Curriculum
Teaching your Children
Article 28
The National Curriculum, which was revised in 2014, requires that children should be taught:-
- three core subjects – English, Maths and Science;
- seven foundation subjects – geography, history, technology, art, music, information technology and physical education. Religious education must also be taught to all children unless exempted.
- Personal, social and Health Education and citizenship is taught from Reception to Year 6.
- French will also be taught at Key Stage 2.
Our Full details of the National Curriculum documentation can be obtained from the DfE website.
The new National Curriculum has set out clear expectations for what children should achieve by the end of each key stage and, for English, Maths and Science, has provided guidance as to when in each phase this content should be covered. These expectations have been developed into a set of statements for each subject and each year group. These statements are used by teachers to help define and guide next steps in learning.
Broomfield Primary School uses the White Rose Maths resources, more information can be found by clicking this link
https://whiterosemaths.com/
Broomfield Primary School uses the Focus English units. The materials within Focus English help teachers to plan and deliver English teaching and learning in an engaging way, placing English and literature at the heart of the curriculum. The curriculum is based on the use of high-quality texts, including poetry, across each year group, texts from classic to current authors have been selected to ensure that pupils experience a wide and rich reading curriculum to promote a life-long love of reading.
At Broomfield Primary School each new unit of work in the foundation subjects is introduced by a learning challenge, encouraging the children to use a question as their starting point. A series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. The subsidiary learning challenge is normally expected to last for one week but this does not need to be the case. Time for learners to reflect or review their learning is central to the whole process. There will be continual opportunities for learners to reflect frequently, especially as each subsidiary learning challenge comes to an end. There should be a good deal of learner autonomy evident during reflection time. Each topic begins with a ‘wow’ moment and closes with a celebration of their work.
Sticky Knowledge’ is effectively knowledge that will stay with us forever. In other words, an alteration has happened to our long-term memory. In the delivery of our curriculum we endeavour to maximise children’s acquisition and retention of ‘sticky knowledge’. The more knowledge an individual acquires, the easier it is for them to process and retain new knowledge, and therefore to make good progress with their learning.
As a Rights Respecting School, learning about, and through, children’s rights is an integral part of our curriculum. Teachers are encouraged to link teaching and learning to children’s rights wherever they feel it would be meaningful and advantageous.
We continually review our curriculum to so that it is meeting the needs of our learners. Our curriculum was rewritten during the Summer term 2021. You can view a copy of the curriculum for each year group by clicking on the relevant year group tab below.
Please click here to see what each class is learning during the year.
Our Curriculum
please expand the topics below for more information
Art and Design
Art Subject Leader: TBC
Intent
At Broomfield School we aim to provide all pupils with a high-quality art and design education to inspire them to develop their creativity and confidence.
We aim to give pupils the knowledge and skills to experiment, invent and create their own works of art, craft and design.
Pupils will have opportunities to explore the work of historical and contemporary artists, craft makers and designers.
Our curriculum will provide pupils with opportunities to revisit and build on their skills year on year.
Implementation
The Early Years children follow the EYFS – Early Learning Goal – Expressive Arts and Design.
Following the National Curriculum objectives using the Kapow Scheme, pupils in Y1-Y6 will develop skills for art and design.
Pupils will be provided with a range of materials to produce a variety of products. They will have opportunities to draw on their experiences and imagination and learn techniques in the elements of art; colour, pattern, texture, line, shape, form, and space.
They will learn about the work of a range of artists, craft makers and designers and have opportunities to compare and make links to their own work.
Impact
Pupils will enjoy a wide and varied Art and Design curriculum and develop pride in their work.
Make individual progress in drawing, painting, collage, and sculpture.
They will have an awareness of the work of artists, architects, and designers past and present, including work from different cultures.
British Values
Design and Technology
Design and Technology Subject Leader: TBC
Intent
At Broomfield D&T provides pupils with real experiences and opportunities to solve problems in a practical way in different contexts. Pupils will use imagination and creativity, and draw on knowledge from maths, science, art, computing and engineering. Our pupils will be resourceful, innovative and develop critical understanding of D&T in daily life and in the wider world. They will develop creative, technical, and practical expertise to perform everyday tasks confidently and acquire a repertoire of knowledge, understanding and skills enabling them to design and make high quality prototypes and products, including learning to cook. Pupils will be encouraged to evaluate their work and that of others using the principles of ReflectEd.
