Curriculum
School Vision
At Chatsworth and Burnt Oak we strive to create a kind, respectful and inclusive culture, where each individual is valued and nurtured to achieve their full potential.
We are committed to providing a safe, happy learning environment where children are supported to develop into independent, resilient life-long learners.
We celebrate the diversity of the world beyond our school community, developing empathy and consideration for all.
Curriculum Rationale
Our curriculum is designed to ensure children are happy, motivated and stimulated.
Happy coming into school and enjoying their learning.
Motivated to challenge themselves and achieve their best.
Stimulated and engaged at all times.
At Burnt Oak Junior School, we have designed our curriculum with pupils’ learning at the centre. We recognise that a curriculum has to be broad, balanced and offer pupils opportunities to grow as individuals as well as learners. Through a combination of learning techniques, we aim to ensure pupils enjoy learning and feel prepared for life after school. We provide our pupils with memorable and exciting experiences both inside and outside of the classroom that are designed to build resilience, confidence and self-esteem. We recognise that pupils should be challenged in their schooling; learning from failures and celebrating successes. We intend for our curriculum to be empowering, enabling pupils to develop their interpersonal skills, creativity and independence.
Intent
At Burnt Oak Junior School, we have designed our curriculum with pupils’ learning at the centre. We recognise that a curriculum has to be broad, balanced and offer pupils opportunities to grow as individuals as well as learners. Through a combination of learning techniques, we aim to ensure pupils enjoy learning and feel prepared for life after school. We provide our pupils with memorable and exciting experiences both inside and outside of the classroom that are designed to build resilience, confidence and self-esteem. We recognise that pupils should be challenged in their schooling; learning from failures and celebrating successes.
We intend for our curriculum to be empowering, enabling pupils to develop their interpersonal skills, creativity and independence. Threaded through our curriculum is the teaching of the International Primary Curriculum (IPC) personal goals, (thinker, adaptable, resilient, ethical, communicator, empathetic, collaborator, respectful), the five British values, (democracy, rule of law, individual liberty, respect, tolerance), and compassion.
Implementation
The curriculum is implemented through thematic topics from EYFS to Year 6. These are designed with progression of knowledge and mastery of skills at its core. All subjects are linked, where possible, to these themes - including music, art, science, core texts, reading and writing - to provide the opportunity to make links and ensure depth of understanding. Themed units help children to see how subjects are both independent and interdependent. This enables them to see the big picture of their learning, make connections across different subjects, and talk about a topic from multiple perspectives.
In KS1 and KS2 at Chatsworth and Burnt Oak, we use the International Primary Curriculum (IPC) and follow its suggested themes (units). Some examples of these are: Time Travellers, The Magic Toymaker and Space Scientists. The IPC is used from Year 1 to Year 6 as the core framework for learning in the majority of subjects.
As part of this learning we begin with an entry point in which children become fully immersed in the subject of the unit, perhaps dressing up, or exploring with all senses involved, including tasting, touching and smelling. Investigating the new unit. Then comes the knowledge harvest so children can share what they already know and so teachers can build on this bank of knowledge and ensure progress within the curriculum subjects. The theme finishes with an exit point. This exit point has two main purposes. First, to help children pull together their learning of this unit and second to celebrate the learning that has taken place. The celebration can take many forms such as a performance to parents, a gallery of art work, a tea party hosted by the children.
As part of our thematic approach to learning, we aim to visit places outside of school, as well as having visitors into school, which create immersive and memorable experiences. These are particularly important to us as we also aim to improve our children’s cultural capital. We want our children to know about their local community as well as the wider world and so this is threaded through our curriculum.
Extra-Curricular
We value the importance of providing children with opportunities for enriching learning experiences which are part of their school experience. Our curriculum includes the ‘Pioneer Passport’ which we believe serves to purposefully close the experience and knowledge gap from home. We want children to be curious and excited by the awe and wonder of the world and we design our curriculum to infuse that excitement.
Our Key Stage One passport outlines seven activities to be completed by the age of seven (Seven by Seven), including visiting a farm, observing life cycles, creating a piece of art for an exhibition, building a den in a forest, and making a boat and floating it on a river.
Our Key Stage Two passport, which is eleven activities to be accomplished by the age of eleven (Eleven by Eleven), includes visiting a beach, castle, and art gallery, cooking a healthy meal, performing Shakespeare, learning a non-curriculum sport, such as horse riding and visiting famous London landmarks.
Impact
At Burnt Oak Junior School, we strive for all our learners to make rapid progress from their starting points. We use assessment for learning to see where children may have gaps in their learning so we can quickly address this through quality first teaching as well as one to one and small group interventions. We want all children to make progress academically, emotionally, creatively, socially and physically.
Inclusion is at the heart of our school. It is expected that all children will participate in learning, and adaptations will be made to ensure that all children have access to a broad and balanced curriculum.
Children learn and develop in different ways and may need extra help and support at various points throughout their time at school. Lessons, which include practical experiences, set the foundations for lifelong learning and enable children to apply skills to real life context.
Work is modified to support learning in the classroom. Adapting resources and activities which focus on personalising the curriculum to ensure accessibility for all and reduce to barriers to learning.
Our exciting and inspiring curriculum, based on assessment and the needs of every child, ensures that our children achieve high levels of attainment in the speaking and listening, reading, writing and maths readiness to that that they have a very strong foundation for the next stage of their learning.
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