Brooklands Primary School

Brooklands Primary School Maritime Academy Trust
Life at Maritime Academy Trust - Brooklands Primary School Life at Maritime Academy Trust - Brooklands Primary School Life at Maritime Academy Trust - Brooklands Primary School Life at Maritime Academy Trust - Brooklands Primary School Life at Maritime Academy Trust - Brooklands Primary School Life at Maritime Academy Trust - Brooklands Primary School Life at Maritime Academy Trust - Brooklands Primary School

Curriculum and Learning

Intent:

Brooklands Primary School aims to provide a creative, inclusive, challenging and real-world curriculum that inspires future thinkers, innovators and problem solvers in an immersive environment that stimulates and supports high quality learning. We provide rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills. Doing so enables our pupils to think creatively, critically and to solve problems. Wellbeing and character development is implicit in all we do and through a highly inclusive environment, all pupils are taught to aim high and reach their potential​.

 

Curriculum:

  • is based on the National Curriculum;
  • enhances pupils’ spiritual, moral, social and cultural development;
  • promotes fundamental British values which are interlinked with our own school values and permeate all our curriculum;
  • develops a strong literacy and numeracy foundation so that pupils can access all areas of the wider curriculum;
  • prioritises all year groups equally;
  • meets the needs of learners with special educational needs and disabilities;
  • encourages pupils to master skills and deepen knowledge and understanding;
  • prepares pupils for an ever changing, wider world of work;
  • encourages the use of environments and expertise beyond the classroom including immersive learning and forest school;
  • looks at how we can use our location to enhance the curriculum through educational visits;
  • aims to ensure pupils develop beyond the academic, to support them building their character supported by the school’s values- including their resilience, respect, cooperation, creativity and kindness
  • follows a creative approach enabling all pupils to develop and discover their interests and talents
  • looks for opportunities where subjects can be taught in a cross-curricular way and where we can link it to yearly projects and whole school events.

 

Implementation:

At Brooklands Primary School, we have formed a curriculum committee which meets twice every half term, composed by all the different subject leaders. As part of this committee, we have looked at the intent of our curriculum, and implementation and we take an opportunity to reflect and evaluate the impact of our approach and provision. We have set six main aspects which are adopted across the curriculum and implemented in all lessons to ensure the quality of education is outstanding.

 

Engagement

  • The curriculum is coherently planned and sequenced in a way that all children actively participate in the learning.
  • Tasks are ambitious and designed in a way that all learners, particularly the most disadvantaged, enjoy and progress in their learning.
  • Conversations about learning take place during lessons and teachers check learner’s understanding systematically.
  • The resources and materials selected by teachers and leaders reflect the ambitious intentions for high quality outcomes, whilst ensuring for example, for some learners with high levels of special educational needs and/ or disabilities that their needs are met and that they are fully engaged.

 

Expectations

  • The curriculum is ambitious and adapted to suit different attainment levels, but expectations are high for all pupils.
  • Teachers identify common misconceptions and clearly model each step so pupils are absolutely clear of the expected outcome they must aspire to achieve.
  • Teachers present subject matter clearly and expect pupils to discuss the subjects taught using the appropriate language linked to each subject taught.

 

Knowledge of next steps

  • Teachers have good knowledge of the subjects they teach and provide rigorous feedback to learners which is subject-specific.
  • Teachers identify misconceptions by actively checking pupils’ understanding during the lessons and providing direct feedback.
  • Teachers respond and adapt their teaching to extend pupils’ knowledge during lessons.
  • Teaching is designed to help learners remember the content they have previously been taught through practice and consolidation (long term memory) followed by opportunities to integrate new knowledge in each lesson.

 

Behaviour management

  • Teachers and leaders have high expectations for pupils’ behaviours and apply these expectations consistently and fairly.
  • Poor behaviour is immediately and consistently addressed and all adults, independently of their role, are actively engaged in monitoring and promoting good behaviour.
  • Pupils’ attitudes to learning are positive and relationships between staff and pupils demonstrate a positive and respectful culture.
  • Expectations are clearly displayed in each classroom and pupils feel safe and know how to seek support if they experience any bullying or discrimination.

