Curriculum

 
As a school, we follow the new National Curriculum (2014), link to summary document below. We plan using a themed Topic approach, believing that our Curriculum is a powerful tool to promote a love of learning and a willingness to explore.  Please see our Curriculum Policy for more detail below.  
Also, attached to the bottom of the page are summary documents which give an overview of learning objectives for Early Years (Reception class) and Years 1 to 6, and for Reading, Writing and Maths.
You will find more information on the Topics covered in each class on the Class Pages tab. 
 
Below the Curriculum Policy you will find a summary about the teaching of values and rights at Berry Hill.  There is also a page on the 'Our School' tab which explains more about Spiritual, Moral, Social and Cultural in our school.  There is also a linked policy attached to this page for further information.   
  
 
 
Curriculum Policy

Introduction

1.           At Berry Hill School, we believe that the curriculum is a powerful tool that promotes a love of learning and a willingness to explore.

 1.1          The curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It includes not only the formal requirements of the National Curriculum, but also the range of extra-curricular activities that the school organises, in order to enrich the experience of all the children. It also includes the ‘hidden curriculum’, or what the children learn from the way they are treated and expected to behave. We aim to teach children how to grow into positive, responsible people, who can work and co-operate with others, while developing knowledge and skills, so that they achieve their true potential.

We are continually reviewing and improving our curriculum.

 United Nations Convention on the Rights of the Child:

ARTICLE 28:  Every child has the right to an education.

ARTICLE 29:  Education must develop every child’s personality, talents and abilities to the full.  It must encourage the child’s respect for human rights, as well as respect for their parents/carers, their own and other cultures, and the environment. 

 

 2     What We Do:

 We enable all our children to become

  • Successful learners  – we enjoy learning and achieve our best
  • Confident individuals –  we are resilient, determined, take risks & overcome challenge
  • Responsible citizens - we make choices that support us individually, our school, local community and beyond. 

 

2.1   Our Ethos and Values:

  • We will inspire all our children to make excellent progress in all areas of their learning through the provision of enriching, challenging and motivating experiences. 
  • We will create a calm, respectful and inclusive environment that is welcoming, fun, friendly and safe for all.
  • We continuously strive for excellent outcomes for our school community through the effective, efficient and sustainable use of resources and by seeking to use best practices.
  • We believe that a strong moral code empowers children to be successful learners, confident individuals and responsible citizens, celebrating unique character and capabilities, allowing children to be themselves and enabling them to achieve to the best of their ability. 
  • We nurture all individuals in their journey to becoming responsible local, national and global citizens, who are confident to take informed risks.  We prepare pupils positively for life in Modern Britain by promoting and abiding by the fundamental British Values of democracy, rule of law, individual liberty and mutual respect for different beliefs.
  • We are a rights respecting school and recognise achievement putting the United Nations Convention on the Rights of the Child at the heart of our school’s planning, policies practice and ethos.
  • We believe the value of family is central to learning and development, and work hard to foster genuine and active partnerships with families and the local community.
  • Through support and challenge we aspire to be a learning community that enables all our members in achieving their goals.

 

2.2   Our Vision:

  • Our school community will be a place where children excel, develop a love of learning and create magical memories that will last a life time. Every child will succeed through the provision of personalised, real-life learning experiences which enable them to grow into productive and valued citizens.
  • BHPS will be the first choice for parents / carers in & around its catchment.
  • The school will be regarded as excellent by all stakeholders, ensuring excellent outcomes for its learners & is a vital & vibrant part of the community. Stakeholders will actively seek out opportunities to be associated with the school.
  • Our school will fully engage with, supporting and being supported by, parents/carers, the local community and the professional community, in order to best achieve our purpose.
  • The school & our staff will be highly regarded within the education community & will be widely consulted, copied & used as an example of best practice.
  • All learners will feel that they have been given the best opportunities to reach their full potential & maximise their talents.
  • Children will have success for today and be prepared for tomorrow.

 

2.3   Our Stakeholders:

  • Pupils
  • Staff
  • Parents
  • BHPS Friends
  • Community – individuals, social groups, businesses
  • Education Community – LA, WGSP, local schools
  • Governors & Trustees

 

3        Aims and objectives

We adhere to the National Curriculum Aims (September 2014):

 “The national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and achievement.”

The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.”

3.1      The aims of our school curriculum are to enable our children to:

  • understand that they are successful learners.
  • develop personal interests.
  • develop a love of learning.
  • develop independence.
  • be provided opportunities for extracurricular learning i.e. clubs.
  • be healthy individuals – physically and emotionally.
  • gain Spiritual development; knowing right from wrong.
  • access a Curriculum that caters for the individual needs of children.
  • be lifelong learners.
  • be creative and to explore and develop their own interests, abilities, talents and skills to the best of their ability.

 

For learning facilitators to:

  • promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
  • teach children the basic skills of English, Mathematics, Computing and Science.
  • teach children about their developing world, including how their environment and society have changed over time;
  • help and guide children to understand and appreciate Britain’s cultural heritage and promote the values of wider British Society;
  • teach children to understand what it means to be a Global citizen; enable them to be positive citizens in society;
  • fulfill all the requirements of the National Curriculum (September 2014) and the Locally Agreed Syllabus for Religious Education;
  • teach children to have an awareness of their own spiritual development, and to understand right from wrong;
  • help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all, including racial equality;
  • enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others.
  • provide a broad, balanced curriculum framework that motivates and inspires all children.

