Curriculum Implementation
‘As educators we are farmers not factory owners; it is our job to provide children with the right conditions to grow rather than to make them fit into a pre-existing mould.’
Sequencing:
At Belgrave, subject leaders ensure that knowledge and skills are taught in a sequential order that enables pupils to make connections and build on prior learning. Curriculum planning is always done collaboratively involving all teaching staff from Early Years through to Year 6 with key phases of learning working closely so that learning is a continuum and transition is seamless across all stages. Staff ensure pupils build on previous knowledge and relate knowledge to new concepts and ideas, making links. Key learning involves:
Prior learning Key questioning Assessments Marking / feedback / reflecting Gaps filled / intervention New learning acquired
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HABITS OF MIND: RESILIENCE – CREATIVITY - INDEPENDENCE From research, we have chosen The Habits of Mind that we want pupils to develop throughout the curriculum in order to be more capable of successful working across all learning. Pupils will use the habits of mind not only to succeed, but to learn that success is ensured by mindfully applying these habits. Through reflection and self-evaluation they begin to see how applying these habits transfers to all subject areas. We understand at Belgrave that habits of mind have to be taught through experiences, encounters, reflections, practice sessions and instructions and this begins in Early Years.
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Teaching sequence:
Into – Through – Beyond – Reflect.
Key principles:
- Keep it simple
- Keep it consistent.
- Focus tightly
- Make it fun, make it real!
- Child lead, child focussed.
- Depth in learning
How do we ensure depth in learning?
Levels of thinking: (Bloom’s Taxonomy)
- Knowledge/ remembering
- Understanding
- Applying
- Analysing
- Evaluating
- Creating
Promoting British Values:
- •We believe that our school is a unique place to work and learn. It has an individual identity that combines traditional values with a modern, vibrant vision.
- •The children learn about democracy in a range of contexts which are meaningful to them. Our School Council, Pupil Voice and Pupil questionnaires are ways that we provide the experience of being part of a democracy as well as our Parliamentary workshop visit each year for Key Stage Two pupils from UK Parliament.
- •The importance of Laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout the day, as well as when dealing with behaviour.
- •Children learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect.
- •We value the diverse ethnic background of all pupils and families and undertake a variety of events and lessons to celebrate these. Our No-Outsiders is taught within our curriculum to all pupils at Belgrave.
- •Weekly themes / values are introduced in assembly each week and built upon in classes during the week. These include themes such as: compassion, democracy, tolerance, hope or a charity / themed week focus.
At Belgrave, our Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners. All pupils will have take part in the 'Forest School' experience each year at Belgrave.
Forest Schools
During Forest School programmes we aim to develop, where appropriate, the physical, social, cognitive, linguistic, emotional, social and spiritual aspects of the learner by giving the children challenging and achievable tasks which build their confidence, skills and independence. We also strive to give the children the time to thoroughly explore their thoughts, feelings and relationships which will impact on inter personal relationships and skills. These have been directly linked to learning skills.
