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 on going basis i.e changing/adapting what is happening for the children’s learning during a lesson and for the
  • 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-throughout 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
  • All children will prepare a tea party
  • 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 take part in Living History experiences
  • Each class experiences live music, drama each year and watch a film at the cinema
  • Each class takes 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 meal
  • Outdoor learning is 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 have the opportunity to perform as part of a drama production each year.
  • Options are explored to have links with schools on the mainland or abroad
  • All children take part in Living History experiences
  • Each class experiences live music, drama each year and watch a film at the cinema
  • Each class takes 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 – golf, games against other schools, sailing
  • All children will learn to cook a three course meal by the time they leave our school.
  • All children will have the opportunity to perform as part of a drama production each year.
  • Outdoor learning is promoted at every opportunity and children will have the chance to explore the beautiful locality in which our school is situated and further afield.
  • Options are explored to have links with schools on the mainland or abroad
  • All children take part in Living History experiences
  • Each class experiences live music, drama each year and watch a film at the cinema
  • Each class takes part in one outdoor or adventurous activity each year

 

For Key Stage 1 Phonics we use Letter and Sounds 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:

Numeracy for Key Stages 1 and 2

English for Key Stages 1 and 2

English Glossary of Terms

Spelling Progression 2018-2019

Writing Expectations Year 1

Writing Expectations Year 2

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 2020 - 2021

Topics 2020 - 2021

 

 

English

Reading Skills Progression

Writing Curriculum Overview

Writing Skills Progression

Text Drivers

The aim for English in the National Curriculum is to promote high standards of language and literacy by equipping children with a good command of the spoken and written word and to develop a love of literature through widespread reading for enjoyment. English comprises of: spoken language, reading and writing. The areas of spelling, vocabulary, grammar and punctuation are integral to the teaching of English. The Letters and Sounds programme of systematic, synthetic phonics supports and extends the development of children’s literacy throughout Early Years and Key Stage 1.

At Key Stage 2, children develop as independent readers and writers. Speaking skills and self-confidence are developed by participating in discussions and debates and by presenting their learning to others. When children’s reading skills have developed to the stage when they no longer need the structure of the reading scheme, they are introduced to a wide range of recommended texts through our Challenge Book Scheme. This offers children a wide variety of recommended texts for children to choose from in order to encourage a love of reading.

The skills developed in English are applied to other subjects across the curriculum. Parents are expected to support their child’s development in reading and English activities are sent as homework on a weekly basis.

 

For Key Stage 1 Phonics we use Letter and Sounds and our reading scheme is Oxford Reading Tree.

Letter formation sheet

Maths

Yearly Objectives

The national curriculum for mathematics aims to ensure that all pupils:

-become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

-reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.

-can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

In order to develop a depth of understanding, we deliver a mastery approach to Mathematics, which means that concepts are fully embedded before moving on to new areas.

We use the concrete, pictorial and abstract approach to Maths.

Concrete- this is using equipment to give the children a practical understanding of the area being taught.

Pictorial- this is the “seeing” stage, using representations of the objects to model problems.

Abstract- this is the “symbolic” stage, where children are able to use abstract symbols, such as + x =.

Children must also be able to use the language of maths in order to talk about relationships and patterns they notice, and be able to reason mathematically.

Problem solving is also used as a way of applying mathematical skills and concepts in a variety of routine and non-routine scenarios.

Maths booklet

Science

Science Curriculum Overview

Year 1 Skills Progression

Year 2 Skills Progression

Year 3 Skills Progression

Year 4 Skills Progression

Year 5 Skills Progression

Year 6 Skills Progression

At Brading Church of England Primary we want children to develop an interest in Science through practical hands on experiences and for every child to become an inquisitive learner with a passion to develop and test their own theories.

Science at Brading is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills.

 

Through effective teaching of Science we aim to:

  • develop each child’s ability to observe and find patterns, raise questions, experiment and investigate reason systematically and logically, solve problems and communicate.
  • complement other areas of the curriculum, with children applying mathematical and literacy skills.
  • support children to have the skills to enable them to access relevant scientific information, to enable them to speak confidently about planning and following through their enquiries.
  • develop children’s ability to work in a variety of ways including, working  independently, collaboratively in groups and with partners and as a whole class,
  • follow the programmes of study at each Key Stage of the National Curriculum, including the Early Learning Goals for the Foundation Stage, in order to develop scientific skills, knowledge and understanding,
  • provide a scientifically stimulating environment.
  • nurture and inspire pupils to have a positive response to science and aspire to do well or even become scientist themselves.
  • encourage children to explore and investigate the world around them.

Design and Technology

Arts Curriculum Overview

Skills Progression

Our intention is:

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.

