but also on our social relationships. For any conversation, knowing when to speak – and when to listen – is essential. Throughout our curriculum, there is a strong emphasis on enabling children to use language to work together effectively. Research has shown the importance of the link between spoken language, learning and cognitive development (e.g. Mercer, Wegerif & Dawes, 1999; Mercer, Dawes, Wegerif & Sams, 2004). Through using language and hearing how others use it, children become able to describe the world, make sense of life’s experiences and get things done. They learn to use language as a tool for thinking, collectively and alone. However, children will not learn how to make the best use of language as a tool for communicating and thinking without guidance from their teachers. Therefore, at Brockley, we actively teach the understanding and use of language and the skills of listening to understand.

Speaking and Listening Statement 2020

Mathematics at Brockley

Intent

“Without mathematics, there’s nothing you can do. Everything around you is mathematics. Everything around you is numbers.”

 Shakuntala Devi, Indian writer and mental calculator

At Brockley Primary School we know that the basic skills of mathematics are vital for the life opportunities of our children. Our aim is for all of our children to think mathematically, enable them to reason, solve problems and to confidentially use mathematical language.  We want our children to be able to recognise the importance of maths in everyday life, in science and technology, financial literacy and employment and to use their mathematical skills in a range of everyday contexts. We set high expectations of our children in each and every lesson and believe that they are all excellent mathematicians!

Please click on the below link to read more about maths at Brockley.

Mathematics Vision Statement 2020

Science at Brockley 

Intent

“Science and everyday life cannot and should not be separated”
-Rosalind Franklin
“We should not teach children the Sciences but give them a taste for them”
– Jean Jacques Rosseau

Intent
There is much evidence showing that children’s interest in science is shaped before they leave primary school. At Brockley Primary School, we do not want lose that latent interest and enthusiasm that children have for the world around them, and the science that underpins this. While not all children will follow a career in science or related disciplines when they leave Brockley, science literacy will influence their lives daily: for example, managing their health and understanding issues such as climate change. This means that science taught in our school is of vital importance to our pupil’s wellbeing now and in the future.

Please click on the below link to read more about Science at Brockley.

Science Vision Statement at Brockley

Design & Technology at Brockley

“The nature of design and technology is such that it should provide opportunities for pupils to engage in activities that are challenging, relevant and motivating. This should give pupils enjoyment, satisfaction and a sense of purpose.” (DATA Primary Guidance, p4)

Intent

“The nature of design and technology is such that it should provide opportunities for pupils to engage in activities that are challenging, relevant and motivating. This should give pupils enjoyment, satisfaction and a sense of purpose.” (DATA Primary Guidance, p4)
Introduction
At Brockley Primary School we are committed to providing all children with learning opportunities to engage in design technology. Our planning and practice is based on the National Curriculum for Design Technology.

DT Vision Statement at Brockley.docx

Art at Brockley

Intent

“Art is a place for children to learn to trust their ideas, themselves and to explore what is possible.”

                Maryann F. Kohl, art educator and author.

At Brockley Primary School we believe that art stimulates creativity, imagination and inventiveness. Our aim is for all of our children to have the power to express what is going on inside their head and celebrate this through art. We believe that art gives our pupils the skills, concepts and knowledge necessary for them to express responses to ideas and experiences. It fires their imagination. We have high expectations of them to take pride in their artwork and this in turn, we hope will foster a love of art in our children.

Art Vision Statement 2020 (1)

Music at Brockley

“Music education opens doors that help children pass from school into the world around them a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.”     

Gerald Ford 

Intent

At Brockley Primary School, we want to create an appreciation and understanding of music in our children that will stay with them in their future lives. We want to ensure that music is an engaging and encompassing experience that enables every child to develop their musical potential and develops a value of music that is personal to them. We want children to be inquisitive about the subject and have a respect for the role that music may play in any person’s life or/and community.