 

4     Organisation and Planning

4.1    We have a “Creative Curriculum” which is based on developing key skills for learning, matched against the National Curriculum requirements.  We plan our curriculum in three phases, topics and themes.  We use the National Curriculum to guide us, and this helps to indicate what topics are to be taught in each term, and to which groups of children. Reviewing our long-term plan on an annual basis, we also plan the long term curriculum based on our pupils’ interests, needs, and the Local, British and International issues and celebrations.

4.2    With our medium-term plans, we give clear guidance on the objectives and skills to be taught.  We use Abacus and Wordsmith as the consistent schemes to help us teach English and Maths in school.  

4.3    Our short-term plans are those that our teachers use on a weekly, or daily basis. They set out the learning objectives for each session, differentiation to match the learning to the needs and interests of all our pupils, and to identify the activities and resources to be used in the lesson.

4.4    The school strives to adopt a topic approach to curriculum planning. Careful planning ensures there is progression, coherence and full coverage of the broad range of aspects of the National Curriculum and Early Years Foundation Stage (for our pupils in their first year in school).  This approach provides for subjects to be linked together where relevant to support teaching and learning.

4.5   The curriculum in our school is designed to provide access and opportunity, and to ensure that learning challenges all children.  Differentiated lessons ensure that pupils can access independent learning opportunities matched to their attainment, whilst also progressing their knowledge and understanding. 

4.6   Equal opportunities – all pupils have equal entitlement and equal access to all learners irrespective of “difference”, e.g. race, gender, religious belief or social background.

 

 

5     Children with SEND (Special Educational Needs and Disability)

5.1    Adaptations to the curriculum are made as necessary to ensure all pupils are awarded equal opportunities. 

5.2    If a child has a special need, our school does all it can to meet these individual needs. We comply with the requirements set out in the SEN Code of Practice (2014) in providing for children with special needs. If a child displays signs of having special needs, staff work closely together, including the SENCo to make an assessment of this need. In most instances the teacher is able to provide resources and educational opportunities which meet the child’s needs within the normal class organisation. If a child’s need is more severe, we consider the child for an EHCP (Education Health and Care Plan) of special needs, and we involve the appropriate external agencies when making this assessment. We always provide additional resources and support for children with special needs.

5.3    The school provides an appropriate Intervention Plan for a child who has additional learning needs. These Plans set out the nature of the special need, and outlines how the schools will aim to address the need. It also sets out learning targets, so that progress can be monitored. 

 

 6     The Early Years Foundation Stage (Reception year in school)

6.1    Our Early Years Curriculum meets the requirements set out in the revised Early Years Foundation Stage. Our curriculum planning focuses on the Early Learning Goals and on developing children’s skills and experiences, as set out in this document.     

6.2    Our school fully supports the principle that young children learn through play, and by engaging in well-planned structured activities. Teaching in the Reception class builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the variety of nurseries and other pre-school providers in the area, whilst building links with others from the wider community.

6.3    During the children’s first term in the Reception class, their teacher makes a baseline assessment to record the skills of each child on entry to the school. This assessment forms an important part of the future curriculum planning for each child.

6.4    We are well aware that all children need the support of parents and teachers to make good progress in school. We strive to build positive links with the parents of each child by keeping them informed about the way in which the children are being taught and how well each child is progressing.

 

7     Key skills

7.1    The following ‘key skills’ are embedded in to our curriculum:

  • communication;
  • application of number;
  • information technology;
  • working with others;
  • improving own learning and performance;
  • problem-solving.

7.2    All subject areas contribute to a child’s progress in these skills. We believe that all children need to make good progress in these skill areas in order to develop to their true potential.

7.3    Extra-Curricular – we are committed to developing the whole child.  We extend our curriculum by offering extra-curricular activities such as music, drama, sport and dance.

 

8     The role of the Curriculum Subject is to:

  • provide a strategic lead and direction for the subject;
  • support and offer advice to colleagues on issues related to the subject;
  • monitor pupil progress in that subject area;
  • provide efficient resource management for the subject.

         

The school has a curriculum lead who liaises with staff to lead the curriculum and subject areas. It is the role to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for their subject, ensures that there is full coverage of the National Curriculum and that progression is planned into schemes of work. The curriculum lead and subject lead gather evidence, and monitor standards in the subject.

 

9     Monitoring and evaluation:

9.1    Our governing body is responsible for monitoring the way the school curriculum is implemented. The Teaching, Learning and Achievement Committee reviews the provision and impact of the school curriculum and reports to the Governing Body.

9.2    The headteacher is responsible for the day to day organisation of the curriculum. The headteacher and SLT (Senior Leadership Team) monitor planning, ensuring that all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives.

9.3    Subject leaders and the Curriculum leader monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders also have responsibility for monitoring the way in which resources are stored and managed.

 

November 2016.  Review date:  May 2017

Our school embeds learning about values and rights within our curriculum and wider provision.  
We want all children to develop their knowledge, understanding and awareness of values and how this underpins our beliefs, emotions, behaviour, and the choices we make in our lives.  We also include the British values of democracy, respect, tolerance individual liberty and the rule of law.  We encourage our children to be responsible citizens, who make a positive contribution to society.
 
Information on the National Curriculum (2014), which underpins our school curriculum is available here by copying and pasting this link into your browser:
 
 https://www.gov.uk/government/collections/national-curriculum