  • Children are encouraged to be inquisitive about the way products work.
  • Children ask and answer questions in order to deepen their understanding of products and product design.
  • Children use market research to inform their designs and, as they move up through the school, are encouraged to draw detailed designs and make prototypes in order to refine their ideas before creating their final piece.
  • Teachers guide children through the technical skills they will require, modelling good practice and highlighting safety considerations with the children.
  • In the evaluation stage, children reflect upon their final products, considering how they could have altered their design or techniques to impact the overall appearance and usability of their product.

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

  • Children develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Children will build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • Children will critique, evaluate and test their ideas and products and the work of others.
  • Children will understand and apply the principles of nutrition and learn how to cook.

Art and Design

Arts Curriculum Overview

Skills Progression

Our intention is:

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:

  • Drawing
  • Painting
  • Printmaking
  • Collage
  • Sculpture
  • Textiles
  • ICT linked Art

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.

Computing

Computing Curriculum Overview

Year 1 Skills Progression

Year 2 Skills Progression

Year 3 Skills Progression

Year 4 Skills Progression

Year 5 Skills Progression

Year 6 Skills Progression

Each year group starts with a topic helping children to be safe online. It is tailored to the children's age and helps them to make good choices in school and at home. Computing throughout the rest of the year consists of a rich diet of Coding, Digital Literacy (Word Processing, databases, Spreadsheets etc) and cross curricular Computing activities. The goal is for children to use Computing to support the rest of their learning and to become proficient users of Computing in the 21st Century.

Online safety is a key feature for all Primary school children and here at Brading all pupils will be taught online safety. 

Modern Foreign Language

Modern Foreign Languages (French) Curriculum Overview

Skills Progression

Languages are now mandatory from year 3 onwards.

Children will be expected to know basic grammar, punctuation and to converse, read and write in the school's chosen language.

At Brading our main language teaching will be French.

Religious Education

Religious Education Curriculum Overview

Skills Progression

SMSC Curriculum Overview

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.

History

History and Geography Curriculum Overview

Skills Progression

The teaching of History aims to develop children’s awareness of the past, using common words and phrases related to the passing of time. They develop an understanding of how the people and events that they study fit within a chronological framework and identify similarities and differences between ways of life in different periods of history. Children are introduced to a wide vocabulary of historical terms and they develop questioning of various sources to show their understanding of key features of events. They learn about how we find out about the past and identify different ways in which it is represented.

In Key Stage 2, pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They learn to regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They construct informed responses that involve thoughtful selection and organisation of relevant historical information. They are taught to understand how our knowledge of the past is constructed from a range of sources.

Geography

History and Geography Curriculum Overview

Skills Progression

The Geography curriculum has four aspects: locational knowledge; place knowledge; human and physical geography and geography skills and fieldwork. It aims to develop children’s understanding of places in the world and their similarities and differences. It builds children’s knowledge and vocabulary linked to the areas of study.

Geography teaching encourages an investigational approach to local geography through fieldwork and the use of: compasses, maps, globes, atlases, aerial photography and computer mapping. It aims to develop their observational skills and they are expected to question their investigations and develop prediction skills. They learn to identify key human and physical features in the different environments that they study.

In Key Stage 2, children further develop their understanding of human and physical geography and describe these key aspects of their learning. They learn to present their fieldwork findings in a variety of ways and they develop their competency in map work and compass use. The curriculum extends their locational and place knowledge through studies of different areas of the world and making comparisons between these and the United Kingdom.

Physical Education

Skills Progression

At Brading CE Primary School we believe that physical education, school sport
and physical activity experienced in a safe and supportive environment, is a
unique and vital contributor to a pupil’s physical development, well-being and
academic success.
We shape our PE curriculum to ensure it is fully inclusive for every child and
learning in Physical Education is underpinned by our Learning Values and the
statutory requirements of the National Curriculum. This is delivered to ensure
the progressive development of PE concepts, knowledge and skills.,through the
teaching of a high quality, broad and balanced curriculum. We aim for our pupils
to develop a lifelong enjoyment and participation in physical activity.
From our curriculum, pupils will become physically educated though experiencing
a range of activities that:
 develop competence in a range of physical skills.
 build confidence to take part in physical activity.
 develop resilience through challenge.
 develop communication, cooperation, fairness and respect to collaborate
effectively
 develop creativity and apply these to a broad range of physical activities
 encourage the children to make positive decisions to lead a healthy life
Children will recognise importance of PE and the role it has to play in promoting
long term, healthy, active lifestyles. It teaches self-discipline and to be
successful you must work hard and have the determination to believe that
anything can be achieved. 

Music

Arts Curriculum Overview

Skills Progression

At Brading Primary School, It is our vision that music lessons give the opportunity for children to become real musicians. The children participate in singing, tuned and untuned percussion work, composition, and listening to live and recorded music. All children are taught the skills to be able to compose using musical instruments. When the children are ready, musical notation is taught and children are taught correct musical terminology e.g. rhythm, melody, pitch, dynamics. It is our aspiration that all children will be able to read and understand music notation by the time they leave Brading Primary School.  

  

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.

 PSHE Curriculum Overview