Implementation
Following National Curriculum objectives using the Kapow Scheme, pupils will develop skills for being a designer.
EYFS – Expressive Arts and Design ELG: Creating with Materials.
The National Curriculum KS1 & KS2 states that pupils should be taught to:
- Design
- Make
- Evaluate
- Technical Knowledge
- Cooking and Nutrition
Kapow covers these elements through:
- Cooking and Nutrition
- Mechanisms/Mechanical systems
- Structures
- Textiles
- Electrical systems (KS2 only)
- Digital world (KS2 only)
Impact
Pupils will enjoy a wide and varied Design Technology curriculum developing and exploring.
They will gain confidence and understanding in finding out how things work and how they can design, make and evaluate their own products.
Design Technology National Curriculum
English
Geography
Geography Subject Leader: TBC
Intent
Our vision for the geography curriculum is to inspire children’s curiosity and interest to explore the world that we live in and its people which aims to ignite a love of learning. We aim to equip children with geographical skills to develop their knowledge through studying places, people, natural and human environments. We aim to provoke thought, questions and to encourage children to discover answers to their own questions through exploration and research. Thus, gaining a greater understanding and knowledge of the world and their place in it. They should develop their use of geographical knowledge and skills to enhance their locational and place knowledge.
Implementation
Geography objectives are taught through questions which are arranged to ensure progression in our long term plan. Geographical units match National curriculum expectations and are presented as a question which requires deep thinking and encourages learners to be familiar in using questions as a starting point. Key knowledge and skills will be covered in each question. The learning challenges/questions appeal to the children ensuring learning is engaging, broad and balanced. The use of the local environment and school grounds is encouraged. Where appropriate links will be made with other areas of the curriculum.
Early years explore geographical themes and content through the Understanding of the World strand of the EYFS curriculum. This involves guiding the children to develop a sense of their physical world, as well as their community, through opportunities to explore, observe and find out about people, places and the environment
Impact
Children develop geographical knowledge and skills to help them explore, navigate and understand the world around them and their place in it. Children’s knowledge and skills will develop progressively as they move through the school.
History
History Subject Leader: TBC
Intent
Our vision for history is to provide a balanced and differentiated curriculum ensuring progressive development of historical concepts, knowledge and skills. Also, for the children to gain a coherent knowledge and understanding about Britain’s past and that of the wider world which will stimulate curiosity and develop a love for history. The children will discover how events in the past have influenced our lives today, they investigate past events and by doing so develop skills of enquiry, analysis, interpretation and problem solving. We want the children to be familiar with significant events in British history and appreciate how things have changed. They will develop a sense of chronology and have some knowledge of historical development in the wider world.
Implementation
History objectives are taught through questions which are arranged to ensure progression in our long-term plan. Historical units match National curriculum expectations and are presented as a question which requires deep thinking and encourages learners to be familiar in using questions as a starting point. Key knowledge and skills will be covered in each question. The learning challenges/questions appeal to the children ensuring learning is engaging, broad and balanced. Where appropriate links will be made with other areas of the curriculum.
Early years explore historical themes and content through the Understanding of the World strand of the EYFS curriculum. This involves guiding the children to develop a sense of their physical world and their communities through opportunities to explore, observe and find out about people, places and time.
Impact
Monitoring arrangements
The impact of history teaching and learning, is monitored and evaluated by the history subject leader and headteacher through lesson observations, learning walks, feedback from staff and children, and evaluation of recorded assessment data. Outcomes from the monitoring process will be used to evaluate our current provision and make improvements where appropriate.
ICT / Computer
Maths
Modern Foreign Languages
Music
Music Subject Leader: Mrs C.Kitching
Intent
Satisfying the National Curriculum and New Model Music Curriculum, our music topics provide opportunities for pupils to systematically develop the requisite skills, knowledge and understanding to enable progression and continuity in their learning. They have opportunities to listen, participate and perform in a variety of musical contexts.
