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.
  • 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.
  • 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 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 are explored to have links with schools on the mainland. 
  • All children take part in Living History experiences.
  • Each class experiences live music, drama each year and watch a film.
  • 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 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 are explored to have links with schools on the mainland.
  • All children take part in Living History experiences.
  • Each class experiences live music, drama each year and watch a film.
  • 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:

English for Key Stages 1 and 2

English Glossary of Terms

Spelling Progression 2021 - 2022

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 2021 - 2022

Topics 2021 - 2022

 

 

English

Reading Skills Progression

Writing Skills Progression

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

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

Maths booklet

Science

Skills and Knowledge

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

Skills and Knowledge

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

Skills and Knowledge

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

Skills and Knowledge

Intention

  • Children can access a wide range of computing areas including: digital literacy, computer science and Information Technology.
  • Through the planning and use of cross curricular activities, the goal is for children to use Computing to support the rest of their learning.
  • Children are to become proficient users of Computing in the 21st Century so they can thrive in adulthood.
  • Children know how to protect themselves and keep safe online.

 

Implementation

  • It is tailored to the children's age.
  • Online safety is a key feature for all Primary school children and here at Brading all pupils will be taught online safety through the use of both the specified online safety days and the modules covered in each year group. 
  • Computing will be planned into topic and core subjects as fitting.
  • There will be a weekly computing lesson planned into the timetable for every year group – EYFS will have access to programmable toys.
  • Homework is now done through the online platform Purple Mash, with other online platforms available to support learning in school and at home e.g. Bug Club and TT Rockstars.
  • Tapestry will be used within the EYFS setting to assess and monitor the children’s progress.

 

Impact

  • Online safety days ensure children can make good choices in school and at home.
  • Through the use of Tapestry, the children in EYFS are able to have their progress shared with their families.
  • Children will feel confident with a wide range of computing skills and knowledge.
  • Core and foundation subjects will be positively impacted and learning enhanced through the cross-curricular links.
  • Children will be proficient users of a range of online platforms to support them in adulthood.

Modern Foreign Language

Skills and Knowledge

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

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

Skills and Knowledge

Intent

  • Trips offered to enhance curriculum and understanding.
  • Secure chronological knowledge of local, national and world history.
  • Wide range of resources available to deepen children’s curiosity relevant to their topic.
  • Use of cross-curricular activities.
  • From year 1 upwards, the children will extend their knowledge from living history to ancient civilizations.
  • Children will understand how primary and secondary sources are used to understand historical events.

 

Implementation

  • Wide range of relevant vocabulary displayed in classroom to be used by children in their work.
  • In weekly planned lessons; cross curricular activities, including computing, to allow children to answer their own questions about the topic.
  • In EYFS, a range of fiction and non-fiction books will be shared to explore the changes that have happened over time to impact their lives today.
  • All classes will use a range of artefacts, books and online resources to support the interests and understanding of the children.
  • Each year group to focus on different eras of history to provide a varied study of periods in history throughout the school.

 

Impact

  • Knowledge of wide range of vocabulary which they can use confidently.
  • Children can share their new-found knowledge from the cross-curricular activities and research sessions (particularly in KS2).
  • Children’s natural curiosity is ignited which will help their enthusiasm for learning.
  • In EYFS, they will use the reading of books to explore children’s inquisitiveness about the life they have today.
  • When the children leave Brading, they will understand how historical events have impacted their lives.
  • Children will have a deeper understanding of the world of work relating to history e.g. archaeology.

Geography

Skills and Knowledge

Intent

  • Children will focus on four main areas throughout their time at Brading including: locational knowledge; place knowledge; human and physical geography; geography skills and fieldwork.
  • Children will have a wide range of topic specific vocabulary.
  • Trips will be used to help the children observe and investigate their local area.
  • Cross-curricular lessons to be planned and taught.

 

Implementation

  • Long term planning will include three geography topics that will be taught weekly with an exhilarating hook and outcome, pre-planned to engage the children.
  • Display boards to be used in every classroom to present topic specific vocabulary.
  • One trip will be planned per topic to deepen the children’s understanding.
  • The use of cross curricular activities to link with all subjects; specifically computing (to explore a variety of maps) and PE (to use map and fieldwork skills to support orienteering).

 

Impact

  • Children achieve a deeper understanding of all areas of the geography curriculum; with geographical skills being built on and extended yearly.
  • Children will be confident in using geographical terms within their writing and speech.
  • Children can use their trips to investigate the world of work linked with geographical careers.
  • Children can use their geographical knowledge and skills to support their curiosity and learning in all curricular areas.

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

Skills and Knowledge

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. We use the SCARF website to deliver the curriculum: https://www.coramlifeeducation.org.uk/scarf/