Our Curriculum 

What are we learning? Intention, Implementation & Impact

The National Curriculum

Brockley Primary School

Sept 2023 - We have new subject leaders from Sept 2023

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
• Innovative, exciting, challenging, motivating and inspirational
• Enrich, experience, first-hand
• Whole child, personalized, inclusive - Aspirational
• 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 of everything we teach and learn

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 are integrated across the curriculum to give purpose and meaning, allowing knowledge to be transferred and skills applied in different and new contexts. The transfer of 'sticky learning' across all subjects and the use of long-term memory is key to success.

Subjects will be monitored and reviewed and where necessary developed, 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 White Rose Maths across all classes from EYFS through to Y6.

English is taught daily as an integral part of the integrated curriculum, we use Literacy Shed as a basis for lessons.

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 Assistant Headteacher (as Curriculum Leader) 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 Supersonic Phonic Friends Home - Supersonic Phonic Friends

Handwriting that joins is taught from the beginning of FS2 - we use 'Bubble Handwriting' - Sept 2023

The Spelling Shed - 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 Christmas Polar Express Day, NSPCC Number Day, Children in Need and World Book Day to name just a few.

The computing aspect of the National Curriculum is taught discretely through having a termly computing day usually in February to celebrate Safer Internet Day. The scheme is Real Computing and we are an active member of STEM and work with Sarah Vaughan to encourage computing competency amongst our staff.

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, we follow Real PE.

PHSE is taught 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). This year we are working with Christian Aid and developing our role in their 'Global Citizens' Scheme. (2023/2024)

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. We visit Castleton YHA, Willersley Castle in Cromford and Gully's World at Rother Valley.

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 performed at Christmas and at the Leavers summer family get together.

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 school brass 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 having a positive impact as our children tell us they love their learning and they take great pride in their books, especially their non-core curriculum books which in some subjects are also known as Floor Books.

We strive to ensure that our curriculum offer to children attending Brockley, is ambitious and inspiring. Staff adapt all learning to ensure engagement and a thirst for knowledge is evident in all our children.  ‘Knowing more remembering more’ is vital to ensuring good outcomes for all children.

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. By utilising Progression of Knowledge and Skills Maps across all subjects staff are able to build on previous learning, we call this sticky learning. 

We know that learning happens when pupils make sense of ideas in relation to what they already know. When we talk about knowledge in the long-term memory, we often refer to this as sticky learning. Sticky learning is effectively the knowledge that stays with us forever. In other words:

“Learning is defined as an alteration in long-term memory. If nothing has been altered in long-term memory, nothing has been learned.” 

(Kirschner, Sweller and Clarke, 2006)

Through the use of a range of assessment and analysis strategies including pre and post topic assessments: using timely testing, moderation of work, pupil voice, use of assessment grids (Eaz Mag) and data tracking systems. The results of the curriculum design are starting to be 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. This is particularly evident in KS1 and LKS2 where sticky learning and recall is a strength.

Analysis of internal testing provides staff with an accurate overview in order that gaps in learning can be closed and opportunities for extension can be delivered.

This approach by staff ensures they are adaptive and reflective, this pedagogical planning demonstrates that staff design learning activities that offer challenge as well as providing 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 results in the Newsletters section of our website October 2024) and where feedback isn't positive we have reflected and taken actions to implement change.

Results show that we are making improvements and children are beginning to do  well.

The learning attitudes shown by the children are improving and are good in the majority of children, as they are motivated and engaged in their learning. Comments are often received by visitors to the school confirming this.

Engagement levels of home learning are improving. The quality produced is of an improving standard and varied across the cohorts.

Overall, the positive impact of our ambitious and inspiring curriculum is evident in the engagement, progress, and pride of our students. The use of sticky learning principles, continuous assessment, and feedback from both parents and staff have helped us to continuously adapt and improve our curriculum to meet the needs of our students. We are pleased to see the progress and positive outcomes that are emerging as a result of our focused efforts on providing high-quality learning experiences for all children at Brockley.

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.

Brockley Primary School is delighted to announce we are part of the English Hub at St Winifred's Sheffield (October 2023) and are working on developing a Reading for Pleasure culture across the school. To find out more about our journey click the link below.

Reading For Pleasure - Reading for Pleasure (ourfp.org)

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. 

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.

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!

We follow White Rose Maths at Brockley.

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

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.

We follow White Rose Science at Brockley.

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

We follow the Kapow scheme of work for D&T at Brockley.

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.

We follow the Kapow scheme of work for Art.

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.

We follow Charanga Music Scheme (Curriculum B)

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.

We follow PHSE Matters at Brockley.

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“(276–194 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.

We follow the Kapow scheme of work for Geography.

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.  

We follow the Kapow scheme of work for History.

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.

We follow the RealPE scheme of work at Brockley.

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.

We follow the Derbyshire Syllabus for RE at Brockley.

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.

We follow the Real Computing scheme of work with elements of Purple Mash to ensure the teaching of computing engages and excites the children of Brockley.

MFL-French

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart” - Nelson Mandela

Intent

A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

It is intended that when children leave Brockley Primary, they will have a natural curiosity and confidence to explore, other countries, cultures and languages, accepting that, in a multi-lingual society it is a valuable skill to be able to communicate effectively with others in another language.  They will be prepared and motivated to continue language learning at Secondary School.

We follow Rigolo MfL scheme of work.