Mission Statement for Brading CE Primary School
Become lifelong learners with an active love of learning and be inspired to have high aspirations for their future
Reflect wisely and analyse their personal strengths and weaknesses so that they can make decisions and solve complex problems
Achieve in all subjects in their own way with the right support at the right time by having detailed knowledge across the whole curriculum ready for the next stage in their education
Display diversity and have a sense of global importance and an appreciation of us all being equal but different, understand the world around them and be knowledgeable of different themes and topics of local, national and global importance.
Incorporate integrity, honesty and a sense of fairness and justice to become great citizens of the future
Never give up as they may not be there … yet
Grow into physically, mentally and emotionally well-balanced, open minded and caring adults who are confident, supportive and able to look after themselves now and in the future. Also at the same time having the personal commitment to action and being sensitive towards others' needs and feelings.
Child Friendly Mission Statement
I will make sure that I:
Become a lifelong learner who loves learning.
Reflect and know my strengths and weaknesses.
Achieve in all subjects.
Differences of everyone are respected.
Inspire each other to be honest, fair and to be a great citizen.
Never give up as I am not there yet.
Grow in all areas to be the best I can be.
Intent
At Brading, we aim to unlock each individual child’s potential by being a TEAM that TRUST each other. Our curriculum will provide enriched life experiences which are rooted in the real world. This will enable all of our children to become resilient and independent citizens of the 21st Century.
We seek to challenge children and are aspirational for them by:
- Providing memorable and enriching experiences both in and out of the classroom
- Providing a curriculum which is highly relevant and tailored to each child’s individual needs, so that they are all challenged at all levels in all areas of the curriculum
- Providing valuable learning experience outside of their studies linked to their personal interest
- Focusing opportunities to play an active part in their learning, so that they have the ability to make informed choices, gain a range of experiences and develop responsibility so that they can succeed in their future lives
- Teaching children about their developing world and how their environment and society have changed over time
- Meeting the formal requirements of the National Curriculum and the locally agreed syllabus for religious education by doing the ordinary things exceptionally well. This is so that sufficient knowledge and skills are embedded for future learning and eventually employment
- Developing the children intellectually, socially, emotionally, physically, spiritually, morally and culturally, so that they have positive attitudes, healthy relationships and essential life and work skills
Implementation
At Brading, our aim is to make sure that the quality of education is exceptional.
To achieve this we will:
- Implement a curriculum that is embedded securely and consistently across the whole school.
- Ensure all staff have a firm and common understanding of the school’s curriculum intent (please see below) and what it means in practice to ensure high quality progress for all our pupils who constantly achieve well - particularly the most disadvantaged. In addition, SEND children will make exceptional achievements.
On a day-to-day basis and over time the curriculum will be:
- Coherently planned and sequenced towards cumulatively sufficient knowledge and skills for the children’s future learning and employment.
- Show high quality content and presentation at all times in the children’s books and reflection on their work.
At the same time, during day-to-day lessons and overtime:
- Teaching is adapted throughout lessons to ensure that pupils’ understanding is systemically checked, misconceptions are identified during each lesson and clear, direct feedback is given. In so doing, there is not a need for unnecessarily elaborate or individualised approaches. (ie most children, who are not SEND, will not fall behind and need constant catch up or long-term interventions)
- The work given to the pupils is demanding and matched to the aims of the curriculum and it will be coherently planned and sequenced towards cumulatively sufficient knowledge (teach, plan and apply at all levels)
- All staff will be actively engaged at all time with the children ( i.e break away groups)
- Assessment is specifically targeted and is used to inform targeted teaching on an ongoing basis i.e changing/adapting what is happening for the children’s learning during a lesson
- Feedback is undertaken directly in lessons and weekly steps are employed to move learning on rapidly
- For those that need additional support, the support is well thought out with specific targets that are measurable and show progress on short and long-term progress.
We meet statutory legislation by:
- Using the National Curriculum to create ‘I Can’ statements that empower and challenge our children.
- Providing school policies and programmes of learning for Sex and Relationship Education (Christopher Winter Project), RE (Living Difference 3) and Collective Worship.