Music Vision Statement

PHSCE at Brockley

“All learning has an emotional base.’ –Plato

Intent

At Brockley Primary School, we believe that Personal, Social, and Health Education (PSHE) is central to giving pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible British citizens. Our PSHE enables our pupils to understand and respect our common humanity with its diversity and its differences so that they can go on to form, the effective, fulfilling relationships that are an essential part of life and learning.

Safeguarding is a key element of PSHE as pupils learn about their own identity, risks, decision-making and how to keep themselves safe.

PHSCE Vision Statement

Geography at Brockley

“Geography (from Greek: γεωγραφία, geographia, literally “earth description”) is a field of science devoted to the study of the lands, features, inhabitants, and phenomena of the Earth and planets. The first person to use the word γεωγραφία was Eratosthenes(276194 BC)

Intent
At Brockley Primary School we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Brockley Primary School enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills.

Geography Vision Statement

History at Brockley

“The more you know about the past, the better prepared you are for the future.” Theodore Roosevelt

Intent

History intends to prepare each student for their next phase of education whilst at the same time giving all students a broad and balanced view of the History of Britain and other societies and epochs.

In this, students will develop a well-rounded knowledge of the past and its events, with intention to improve every students’ cultural capital, understanding of the world around them and their own heritage. History at Brockley aims to be ambitious, and motivating. Ambitious in our coverage of History and thorough teaching of Historical skills. Motivating, through engaging activities, trips and visitors that give all students an opportunity to question the past.  

History Vision Statement

National Curriculum 2014

From September 2014, a new National Curriculum was introduced to all schools. At Brockley School we have worked hard to develop the statutory National Curriculum into a school curriculum that meets the needs and ethos of our school. This letter will outline the changes brought about by the new curriculum, as highlighted in the curriculum briefings we held for parents and carers at Brockley Primary School.

PE at Brockley

It is really important that we promote competitive support in schools. It is very important that we recognise that has to be underpinned by good quality physical education and by getting people into patterns of exercise.

Sebastian Coe

Intent

At Brockley Primary School, we recognise the importance of PE and the role it has to play in promoting long term, healthy lifestyles. The intent of our PE curriculum is to provide all children with high quality PE and sport provision. It is our vision for every pupil to succeed and achieve their potential as well as to lead physically active lifestyles. We have very much taken on a child centred approach to the delivery of PE lessons that challenges and supports every child across the school. This approach is achieved through the use of our Real PE scheme of work, which starts from EYFS all the way through to the end of Key Stage 2 and is fully aligned to the National Curriculum ensuring there is a clear progression of skills taught . From this, children at Brockley are able to develop and focus on their agility, balance and coordination, promotion of healthy competition and cooperative learning.

PE Vision Statement

RE at Brockley

“We should respect all religions and just believe in peace, kindness and harmony”. Ananya Panday

Intent

At Brockley Primary School, we follow the Derbyshire and Derby Agreed Syllabus for 2020-2025. The principal aim of this RE curriculum is to engage pupils in systematic enquiry into significant human questions, which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own.

At Brockley, we use RE as means to provoke challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. We learn about, and from, religions and worldviews in local, national and global contexts, to discover, explore and consider different answers to these questions. Cross curriculum links provide pupils opportunities to weigh up the value of wisdom from different sources, to develop and express their insights in response, and to agree or disagree respectfully. Therefore, children will gain and deploy skills needed to understand, interpret and evaluate texts, sources of wisdom and authority and other evidence. They learn to articulate clearly and coherently their personal beliefs, ideas, values and experiences while respecting the right of others to differ.

RE Vision Statement

Rational…

The new curriculum has been slimmed down and is far less prescriptive. It allows schools to make their own choices about what and how to teach. It is a minimum requirement which can be added to. As a staff we thought about what we want to drive our new curriculum. We decided that diversity, creativity, enquiry, enterprise and the environment should be at the heart of all we do. The new curriculum will also reflect our school’s location and community, as well as the interests and passions of the children.

