Curriculum Overview 2019
Within our curriculum details are some links for tips of how you as parents can help your child. Scroll through this page to find them and the subject tab links.
Please also check out the Kids Zone area on the web site under For Pupils where there will be lots of useful APPS to use with your children.
Berkley C of E First School is dedicated to being a place where each child enjoys attending, each member of staff enjoys working and each parent feels justly proud of the school’s achievements. The expression ‘Each child is my child’ summarises the school’s approach: We want each child to be cherished, supported, listened to, challenged, stimulated and indeed corrected, as we would want for our own offspring.
Termly curriculum maps are linked providing details of the Topic your child is working on, how that links to each subject and how you can support your child at home. Please take the time to look, our partnership will make a difference.
Our curriculum is innovative, creative and dynamic and is taught through our whole school themes. We plan collaboratively as a staff team and share ideas, resources and skills in order to provide the very best learning experience for all children. If you would like to research the curriculum further, please read this helpful guide.
As a school we base our learning on a broad and balanced curriculum and strive to deliver a wide and varied learning experience. We are fully committed to developing each child’s unique potential within a secure and caring environment. We use a range of sources to meet the needs of the curriculum and provide an exciting and enlightening learning experience for our children, maximising the opportunities in our local area. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We offer rich and vibrant opportunities which draw upon meaningful real-life experiences. Knowledge, skills and concepts are clearly outlined in an age-appropriate and progressive way from Reception -Y4 so that the children’s understanding is extended, year upon year.
The children of Berkley First School are happy learners who work hard to reach the challenges set by their teachers. Excellent teaching and learning give children opportunities to be successful in a creative, safe, calm environment where classrooms and other learning spaces promote creativity and high aspiration.
We have the National Curriculum, which we use as a starting point, and embellish and deepen further as a school but at the heart of this is children being exposed to quality experiences and lessons with a large element of choice and need for independent thinking.
Skills and knowledge are taught discreetly in subject areas, so that our children gain a broad understanding of each subject and know when they are learning about science or history for example.
Wow days are a key feature of the curriculum; the school tries to subsidise a range of these to enrich the curriculum for all. Outcomes of wow days may be designed to meet the requirements of the new National Curriculum but also to develop the skills needed for learning and for life.
We try to start each topic with a WOW day to enthuse and contextualise the topic and provide a basis on which to build learning. We intersperse other WOW days throughout the time frame of the topic and try to conclude with a WOW day to celebrate learning. These experiences vary. They may include dressing up days, welcoming visitors into school, or trips to different places. We often run WOW days involving whole-school learning where the children work in mixed age groups and we run workshops across the school that all children participate in. These often involve collaborative learning projects. During the topic we also try to offer parents a chance to visit and see some of the learning that has taken place.
Above all our WOW days are always fun!
Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme or context each term. In order to ensure that progression and balance is maintained, the programmes of study are then developed into medium term plans which clearly highlight the learning objectives, assessment opportunities, differentiated tasks as well as links to other subjects. These topics are designed with the end in mind, often working towards a final project. Teachers then translate these plans into smaller units – half term, weekly, daily plans where the specific needs of the learners are addressed, as such; the teaching is carefully tailored to meet the needs of all the children.
Opportunities for all children to collaborate and develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes.
Enjoyment of the curriculum promotes achievement, confidence and good behaviour. The children will become resilient and accept when things don’t go right.
Children feel safe to try new things. High quality visits and visitors to the school enhance the curriculum and provide opportunities for writing for a purpose.
Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools.
Staff go to great lengths to prepare their classrooms to reflect the topic that is being taught that half term and will have an inspiring learning wall that reflects the children’s progress.
Monitoring Impact of the curriculum:
At Berkley pupils work is marked daily which helps the teacher plan the next steps to be taught. Pupil progress meetings are held throughout each term and at the end of each term assessment data is gathered and progress is checked by the senior leadership team. Children are expected to make good or better progress in all subjects and this individual progress is tracked and reported to parents and carers at parents evenings twice a year, monitoring reports twice a year and an end of year report.
‘An exciting and enriching curriculum which inspires pupils to give of their best Contributes to the excellent attainment and progress made by all groups of learners.’ SIAMS 2016
Your child will study:
English, Mathematics, Science, Computing, Design and Technology, History, Geography, Music, Art, Physical Education, Religious Education, Foreign Language and a number of cross-curricular topics. These include subjects such as Personal and Social Education, as well as the Social Moral, Spiritual and Cultural aspects of learning.
CLICK ON THE BUTTONS BELOW FOR SPECIFIC SUBJECT INFORMATION
Teachers keep careful records which ensure that children have a progression through the school. A strong partnership with parents is essential and regular contact enables everyone to share and celebrate in the progress of each individual child. Ingredients of an outstanding lesson
Our curriculum is taught through topics. We plan these across the whole school where possible. We believe that topic-based learning allows individual subjects to become more meaningful. Most subjects do not lie in isolation, rather they enhance and underpin each other. This brings coherence to the children’s learning. Topics tend to have a main driver of either a Science or Humanities focus. There are however times when subjects are taught discretely.
Topic Information and how you can help your child at home.
Summer Term 2020
Spring Term 2020
Autumn term 2019
Autumn term 2018
Spring Term - 2019
Summer Term - 2019
School Workshops Held 2018/19
Phonics Workshop - Sept 2018
SATS Workshop - October 2018
Maths Workshop - January 2019
Prompt Sheets from Maths Workshop to help at home.
Autumn Term - 2017
KS1 and KS2
Spring Term 2018
Summer Term - 2018
KS1 and KS2
School Workshops Held 2017/18Grammar Presentation workshop Phonics workshop 2017 Maths Workshop 2017
A small amount of homework is given in each class to consolidate or extend learning. This varies from class to class but usually includes reading, spelling, maths activities and games as well as mini-projects related to our themes. Please see Homework Progression Table
We have carried out a homework survey with the pupils see below.
E-SafetyE-Safety - Guide for Parental Controls (much more information incl. Policy under key information, E-Safety)
Marking - Marking Policy
SPECIAL EDUCATION (see SEND Local Offer)
Many children experience some difficulty in learning during their school career. Some problems are easily identified and dealt with by the class teacher. Sometimes it may be necessary to give a child particular help through a specific learning programme.
The school aims to give special help to children with specific or general learning difficulties. The work set will match individual pupil's needs and abilities. A member of our teaching staff who takes responsibility for special needs education throughout the school, guides our Special Needs Learning Support Assistant in the implementation of programmes. Children with particularly severe learning or behavioural difficulties may, with their parents' consent, be referred to the Educational Psychologist. We also try to give extra challenge to children who are particularly able.
Our aims above are achieved by:
- Planning for the future by producing a School Development Plan.
- Appropriate and individually tailored Professional Development opportunities for all members of staff
- Establishing, in all curriculum areas, clear, well defined policies to support teachers. Within each
policy, provision for reviewing and evaluating exists.
- Formulating in non-curriculum areas clear, well defined policies for all to work towards. Each policy allows for reviewing and evaluating procedures. Such non-curricular areas might range from a behaviour management policy to dinner time procedures to an admissions policy.
- Developing guidelines to support our policies.
- Co-operating with agencies outside school, e.g. schools service advisers, curriculum support services and national organisations.