National Curriculum
A useful link for parents/carers on the National Curriculum is https://www.gov.uk/national-curriculum
Enriching the Curriculum
We will ensure that we enrich our curriculum through each topic - having hooks and inspiring outcomes which will be supported by trips, outreach visits and visitors. We will also endeavour to develop additional experiences for the children through a wide range of extra- curricular activities including phase appropriate after-school clubs, performances, sports events, competitions and enrichment events.
The outcomes for these will include:
By the end of EYFS:
- All children will have the opportunity to perform as part of a drama production each year.
- Outdoor learning will be promoted at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
- All children will take part in Living History experiences.
- Each class will experience live music, drama each year and watch a film.
- Each class will take part in one outdoor or adventurous activity each year.
By the End of KS1:
- All children will take part in the Golden Mile.
- All children will prepare a dish.
- Outdoor learning is encouraged at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
- All children will have the opportunity to perform as part of a drama production each year.
- Options will be explored to have links with schools on the mainland.
- All children will take part in Living History experiences.
- Each class will experience live music, drama each year and watch a film.
- Each class will take part in one outdoor or adventurous activity each year.
By the end of KS2:
- All children will have the opportunity to learn a musical instrument as part of the music curriculum.
- All children will take part in some sporting activities e.g. golf, games against other schools, sailing.
- All children will learn to cook a dish by the time they leave our school.
- All children will have the opportunity to perform as part of a drama production once a year.
- Outdoor learning is encouraged at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
- Options will be explored to have links with schools on the mainland.
- All children will take part in Living History experiences.
- Each class will experience live music, drama each year and watch a film.
- Each class will take part in one outdoor or adventurous activity each year.
For Key Stage 1 Phonics we use Twinkl and our reading scheme is Oxford Reading Tree.
For details regarding Inclusion in our curriculum, please click here.
Please click on the links below to access details of our curriculum:
English for Key Stages 1 and 2
Spelling Progression 2021 - 2022
Writing Expectations Lower KS2
Writing Expectations Upper KS2
End of Year Expectations EYFS (Parents Guide)
End of Year Expectations Year 1 (Parents Guide)
End of Year Expectations Year 2 (Parents Guide)
End of Year Expectations Year 3 (Parents Guide)
End of Year Expectations Year 4 (Parents Guide)
End of Year Expectations Year 5 (Parents Guide)
End of Year Expectations Year 6 (Parents Guide)
Curriculum 2022 - 2023
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Maths |
Intent Become fluent in the fundamentals of mathematics Develop conceptual understanding and the ability to recall and apply knowledge rapidly To reason and problem solve by applying mathematics to a variety of increasingly complex problems To build upon children’s knowledge and understanding from year 1 to year 6 To develop resilience that enables all children to reason and problem solve with increased confidence Implementation To ensure full topic coverage that creates continuity and progression in the teaching of mathematics Daily maths lessons include fluency, reasoning and problem solving Lessons are differentiated to ensure there is appropriate challenge for all learners Concrete manipulatives and pictorial representations are used to support conceptual understanding and to make links across topics Children are individually assessed and rewarded for rapid recall of number bonds (KS1) and times tables (Years 2-6) Children are assessed on a termly basis Impact Most children reach end of year expectations Children’s progress is tracked on a half termly basis using Otrack Well planned sequences of learning support children to develop and refine their maths skills Children are able to independently apply their knowledge to a range of increasingly complex problems Children are reasoning with increased confidence and accuracy |
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Science |
Intent At Brading CE Primary School, it is our intention to provide a high-quality science education that provides children with the foundations they need to recognise the importance of Science in every aspect of daily life. We give the teaching and learning of Science high prominence. Our curriculum will enable children to become enquiry-based learners collaborating through researching, investigating and evaluating experiences. It will encourage respect for living organisms and for the physical environment. Teachers will ensure that all children are exposed to high quality teaching and learning experiences. These will hook the children’s interest, enabling them to develop a sense of excitement and curiosity about natural phenomena. They will be encouraged to ask questions about the world around them and work scientifically to further their conceptual understanding and scientific knowledge. Children will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. It will provide opportunities for the critical evaluation of evidence and rational explanation of scientific phenomena as well as opportunity to apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. Children will be immersed in key scientific vocabulary, which supports in the acquisition of scientific knowledge and understanding. All children will be provided with a broad and balanced science curriculum which reflects the equality and diversity policies and practice in school. Implementation Our curriculum is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point, considering different avenues for further research. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They draw simple conclusions and use scientific language to talk and write. Teachers check on what children already know and then invite children to think of their own questions. Children will be able to build on prior knowledge and link ideas together, enabling them to question and become enquiry-based learners. Children are also asked to review their learning at the end of each topic. These ‘reflection’ tasks provide children with an opportunity to share their learning more widely with other children and parents through a variety of means e.g. learning presentations, talks, report writing etc. Memorable knowledge and skills have been identified for each of the units to provide progressive acquisition of knowledge. This is supported by the use of ‘sticky vocabulary and sticky knowledge’ which are displayed on science working walls and subject specific knowledge mats. Teachers regularly refer to this knowledge and key vocabulary with meanings so that it ‘sticks’. This enables children to readily apply knowledge and vocabulary to their written, mathematical and verbal communication of skills. Impact The successful approach to the teaching of science at Brading CE Primary School will result in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Assessment at Brading CE Primary School is teacher based and formed using formal strategies (e.g. periodic year group assessment tasks, quizzes) and informal strategies (Use of concept maps, verbal/written outcomes, reflection tasks/presentations). Formative assessment is used as the main tool for assessing the impact of Science at Brading CE Primary School as it allows for misconceptions and gaps to be addressed more immediately rather than building on insecure scientific foundations. Children at Brading CE Primary School will:
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Design and Technology |
Intent At Brading CE Primary School, we encourage our children to use their creativity and imagination through designing and making products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. This is taught through cross-curriculum links and enables children to draw from a broad range of subject knowledge and skills such as mathematics, science, computing and art. Implementation At Brading, we follow the ‘Design, Make, Evaluate’ approach to the teaching of DT, as outlined in the National Curriculum Programme of Study.
Collaborative work in Design and Technology develops mutual respect for the differing opinions, beliefs and abilities of others. In addition, children develop a respect for the environment, for their own health and safety and that of others. They learn to appreciate the value of similarities and differences and learn to show tolerance. A variety of experiences teaches them to appreciate that all people – and their views – are equally important. Children are encouraged to work in a democratic way, exercising the ‘give and take’ required for successful teamwork. Impact
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Art and Design |
Intent At Brading CE Primary School, we highly value the creative curriculum. As part of our lessons, we aim to bring out the artist from within all of our children. We aim for children to discover a passion for the subject and to have the opportunity to develop and broaden their creativity through cross-curricular linked schemes of work. These lessons engage, inspire and challenge pupils through:
Implementation Within lessons, children focus on learning and developing their artistic techniques using colour, pattern, texture, line, shape, form and space. This equips them with the knowledge and skills to experiment, invent and create their own works of Art, craft and design. Children at Brading study, and are inspired by a range of artists, both past and present, and use this work to make links to their own. Impact All Design and Art at Brading is evidenced in children’s books. In these books, children record their sequence of learning allowing for assessment of progress whilst also displaying their knowledge and skills. Showing off great work is key at Brading. We take pride in displaying the children’s Art and design work both inside the classroom and around the school. |
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Computing |
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French |
Intent Understand and respond to spoken and written language from a variety of sources Speak with increasing confidence and fluency, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation Write/ speak at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt Implement Listen attentively to spoken language and show understanding by joining in and responding Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words Engage in conversations; ask and answer questions; express opinions and respond to those of others Speak in sentences, using familiar vocabulary, phrases and basic language structures Impact Use of images and videos of children to show completing speaking and listening activities and thereby showing progress through the year Interviewing the pupils about their learning . Look at what went well. Children will become aware that a language has a structure, and that the structure differs from one language to another. Children will enrich their language learning by developing an understanding of the French culture. |
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Religious Education |
