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Brindishe Schools' Curriculum Brindishe Schools’ Curriculum ‘The World is my Classroom’ updated September 2020 2 Contents Page ‘The World is my Classroom’ p4 MUSIC p117 Six Areas of Learning p5 - Year 1 p118 Essentials for Learning and Life p6 - Year 2 p119 Planning Guidance at Brindishe Schools p7 - Year 3 p120 Safe guarding Curriculum Overview p8 - Year 4 p121 Year group ‘Content for Learning’ - Year 5 p122 - Year 1 p9 - Year 6 p123 - Year 2 p10 Historical, Global, Social and Spiritual - Year 3 p11 HISTORYUnderstanding - Year 4 p12 - Year 1 p125 - Year 5 p13 - Year 2 p126 - Year 6 p14 - Year 3 p127 Curriculum subjects - Year 4 p128 Maths, Economics and Enterprise - Year 5 p129 - Year 1 p16 - Year 6 p130 - Year 2 p23 GEOGRAPHY - Year 3 p32 - Year 1 p132 - Year 4 p42 - Year 2 p133 - Year 5 p53 - Year 3 p134 - Year 6 p63 - Year 4 p135 Communications, Language and Literacy - Year 5 p136 ENGLISH - Year 6 p137 - Year 1 p71 RE p138 - Year 2 p75 - Year 1 p139 - Year 3 p79 - Year 2 p141 - Year 4 p83 - Year 3 p143 - Year 5 p87 - Year 4 p145 - Year 6 p91 - Year 5 p146 Spoken Language Curriculum, inc. Dance 1 - 6 p95 - Year 6 p148 MFL p98 Physical wellbeing, health and lifestyles - Year 1 p99 PE p150 - Year 2 p99 - Year 1 p151 - Year 3 p100 - Year 2 p152 - Year 4 p101 - Year 3 p153 - Year 5 p102 - Year 4 p155 - Year 6 p103 - Year 5 p157 Creative and Expressive Arts p104 - Year 6 p159 ART PSHME p161 - Year 1 p105 - Year 1 p162 - Year 2 p106 - Year 2 p164 - Year 3 p108 - Year 3 p167 - Year 4 p110 - Year 4 p169 - Year 5 p111 - Year 5 p172 - Year 6 p114 - Year 6 p174 3 Scientific and Technological Understandings S CIENCE - Year 1 p179 - Year 2 p180 - Year 3 p181 - Year 4 p182 - Year 5 p184 - Year 6 p185 DESIGN AND TECHNOLOGY - Year 1 p187 - Year 2 p189 - Year 3 p190 - Year 4 p192 - Year 5 p194 - Year 6 p195 COMPUTING - Year 1 p197 - Year 2 p198 - Year 3 p199 - Year 4 p200 - Year 5 p202 - Year 6 p204 Subject Leader Overviews Maths English MFL 4 Brindishe Schools’ Curriculum ‘The World is my Classroom’ We live in a cosmopolitan capital, where communities must learn to respect, live and share with each other. We live in a world where good mental health is fundamental to be able to thrive and we know that we need to look after our minds as well as our bodies. We live in a technologically driven world and we have a growing awareness of the effects of climate change and diminishing natural resources. We live in a changing economic climate so we need to understand the value of money and how to make good decisions. The world is smaller – connections between people and places are increasingly immediate and interdependent. We will need a variety of skills and attributes in order to aspire and make a positive contribution to society. We must prepare to adapt in order to be successful and seize opportunities. In order that we learn what we need to learn, we must look beyond our own school and take responsibility, not only for ourselves but also for the success and well-being of others in our wider communities and around the world. At Brindishe Schools, we recognise that our children are a very diverse group of learners. We want them all to be successful, creative and reflective learners who make a difference and achieve highly - who know how to live safe, healthy and fulfilling lives. We want them to become confident, responsible citizens who make a positive contribution to society. Our curriculum is broad, creative and progressive enabling teachers to plan personalised and highly engaging learning, which questions and challenges all children - a curriculum which facilitates the combining and connecting of areas, through innovative approaches and which promotes children’s autonomy. 5 There are six areas of learning: Maths, Economics and Enterprise Scientific and Communication, Technological Languages and Understandings Literacy Six areas of learning Historical, Creative and Global, Social Expressive Arts and Spiritual Understanding Physical wellbeing, health and lifestyles Essentials for learning and life Social Skills Personal and Emotional Skills Learning and Thinking Skills FOCUS: Children develop the skills to respect, celebrate and FOCUS: Children take responsibility for their own learning FOCUS: Children have the skills to learn effectively. They work well with other people. They are responsible and and show initiative, perseverance and a commitment to self- can plan, research and critically evaluate, using reasoned adaptable and anticipate others’ views and feelings. They improvement. They recognise that building self-confidence and arguments to support conclusions. They think creatively, appreciate the value of rules for working together, and play an resilience, enables them to deal positively with praise and making original connections and