 

Variety

  • Pupils have access to a wide and full curriculum including a full range of subjects.
  • A variety of teaching strategies are used to allow all pupils to develop and discover their own interests and talents.
  • Pupils have access to a variety of broad experiences, including the use of outside space and environments beyond the classrooms.
  • Teaching is designed to give pupils opportunities to work in a variety of ways: independently and collaboratively.

 

Commitment

  • Teachers and leaders are committed to provide a curriculum that meets the needs of all pupils.
  • Teachers and leaders are committed to develop learners’ confidence and enjoyment of reading across all the curriculum.
  • There is a consistent and committed approach to equip all pupils to be cooperative, kind, respectful, resilient and creative in accordance with the school’s values.
  • Teachers and leaders are committed to improving their pedagogical and subject knowledge over time, and to use evidence based research to support their practice.

 

Introduction

The National Curriculum (2014) sets out the following aims:

– to ensure that the new National Curriculum embodies rigour and high standards and creates coherence in what is taught in schools

– to ensure that all children are taught the essential knowledge in the key subject disciplines – beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential.

 

At Brooklands Primary school, we use Letters and Sounds to teach phonics, Effective Maths as a scheme for a Singaporean maths mastery approach and Let’s Think English as a stimulus for our English teaching. During English lessons, which include the teaching of spellings, grammar and punctuation, teachers are also encouraged to create writing outcomes linked with the foundation subjects of History, Geography and RE. We also teach shared reading, providing pupils with in-depth knowledge and comprehension of a whole-class novel.

 

In order to plan non- core subjects we use  ‘Focus knowledge’ a publication which provides a breakdown of the Knowledge, Skills and Understanding expected to be covered in each non-core subject area (including science).

We use this publication in order to:

  • set out each year group’s expectations to make it easier for planning. In most subjects there is an additional section which is aimed at challenging more able pupils.

 

Science at Brooklands is a ‘stand alone’ subject as too complex to interweave in a cross-curricular way. However, science, geography and history are seen as the drivers of the non-core subject areas with the creative arts (art and design technology) and the performing arts (music and dance) seen as the enhancers.

 

We have devised a block approach for the teaching of non-core subject areas in a yearly calendar, to ensure that all subjects are given the appropriate focus, have enough allocated time and that the teaching of both knowledge and skills is rigorous and in-depth. We also find that the block approach allows us to have a ‘project based’ approach focusing on a topic, which can also be explored in our English lessons. This meets our vision for the Curriculum at Brooklands, allowing pupils to have enough time to really immerse themselves in each subject, and develop a creative and a written outcome for each unit of study.

In addition, IT, PSHE, PE, music and French are taught weekly as stand alone subjects.

The teaching of core subjects maths, English and Shared reading or phonics (in EYFS and KS1) takes place daily in the morning.

 

Terms

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Autumn 1

Geography

Science

Art

Autumn 2

History

Science

DT

Spring 1

RE

Science

Art

Spring 2

Geography

Science

DT

Summer 1

History

Science

Art

Summer 2

RE

Science

DT

Impact

The curriculum leaders committee at Brooklands meets twice every half term to evaluate the impact of our curriculum, and set clear expectations on our next steps. We use a collective action plan to guide and structure our meetings.

 

As part of our evaluation we look into:

  • Curriculum maps- each leader completes a curriculum map highlighting what has been covered in each year group. This is done via 1:1 conferencing with teachers and book monitoring activities.
  • Books- we evaluate the impact of teaching by looking at the progression of skills and knowledge in the topic books and we also look at English books for written outcomes which are linked with the topic, as we encourage a cross-curricular approach where appropriate, so teachers may use their English hour to write about the topics studied in their non core subjects.
  • Assessment- we are in the process of devising an end of unit assessment for each of the non core subject, which would be taken on google forms. The idea is that we can assess how pupils’ knowledge has been stored in their long term memory via multiple choice questions.
  • Outcomes- at the end of each unit pupils produce a creative outcome which is displayed- these are fundamental in showing us how deeply immersed pupils were in their topics.

 

Brooklands Curriculum:

English

Maths

Science

Art

Geography

History

D.T.

PSHE & SRE

P.E.

M.F.L.

R.E.

Music

Computing

Forest School