Intent Religious Education has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community. Implementation Brading CE Primary School uses Living Differnce IV supported by Understanding Christianity. We have 6 RE days each based on the local syllabus. In Key Stage 1, the children explore Christianity and Judaism and in Key Stage 2, the children explore Christianity, Hinduism and Islam. Religious Education is an integral part of the curriculum and aim to see the ethos and values of a church school permeate all aspects of learning and the school community. Religious Education is taught in accordance with the Isle of Wight syllabus to ensure children are able to explore Christianity as well as having an understanding for other world religions. We aim for pupils to value themselves and others, and we encourage them to be able to speak openly about their beliefs in a safe environment. Collective worship is central to the life of the school. We enjoy close links with Brading churches. Local clergy visit half termly to take Collective Worship as well as visiting classrooms and inviting the school into the churches. Religious Education and Collective Worship have provided opportunities to make links with the local and wider community. Impact Our RE curriculum is high quality, well thought out and is planned to demonstrate progression. The children make progress by knowing more, remembering more and being able to do more. They need to transfer and embed key concepts into their long-term memory and apply them fluently. Children will make at least good progress from their last point of assessment. We measure the impact of our curriculum in the following ways:
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History |
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Geography |
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Physical Education |
Intent At Brading we want PE to be the centre of every child’s school experience and have a positive impact on their academic, physical, social and emotional wellbeing and their health. We plan a wide range of sporting and physical activities to meet all needs during PE lessons, breaktimes and after school clubs for fun, enjoyment and if children want to, competition. Our aim is to raise the participation levels of sport and physical activity in school, at clubs out of school and throughout their life, promoting healthy lifestyles. Brading believe that all children can achieve and experience success within their own ability, not only physical and sport skills but confidence, creativity, resilience, motivation and team building skills. The intent of our PE curriculum is to provide all children with high quality and broad and balanced PE and sport provision, with learning opportunities that can inspire children to succeed in physical activities now and in the future. Implementation All children at Brading have access to 2 hours of high-quality Physical Education from Reception Class to Year 6. Our PE Curriculum provides a range of sports and activities to ensure we develop well balanced children. We provide opportunities for all children to engage in extra-curricular sports clubs and aim to give all KS2 children the opportunity to represent Brading in extra-curricular and competitive sport. This inclusive approach endeavours to encourage the curriculum to extend beyond the academic, into cultural capital, spiritual, moral, social and cultural development, a positive mind set and a healthy lifestyle. Impact We help motivate children to participate in a variety of sports through quality teaching that is engaging and fun. From our lessons, our children learn to take responsibility for their own health and fitness, many of whom also enjoy the success of competitive sports. We equip our children with the necessary skills and a love for sport. They will hopefully grow up to live happy and healthy lives utilising the skills and knowledge acquired through PE. |
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Music |
Intent Build a music curriculum that is progressive and builds on previous learning Implement Opportunities for whole school and class enrichment Impact Children will understand and apply subject specific vocabulary |
Personal, Social Health and Emotional Education
PSHE education is a planned programme of learning through which our children acquire the knowledge, understanding and skills they need to manage their lives. As part of a whole school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. We use the SCARF website to deliver the curriculum: https://www.coramlifeeducation.org.uk/scarf/
Intent
In PSHE, we give our children the knowledge, understanding and emotions to enable them to play an active role in society. We encourage children to have confidence in their own thoughts and believe that anything is possible if they put their mind to it. We promote respect and tolerance for those who choose to live their lives differently to others. Having the ability to stay safe and healthy is a high priority and children are equipped to make informed decisions.
Implementation
All pupils have a weekly PSHE lesson using SCARF to meet the needs of our pupils. Medium term planning incorporates all aspects of the stutory requirements of the PSHE curriculum. Collective Worships are planned to cover any additional sessions that would benefit the whole school. RSE is taught at the end of each year group at an age appropriate level. We are a Skill Builder school which develops 8 key skills in each year group.
Impact
We firmly believe that a meaningful PSHE curriculum is the key to children becoming confident, tolerant and well-rounded adults. Children can approach a range of real-life situations and apply their skills and attributes to help navigate themselves through modern life. From exposure to a range of global issues and problems, children can build up tolerance and a sense of responsibility of being a global citizen. From engagement with a variety of Educate and Celebrate texts, children can understand the different lifestyles that people may live and be respectful and tolerant towards those leading different lives to themselves.