'Memorable experiences lead to memorable learning'
Click HERE for our curriculum overview
At Broadfield a project curriculum approach has been adopted in order to create realistic contexts for learning and different learning pathways so that learning can be more personalised. The new project curriculum was initially implemented in September 2007. Since then the curriculum has been reviewed and adapted and continues to evolve.
The key basic skills of English, Maths, ICT and PE are taught well through tightly focused discreet lessons. However this teaching is supported by challenging cross - curricular work through the projects which encompasses the foundation subjects of the National Curriculum.
English work includes Reading and Writing and Phonics. We do not follow a specific reading scheme but reading books are banded using a wide range of texts. Our phonics work is based on the resource 'Letters and Sounds' and is supplemented by Phonics Play which you can access on line at www.phonicsplay.co.uk
If you have any questions about English you can speak to our English leader, Mrs Gaunt, or for phonics to Mrs Crossley.
Leaflets have been produced in Maths showing what children are expected to learn in each year group. Links to these will be coming soon but in the meantime you can always speak to our Maths Leader Mrs Holt
The curriculum is monitored and evaluated by Curriculum Teams. Each team has it's own pedagogical statement and works in conjunction with the other teams. The outcome of this is a coherant curriculum where learning opportunities and progression ensure breadth and balance in realistic contexts whilst instilling a love of learning.
The curriculum is grounded in the following aims, purposes and principles:
The curriculum will have a transformational effect on children's lives hooking them into learning
Children's social and emotional needs must be met to enable them to access learning and to feel safe out of their comfort zone thus raising aspirations
Opportunities must be provided for children to explore the issues associated with being future citizens
Learning is strengthened by essential experiences and realistic contexts within and outside the curriculum and are inextricably linked to the advantages and disadvantages of the community in which the children live.
The curriculum is built on essential experiences and key skills whilst ensuring skills progression across subjects. 'Profound' rather than 'shallow' learning is promoted through a cycle in which concepts are applied in different contexts
Motivating children and providing enjoyable learning through active involvement and cooperation is key to developing a positive attitude to learning
Learning falls into domains, similar to those outlined in the Cambridge Review, all of which are essential and can be used to raise standartds in English and Maths.
ICT should be used to develop deep learning across the whole curriculum
Children need to strive to understand the nature of learning and how to become better learners whilst feeling empowered to take risks.
Learning is strengthened by real experiences. A rigorous and thematic approach to curriculum planning ensures a clear emphasis on meeting local needs and providing the children with a sense of identity. Issues relating to teaching and learning and curiculum provision are regularly discussed by staff and children.
Success is achieved by assessing all the things that you value not just levels achieved in English and Maths. The breadth and experiences of all learning and progress should be celebrated and the awe and wonder that is the joy of learning and personal development should be nurtured.
'There is always one moment in childhood when the door opens and lets the future in'
Grahame Green, The Power and the Glory
More Information about Reading and phonics
Phonics is a way of teaching children to read and write. It is the ability to hear, identify, and manipulate sounds and understand the link between the sound (phoneme) and the way it is written (grapheme).
At Broadfield Primary school we follow the Letters and Sounds programme. This is a phonics programme in which individual letters or letter sounds are ‘blended’ to form groups of letters or sounds, and those groups are then blended to form complete words.
Children throughout Reception and Key Stage 1 take part in a daily phonics session. These focus on developing reading, writing and speaking and listening skills. The ‘Letters and Sounds’ programme is divided into six phases, with each phase building on the skills and knowledge of previous learning.
Reading at Broadfield
In our Reception classes, we encourage ‘book talk’. The children learn to handle books, they talk constantly about what’s happening and they begin to recognise a few key words. All this is happening alongside a phonics programme so that, when the children are learning letters and sounds, they can always apply the letters and words in the books they are reading.
Key stage 1
In year 1 and 2, as well as the teaching of phonics, there is also a focus on comprehension and reading for enjoyment.
All children will have an opportunity to read individually with an adult. We use a ‘Book Banded’ scheme which is carefully graded to move the readers quickly; using one small step at a time. In addition to that ‘Guided Reading’ takes place in classes.
Key stage 2
We are happy to see most children are reading fluently by the time they start in Key Stage 2. Our task now is to make sure the children’s understanding of the text is keeping up with their ability to read fluently.
The teaching team will be asking highly focused questions that challenge children's ideas:
In fiction, we will be developing their ability to infer, deduce and to speculate on the reasons for authors' character, setting and plot choices.
We will use non-fiction texts to deepen the children’s understanding of topic work across the curriculum. We are seeking to ensure children appreciate reading helps them to understand the world around them.
Like in Key Stage 1,Key Stage 2 children take part in a guided reading session, they will work at least once a week with their class teacher/teaching assistants in a small, focused group, so that the class teacher can closely monitor progress in understanding.