In Early Years and Key Stage One, children learn to read and spell through the Read Write Inc programme. Further details of the Read Write Inc programme for parents can be found at http://www.ruthmiskin.com/en/parents/ where tutorial videos are available for parents to support their children’s reading at home.
In Key Stage Two daily guided reading sessions take place which focus on comprehension within a range of different texts.
Spelling, Punctuation, Grammar and Handwriting is taught within English lessons across a range of fiction and non-fiction genres. Writing is taught through the Talk4Writing programme developed by the author Pie Corbett. This gives the children the chance to learn stories, become story tellers themselves and grow into inspired story writers. Further information can be found at http://www.talk4writing.co.uk.
(Please see English policy).
Mathematics is taught as part of what we call a ‘Maths Mastery’ approach throughout both key stages. Pupils develop arithmetic fluency through daily practice in Early Morning Maths; they learn skills and are encouraged to deepen their understanding through explaining and applying these skills using resources from White Rose Maths and Pearson Publishing's Abacus resources. The week or unit ends with the opportunity for the children to use and apply the skills they have learnt in order to solve mathematical problems. Maths Mastery is now embedded throughout the school reflecting changes within the New National Curriculum, this may be taught stand alone or through links to the Immersive Curriculum where appropriate.
(Please see Number Fluency policy).
RE planning is based on the Cornwall Agreed Syllabus and the scheme of work "Understanding Christianity"; this may be taught stand alone or through links to the Immersive Curriculum where appropriate (Please see RE policy and Curriculum document below).
Immersive Curriculum Organisation and Planning
All year groups plan termly projects well in advance in order that the best possible learning opportunities are provided for our children. These topics are chosen by pupils with guidance from teaching staff. They are enquiry-led, meaning finding the answer to a key question lies at the heart of our learning. Our projects begin with a "WOW" launch that could involve, for example, a special event or visitor; at this time, children are also introduced to their "immersive classroom" which will have been enhanced to reflect the essential question around which the project is based.
Our long-term non-negotiables give clear guidance on the objectives, key skills and teaching strategies that we use when teaching each project (see below for the non-negotiables for each subject). In teaching teams, we agree a medium-term plan which incorporates a REAL (rigorous, engaging, authentic learning) outcome. The context for learning is flexible and children are taught a range of subjects through each topic; mini outcomes are presented to reflect learning as each topic progresses.
Our short-term plans are those that our teachers produce on a weekly basis; these are flexible and can change as children's interests may lead to different avenues.
Outcomes are recorded in Floor books as well as pupil books and show evidence of learning through children's written work, photographs, reviews of learning and self-assessment.
Each topic ends with an outcome for a REAL audience, eg a performance, fair or sale, providing pupils with a forum to show off their learning.
It is important that the children at BB get the opportunity to have, and understand the importance of maintaining, an active healthy lifestyle. We encourage participation in a range of after school sports and, as part of our curriculum, children are taught key physical skills and techniques that can be deployed in whichever sporting activity they enjoy. The ‘Real PE’ programme is used in KS1 as a basis for this ‘physical literacy’ whilst in KS2, pupils develop physical skills through a variety of well known sports and games.
We follow the National Curriculum and you will find an overview of this below.
If you have any queries about the curriculum we follow, please speak to your child's class teacher or email the Head of School, Debbie Carmichael, email@example.com
Understanding Christianity has identified eight core concepts at the heart of mainstream Christian belief. It sets out some knowledge, "building blocks", to clarify what pupils should know and understand about these concepts at each school phase. It provides a teaching and learning approach to unpack these concepts and their impact in the lives of Christians in the UK and the world today, making connections with the world of the pupils and their wider understanding.
Understanding Christianity's approach to teaching about Christianity builds up pupils' encounters with these core concepts through biblical texts, placing the texts and concepts within the wider Bible story. Each unit addresses a concept, through some key questions, exploring core Bible texts, their impact for Christians, and possible implications for pupils. Each unit incorporates the three elements below:
Pupils' achievement can be assessed against the knowledge building blocks and against end-of-phase outcomes related to the elements above.
This approach offers coherence and progression in terms of pupils' knowledge, skills and understanding. It supports pupils' abilities to handle texts, as well as understanding how and why Christians interpret biblical texts differently. Â It takes seriously the role of the pupil as reader, bringing their own world to the text whilst giving them the opportunity to allow the text to enlarge their understanding of the world.
In addition, we follow Cornwall SACRE's curriculum and pupils learn about other religions, festivals and buildings as detailed in the rolling programmes below.