Computing at Brockley

“The digital revolution is far more significant than the invention of writing or even of printing.” Douglas Engelbart

Intent

Our computing vision, at Brockley Primary school, is to keep our pupils safe online. We provide them with the knowledge and skills to do so, promoting safe messages throughout the curriculum.

Computing Vision Statement

 

Changes…

The expectations in Mathematics and English have been raised to bring them in line with the new Early Learning Goals for Reception.

Learning a language is now compulsory at KS2. We have decided to introduce a language and have chosen French, as it is one of the world’s most widely spoken languages, children may have the experience of visiting a French speaking country as it will enable school to make links with geography topics.

ICT has been replaced by Computing. ICT skills will be embedded throughout all curriculum areas and computing taught as a discrete lesson that will shift the focus from using software to creating, for example, coding and programming. We use KindleFire and Ipads to help support the computing curriculum.

Cooking is also now a statutory part of the design technology curriculum and will be taught across all year groups.

Assessment through levels will be phased out by 2016. We have adopted the language as indicated by the LA and DfE. This will enable staff to present information regarding a child’s performance to parents in a clear and concise format. The outcomes for children at the end of KS1 and KS2 will be reported as:

  • Working towards the expected.
  • Working at the expected standard.
  • Working at greater depth towards the expected standard.

We will update you on any changes relevant to your child throughout the academic year.

Organisation…

We have decided to change the way we organise the curriculum. Instead of termly or half termly topics we will move to  shorter, more immersive topics that will vary in length. Some will last the whole year and be revisited at different intervals.  This will allow us to create exciting learning journeys and respond to the needs of the children. There will also be space for whole school topics, topics that reflect contemporary events (e.g. the Olympics or The Queen’s 90th Birthday etc.) and topics devised by the children or teachers’ personal interests. There is an increased focus on British History. Each year group will study the period from the Stone Age until 1066 from a different perspective, with increasing cognitive challenge as the children get older. This will also allow them to revisit periods of history and develop a stronger sense of chronology. We will continue to teach Mathematics and English daily as discrete subjects that link to the topics, wherever possible, to allow a comprehensive coverage of skills and provide opportunities to apply what has been learnt in different contexts across the curriculum.

Involving Parents/Carers…

We want parents/carers to be involved in their child’s learning. We will publish the curriculum on our school website with links to topic overviews and ideas to support your child. We will also text and email parents to let them know what we are learning about and provide an opportunity for parents to volunteer their expertise, artefacts or resources to enhance learning within school. We will also be holding forums and workshops, on different areas of the curriculum, to give an opportunity for parents/carers to find out more, ask questions and make suggestions.

The NC2014  is an exciting opportunity to try new things while keeping all that we love about our current curriculum. In essence, it is not very different. We will be keeping specialist music and sports teaching, philosophy, forest school and all that makes Brockley School special. It will allow us to create a tailor made curriculum that addresses the needs of our school community. It is a work in progress and will evolve over time.

http://www.theschoolrun.com/primary-literacy-glossary-for-parents – Link to website with terminology and language explanations

Download the Curriculum Overview for Years 1-6

Download the New National Curriculum – A Guide for Parents

Download our Guide to the new Primary Curriculum

Download our Changes to the National Curriculum presentation

View the DfE National Curriculum Framework for Key Stage 1 & 2

Download Preparing for Change at School: A Short Guide for Parents

Download Speaking and Listening: A Short Guide for Parents

Download our How to Say the Sounds – Set 1 document

Download the Reception to Year 6 Literacy Focus Progression Table

Download our Reading Together – Year 1 document

Download our Reading Together – Year 2 document

Download our Reading Together – Lower Keystage 2 document

Download our Reading Together – Upper Keystage 2 document

Download our Read Write Inc Parents Handbook

Download our British Values document