Time for learners to reflect or review their progress as musicians is central to the learning process in music at Broomfield. As in other subjects, the children use ‘ReflectEd’ reflections to understand how they learn in music and this enables them to fully engage and build the resilience needed to develop music skills and knowledge.
We want all pupils to be successful, confident in their own musical abilities and potential, therefore our music curriculum is reviewed and adapted to meet the needs of all pupils within the context of themselves, our school and our local community. Our intention is that the music curriculum enables pupils to leave Broomfield achieving their best, proud of the music they make and with a love of music that will stay with them into the future.
Implementation
At Broomfield Primary School we encourage children to participate in a variety of musical experiences. Singing is an integral part of our school life and our teaching focuses on developing the children’s ability to sing in tune, developing their expression and ability to listen to others.
Pupils’ understanding of music will be developed through activities which bring together the requirements of performing, composing, listening and appraising. Children are taught to make music together with tuned and un-tuned instruments and to compose pieces. They are also taught to sing and play in time, controlling the sound and pace. They are taught different ways to represent sounds graphically and symbolically.
Impact
Children will:
- enjoy and appreciate a wide variety of musical styles;
- explore how sounds are made, and how music is produced by a variety of instruments;
- develop musical imagination and creativity;
- build a sense of pulse and rhythm;
- understand a range of musical vocabulary;
- develop the interrelated skills of composition, improvisation, performance and appreciation;
- enjoy a wide range of songs and sing in tune;
- develop positive attitudes and to experience success and satisfaction in music.
Personal ,Social, Health, & Citizenship Education (PSHCE)
Physical Education
Religious Education
Religious Education Subject Leader: Miss K Rogers
Intent
Religious Education is a legal requirement and must be provided for all registered pupils in state-funded schools in England. It is necessary as part of a ‘broad and balanced’ curriculum.
“The principle aim of RE 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.“
North Yorkshire Agreed Syllabus for RE, 2019-2024
The North Yorkshire Agreed Syllabus for RE aims to ensure that all pupils
- Know about and understand a range of religions and world views
- Express ideas and insights about the nature, significance and impact of religions and world views
- Gain and deploy the skills needed to engage seriously with religions and world views.
Children will learn from Christianity in each key stage. In addition, children will learn from the principle religions in the UK (Islam, Hinduism, Sikhism, Buddhism and Judaism) and non-religious world views (such as Humanism)
Implementation
Teachers use the Units of Work supporting the North Yorkshire Agreed Syllabus to provide a valuable framework for progression in teaching and learning. The syllabus is based around a key question approach, where the questions open up the content to be studied.
Children at Broomfield Primary school will engage with at least the minimum requirement for their year group (approx 5% of curriculum time)
EYFS – 36 hours of RE e.g. 50 mins a week, or short sessions implemented during continuous provision.
KS1 – 36 hours per year e.g. an hour a week, or less than an hour a week plus ‘blocked’ sessions like RE days
KS2 – 45 hours per year e.g. an hour a week, or less than an hour a week plus ‘blocked’ sessions like RE days
In the Foundation Stage
- RE sits within the areas of Personal, Social and Emotional Development, and
Understanding the World. They will begin to understand and value the differences of individuals and groups within their immediate community. Children will have opportunity to develop their moral and cultural awareness. They will encounter religions and world views through special people, books, times, places and objects and by visiting places of worship.
In KS1 children should have opportunities in each school year to:
- to develop their knowledge and understanding of religions and world views, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their idea.
In KS2 children should have opportunities in each school year to:
- extend their knowledge and understanding of religions and world views, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their ideas in response to the material they engage with, identifying relevant information, selecting example and giving reasons to support their ideas and views.
Impact
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant Programme of Study.
At the end of each unit of work, teachers record a summative assessment of pupil attainment based on the learning outcomes for each unit. These are recorded on our tracking system.
Religious Education North Yorkshire Agreed Syllabus National Curriculum