generating ideas. They active part in group, classroom and whole school activities. constructive criticism, which in turn will often lead to greater consider alternative solutions to problems and demonstrate progress and achievement. endurance and a determination to succeed. CHILDREN LEARN HOW TO CHILDREN LEARN HOW TO CHILDREN LEARN HOW TO 1. listen and respond appropriately to a wide range of 1. identify their strengths and areas for development, 1. investigate, by frequently asking relevant questions, people, showing empathy and understanding, and reflecting on the significance of their learning identifying problems and exploring and assessing the having the confidence to ask questions and raise their 2. recognise and manage their feelings using appropriate quality of information and ideas. They plan concerns strategies, becoming increasingly aware of their own systematically using time and resources effectively, 2. adapt their behaviour to suit different situations and others’ emotions and mental health and anticipate, take and manage risks. 3. work collaboratively towards common goals 3. reflect on past achievements and experiences to 2. create and develop, using their imagination to explore 4. take turns and share as appropriate, stating their own manage future learning and behaviour possibilities and generate ideas. They try out views and needs 4. set goals for their personal development and learning, innovative alternatives, looking for patterns, 5. negotiate, respecting others’ rights and responsibilities, and work towards them recognising differences and making generalisations. and use strategies to resolve disputes and conflicts 5. work independently, but recognise when and how to They predict outcomes and make logical decisions calmly and amicably. seek help if feeling confused or under pressure to 3. communicate, interacting with different audiences in a 6. give constructive support and feedback to benefit complete a task. variety of ways using a range of media others as well as themselves. 6. develop control over their physical skills and 4. evaluate, developing criteria for evaluating work and movements in a range of contexts with dexterity and suggesting refinements and improvements. confidence. Planning Guidance at Brindishe Schools Planning provides structure and context for teachers and learners, as well as a framework for reflection and evaluation. At Brindishe Schools we value creativity and creative learning. For us this means planning will ensure: that learning is linked children learn what we teachers use creative and located in breadth and balance need to learn in new entry points meaningful context for across the year and different ways (artefacts, problems, stories, children events, letters or visitors) children are prepared that learning is children secure the for opportunities and coverage over time personalised and fundamentals of challenges of 21st that is not tailored English and Maths century unnecessarily repeated Planning should be structured through long-term plans, medium-term and short-term plans. This ensures that the main aspects of the curriculum, within the six Areas of Learning, are covered. Detail can be found in the overview of Content for Learning and teachers need to ensure they use this to inform their planning. Daily Maths and English continue to be planned from the National Curriculum. Long-term planning (yearly overview) Medium-term planning (termly or ½ termly overview) Short-term planning (weekly or fortnightly overview) There are three fundamental questions teachers should ask themselves when planning: 1) What skills, knowledge and understanding have the learners already acquired? 2) How do I build on this in order to provide relevant and challenging learning? 3) How will I build in flexibility to address differing needs or personalise the learning? Teachers should use the curriculum to build progression across the year; to build on previous learning and to relate experiences, across subject boundaries. Planning should be adapted as appropriate in order to respond to world, national and local events, individual circumstances and the children's interests or questions. Teachers should use assessment for learning to ascertain the ability levels and understanding of children. School visits, trips and learning opportunities outside the classroom are an integral part of the planning process, ideal as creative entry points and very much encouraged. Some areas/topics may also be taught discretely e.g. Maths or Science, if links are not evident. Some sample planning formats are available at the end of this document. Brindishe Schools Safeguarding Overview Year 1 Year 2 Year 3 Healthy diet and food hygiene; careful use of equipment – DT Healthy diet and food hygiene; careful use of equipment
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