Curriculum

The children are grouped into four classes: Acorns – Reception , Oaks – Years 1/ 2, Cedars – Year 3/4, Maples -Year 5/6. The class teacher is responsible for setting work appropriate to the ability of each child.  The National Curriculum applies to all children and is organised through Key Stages.  Foundation Stage children work to the recommendations of the Foundation Stage Curriculum. Key Stage 1 applies to Year 1 and Year 2, and Key Stage 2 applies to Year 3-6.



New National Curriculum 2014 
 
To see a summarised version of the new National Curriculum from Years 1-6 please click here.


Early Years Foundation Stage Curriculum


The children in Acorns follow the EYFS Curriculum, a summarised version can be seen here.
The children will spend large parts of their day accessing the curriculum through play based activities, lessons will be 10-15minutes in length for the first term extending towards the end of the year to prepare them for Year 1. The children are assessed against 17 Early Learning Goals which look at the child as a whole. 


Cornerstones Curriculum

We aim to provide a broad and balanced curriculum through a creative approach using the Cornerstones Curriculum.

To view the Acorns curriculum overview for the academic year 2018-19 please click here.

To view the Year 1/2 curriculum overview for the academic years 2018-20 please click here.  

To view the Year 3/4 curriculum overview for the academic years 2016-18 please click here.

To view the Year 5/6 curriculum overview for the academic years 2016-18 please click here.

 





Phonics

The children in Foundation Stage and Key Stage 1 have four phonics lessons a week, based on the DfE publication 'Letters and Sounds'. Attached is a copy of a presentation shared with parents. Please click here if you wish to view the presentation.
 




Our approach to the teaching and development of reading

At Bow Brickhill CE Primary School we want to develop a love of reading in our children, which progresses from their first experiences of learning how to read, through to them becoming proficient independent readers further on in the school.

In EYFS the children are regularly exposed to stories read by the adults in the classroom and have continuous access to different styles of books. We begin to take the children to our school library on a weekly basis during their first half term with us and encourage the children to share these books at home.



As part of their early reading development the children take home picture books and are encouraged to discuss what they can see in the pictures and explore their use of story language. At Bow Brickhill we follow the Letters and Sounds programme to teach phonics. The children begin with phase one where they will explore different sounds and develop their ability to identify specific sounds before we move on to phase two where specific sounds are taught. We continue to follow this programme into Years 1 and 2 and beyond where needed. Once the children are able to blend sounds they are given progressive phonic based books which build on their knowledge of different sounds. As the children’s ability to decode a series of words is developed we begin to focus more on the deeper meaning of the text, exploring different styles of writing and understanding how we can find out information from text. We give all the children a graded book to take home and share with their family focusing on these wider skills within reading. We use a range of book schemes to ensure the children have a varied experience of different text types and develop their skills in both fiction and non-fiction books. We aim to hear each child read twice a week to an adult in school and encourage parents share books with their children as well to hear their child read daily at home, alongside this we also engage the children in guided group and whole class reading where appropriate to encourage them to share their skills with their peers.





Religious Education
 
This subject covers areas relating to Christianity and the beliefs of major world religions.  We encourage understanding, tolerance and respect for other people’s beliefs as well as an awareness and appreciation of the world around them, to value other people and their feelings.  The curriculum is based on the Milton Keynes Agreed Syllabus which encourages pupils to look at a range of questions relating to the religions. Parents have the right to withdraw their children from Religious Education lessons for religious reasons with prior permission of the Head Teacher.

To see the long term plans for R.E. please click here
 

Personal, Social, Health and Emotional Education (PSHE)
 
Although much of the children’s work in this area will occur within the cross-curricular approach used in the school we believe it is important that there are specific PSHE lessons which focus on Protective Behaviours, Healthy Lifestyles including food and exercise, keeping safe in a range of situations including internet safety.  Pupils are taught about drug awareness and growing up.  Economic wellbeing and the world of work also form part of this area of the curriculum.
 
The importance of the home in children’s physical, social and emotional growth, and the influence this has on their achievement, cannot be over estimated.
 
The Governors have a Sex and Relationships Policy (SRE). This forms part of the Personal, Social and Health policy of the school using the ‘Health for Life’ resource material. Children’s questions will be answered honestly and sensitively as they arise. Parents have the right to withdraw pupils from SRE lessons with prior consent of the Headteacher.

To see the long term plans for PSHE, please click here
 
 
Special Needs
 
We support the special needs of all children, whatever their ability, following the SEND Code of Practice.  Mrs McBurnie is the school's SENCo and is happy to discuss the needs of pupils.  We aim to increase confidence through the acknowledgement of strengths.  In meeting children's special needs we may design individual programmes of work to be used in class to support the child's learning.  We are fortunate to be able to call upon assistance from a range of agencies within the Authority.
 
 
Homework
 
Home learning is an opportunity to develop further, the partnership between home and school.  It may encompass a wide range of activities such as sharing books together, learning weekly spellings and times tables or completing activities based on current class themes and subject skills. The positive attitudes developed towards home learning will encourage children to develop the skills necessary to meet the expectations of course work and to become independent learners for life.
 
 
Assessment
 
In accordance with the requirements of the National Curriculum, we keep on-going records, including statements of attainment and achievement, with relevant individual targets.  A written report is sent home at the end of the school year.
 
The children will be continuously assessed by their teachers during their planned curriculum activities.  Assessing Pupil Progress is used to assess where the children are in their understanding in Maths and English and to identify gaps in their learning.  More formal assessments take place each term and reading and spelling ages are measured.
 

Foundation Stage pupils are assessed during their first year in school across the areas of learning.
 
At the end of Year 1, pupils have a Phonics screening check.  At the end of 
Year 2, pupils are assessed to measure their attainment at the end of KS1.
 
Pupils at the end of Year 6 undertake SATs - national tests English reading, English grammar, punctuation and spelling, and Mathematics.