The curriculum for years 1-6
Broad Square Curriculum Statement
Intent and Implementation
Our unique curriculum stems from our school values: Excellence, Enjoyment, Responsibility, Respect, Community, Compassion and Perseverance and has been designed to reflect that life at Broad Square is rich, varied, inclusive, exciting, challenging and inspiring.
Our broad and balanced curriculum promotes pupils’ spiritual, moral social and cultural development and provides opportunities for pupils to:
· Be happy, enthusiastic and reflective learners who enjoy and take an active part in lessons;
· Think creatively, engage in problem solving and develop their resilience and perseverance;
· Become responsible, rights-respecting caring and compassionate citizens who appreciate diversity and make a positive contribution
to our school and wider community;
· To develop their confidence and their capacity to learn and work independently, respectfully and and co-operatively with others;
· To develop their knowledge, skills and understanding in all areas to enable them to make rapid progress;
· To demonstrate excellence in all aspects of school life, academically and personally striving to achieve their best.
In order to allow the children to fully develop these aptitudes, language is a key focus for us, both to develop the children’s communication abilities, and also to provide them with the rich and specific vocabulary from across the curriculum, further enhancing their subject specific knowledge and understanding.
We believe that immersing children in experiential learning deepens their understanding of concepts and allows them to apply knowledge and skills across the curriculum. Our children benefit from visiting places and hearing experts speak; opportunities that they otherwise would not benefit from.
Being part of a vibrant city is a cause for celebration for us and the children learn about the heritage, culture and diversity of our city through our curriculum.
Implementation and Organisation
· We teach the National curriculum and often use a cross-curricular approach which is enhanced by a carefully planned range of educational visits and memorable learning experiences. These may include themed days, key speakers and visitors to school. We use a range of teaching strategies that take into account the ways in which children learn in order to foster engagement, motivation and creativity.
· We plan sequences of lessons that are focused on key learning outcomes from the National Curriculum, ensuring children learn and remember key building blocks in a progressive manner. Carefully planned opportunities for children to demonstrate learning are woven into our curriculum through regular review and reflection.
· Our curriculum, alongside the National Curriculum, promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and experiences of later life.
· We are currently developing a mastery approach across the curriculum where key knowledge is built sequentially and revisited in a range of contexts, with the aim of allowing pupils the opportunity to transfer knowledge, skills and understanding across subjects.
· This mastery approach reflects our high expectations for all and facilitates equal access to age appropriate content.
· The curriculum is led by the senior leadership team and subject leadership team so that there is a consistency in approach across the school.
Termly Curriculum Webs
Our webs are sent home to parents and carers at the beginning of each half term.
The Early Years foundation Stage (EYFS)
In our Early Years Foundation Stage (Nursery and Reception classes) we ensure that our children learn and develop well in a safe environment. We promote teaching and learning at the child’s own pace to ensure “School readiness”. We build on the skills the children have and also develop a broad range of skills and knowledge that provide a firm foundation for a positive future in school and life. We work in partnership with parents/carers and other outside agencies to ensure all children are included and supported.
Reading and Phonics
In Foundation Stage children become familiar with story language and poetry. They repeat words and phrases and begin to recognise rhythm in the spoken word and rhyme. They identify familiar words and signs. Early phonic phases are introduced which focus on hearing the sounds in words and linking sounds to letters.
This is continued in KS1 with children developing different strategies to help decode new words when reading and phonics is applied to spelling through the Letters and Sounds programme.
Oxford Reading Tree and Collins BigCat are the main reading schemes used in KS1. The LA spelling toolkit is used across the school and children become more familiar with a wide range of text types and develop higher order reading skills further e.g. inference and deduction.
At all stages children are involved in shared, paired, group, guided or independent reading and reading for pleasure is nurtured. Parents are encouraged to listen to their children read at home and to talk about books/read stories to their children
Pupils have access to the newly updated school library and a ‘Reading Buddy’ club operates between years 5/6 and year 2 pupils. Paper copies of the children’s newspaper ‘First News’ are available to years 1-6 and there are linked online activities. An interactive IT phonics and spelling program ‘Reading Eggs’ can be accessed in school and at home.
The school also offers reading intervention for pupils who are not making expected progress or who find reading difficult.
For further information on The National Curriculum please follow the link below.
Here at Broad Square Primary we promote British values across the entire curriculum. Click the link below to see how this is achieved.
The link below contains a table of all the the extra-curricular activities, trips and visitors that enhance your child's learning experience.
Termly Curriculum Webs are sent home to parents to give an overview of the content of the curriculum.
Our curriculum content is derived from the National Curriculum.
Knowledge and skills are planned to be revisited in a variety of contexts to allow pupils the opportunity to strengthen their memory through retrieval across different subjects.
Our teachers break down new learning into smaller chunks that can be processed by children and linked to the curriculum piece by piece. This is so that we do not overload children’s working memories but optimise their cognitive load.
Fluency of memory recall is developed through recapping prior learning and retrieving information in a variety of real life contexts. Our teachers plan sequences of lessons carefully to support children to solve problems and apply their knowledge and understanding rather than overloading them with too much information at once, which can clog up their working memories.