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Our Curriculum

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Curriculum content - our intent

At Buckingham Park Primary School we aim to provide a curriculum that is creative in two senses.  Firstly, as educators, we wish to adopt a creative approach to teaching and learning itself, providing learning experiences that are engaging, exciting and enjoyable, whilst fulfilling our statutory requirement to follow the National Curriculum.  We believe that through the provision of this creative curriculum, we will foster creativity in a second sense; our curriculum will enable children at our school to become creative and independent thinkers and learners and sow the seeds for a lifelong love of learning.

 Children who are encouraged to think creatively and independently become:

  • more interested in discovering things for themselves;
  • more open to new ideas;
  • keen to work with others to explore ideas;
  • willing to work beyond lesson time when pursuing an idea.

As a result, their pace of learning, levels of achievement and self-esteem increase. We believe that our curriculum will enable children to make good progress with their learning and raise achievement in our school.

The National Curriculum sets out what pupils should be taught and the expected standards of pupils’ attainment for each year group. It is for schools to choose how they organise their school curriculum to include the programmes of study. In addition to the National Curriculum, we also provide children with a range of extra-curricular experiences and learning opportunities.

How we implement our curriculum

At Buckingham Park Primary, we follow a broad and balanced project based approach to the curriculum that is tailored to meet the needs of our children. Because each project is tailored specifically for the children, learning may evolve and change; whilst the learning objectives taught will be the same, how we choose to present the activities will be personalised to the class.

From Early Years to Year 4, children follow the Read Write Inc. scheme of work. This is a programme of English used by many schools across the country to provide consistency and boost progress, whilst ensuring that the National Curriculum is fully taught. You can read more about this on the English page. Years 5 and 6 English curriculum is structured around the class learning project whilst  meeting the requirements of the national curriculum. 

In Maths, we follow the schemes of work set by 'White Rose Maths'. Alongside this scheme of work we use a range of other maths resources in order to challenge children’s understanding and problem solving skills. You can find out more on the Maths page.

Not all subjects  naturally ‘fit’ within a leraning project  and so these subjects are taught separately.  For example, not everything in science links effectively with a particular learning project and so this runs alongside and is taught by the class teacher and links are made whenever possible.

Parents will recieve a curriculum web at the start of every new  project explaining what their children will be learning at school. This document also includes ideas for opportunities that could support children learning at home. You can find the curriculum webs for the current year below. A more detailed overview of learning objectives for each project is also available.

Religious Education

Religious Education at Buckingham Park Primary is delivered through a selection of units and lessons  in addition to whole school assemblies. Religious Education is not taught as part of another subject, although may, on occasion, be used as a stimulus for writing in and  English lesson linked to the class project.

Phonics in Key Stage 1

Phonics at Buckingham Park Primary may be taught in a variety of ways that tailor learning opportunities to the children. However, the only scheme that we follow in our school is Read Write Inc. You can read more about this on the English page.

The impact of our curriculum

The curriculum at Buckingham Park is well planned and thought-through to enable a wide range of engagement, not only within class but in providing out of class opportunities to enable children to develop themselves as learners and encourage each child to be as independent as they can be. Questionnaires to the pupils and parents allow the staff to regularly review and assess the impact that the curriculum is having. We have had many positive responses from the children to this effect:

“I like learning”, “Maths is fun”, “I enjoy learning new things”, “I enjoy school and get a good education”, “My teachers help me in everything and are a great help”, “It is quiet and we can focus in lessons”, “I learn a lot from lessons” and “We learn lots and have lots of choice in what we’re learning”.

We strongly feel that the discussion including termly pupil coaching that we have with children is effective, which highlights their awareness of the adjustments that are made to enhance their learning, “The teachers and adults are interested in my views and ideas and listen to me”.

Following a recent parent survey (January 2018), we received acknowledgement that we continued to be successful in our approach to learning:

“I really feel like I know what my child is learning and can clearly see their progression.”

“We are always informed whether anything is wrong or needs doing with regards to how my child is getting on in school.”

“After starting half way through the year, my child has excelled in all aspects of education, relationships and nurturing.”

“Communication with parents is excellent!”

“The children are very happy experiencing new things and enjoying their learning.”

“The children are offered fantastic learning experiences, particularly within the curriculum enrichment weeks.”

Challenge is integrated within the curriculum with striving for every child to produce their absolute best, “Teachers support well when a child is struggling but when doing well they will also give additional challenges.”

“When children are doing well they are praised which makes them feel valued and they continue to work hard.”

Assessing our children’s learning within the curriculum

Children are regularly assessed against the relevant frameworks across the breadth of the curriculum. There is a regular termly cycle of teacher assessment which provides data; this is collected, analysed and utilized for providing interventions, support and a reviewing of planning. Class teachers, leaders, senior leaders, and governors all look at the outcomes of this data analysis and this informs the next steps for our school at a variety of levels. In addition to this, the teachers meet with members of the leadership team to discuss pupil’s progress to find out the reasons behind their current attainment.

Formatively, teachers are assessing children every lesson in preparation for the next learning opportunity. Teachers adapt planned activities to take account of the needs and abilities of the children they teach. In reading, writing, spelling, and maths, formal assessments are conducted regularly to enable children to show their progress. Teachers also use this information to assess any gaps in the knowledge or skills of each child.

 

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