Our Engaging Curriculum
We are very excited to tell you that we have completely revamped our curriculum in 2018. The foundation subjects, to our Bedenham family, are as important as the core subjects, so we ensure every child gets a rounded knowledge and skills-based education and they leave Bedenham after Year 6 as confident, knowledgeable and worldly citizens, who feel that we have given them so many memorable learning opportunities that go way beyond the National Curriculum.
We follow ten curriculum design principles (above) to ensure we make the most of every teaching opportunity and those children’s minds are opened to every possibility.
We are committed to tackling disadvantage and creating an inclusive culture.
We make sure children make good progress through ensuring accurate pitch and progression, teaching and appropriate choice of materials enabling curriculum access to all pupils. Approaches to learning are sensitive to the needs of all learners and their self-esteem. Parents and carers are challenged and supported to play a full role in pupil’s learning.
We pride ourselves on offering experiences and opportunities beyond the National Curriculum: Our Bedenham curriculum expectations…
Going ‘Above and Beyond’ to make memories!
Our provision is underpinned by research in effective teaching practices, cognition, learning and how knowledge and understanding develops.
These act as a guide for the consistency and distinctiveness of our school curriculum.
What makes great teaching?
- Assessment, curriculum and teaching practices are used together.
- Teaching is based on a clear understanding of cognition and learning.
- Teachers have a deep knowledge of the subjects they teach.
- Teachers monitor learning and provide feedback.
- Teachers effectively use skilful instruction, coaching and facilitating and activities are varied. Eg, enquiry, instruction, active, practical, theoretical.
- The classroom climate created by teachers inspires and motivates all pupils.
- Teachers use flexible and responsive teaching strategies to manage classrooms effectively.
- Peer-based group working promotes positive interactions within groups to maximise their benefits for pupils.
- Pupil groupings are flexible and not solely driven by perceived ability or prior attainment.
(Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014, John Hattie, 2012)
Our whole school curriculum comprises an entire planned educational experience informed by organisational principles and approaches, making full use of opportunities for real world learning.
We achieve this in the following ways:
- Sequences of learning link and build key ideas in subject domains.
- Units of work are based on key questions and themes that use subject interrelationships.
- Flexible timings and organisation ensures secure learning and motivation.
- Making use of children’s own ideas and interests to shape learning.
- Secure Age Related expectations (standards) consistently moderated.
- Developing each child’s personality, talent and capabilities to the fullest.
- Children learn in stimulating indoor and outdoor environments all year round.
Each phase team creates an outline for the year, creating interesting topic themes where we can. Sometimes subjects just stand on their own. We endeavour to ensure the curriculum responds to the interests of the children and reflects current affairs. We have a strong SMSC foundation running at the heart of all we do. Please refer to our curriculum policy and our SMSC policy for further information.
At Bedenham we use the ‘Letters & Sounds’ programme for the delivery of phonics, using synthetic phonics as the main approach. Pupils are taught systematically; they learn the phonemes (sounds), how to blend the sounds to read words, and how to segment the sounds in order to write words.
For more information about how to pronounce the different phonemes (sounds), please go to the following website: http://www.mrthorne.com/44phonemes/
Handwriting at Bedenham Primary School
In Year R the children are taught to print letters with the lead-ins and lead-outs that will prepare them for joined writing. We encourage them to form their letters correctly as soon as possible and to begin to ensure that ascenders and descenders are clear.
From Year 1 we begin to teach the children to join their letters using the lead-ins and lead-outs.
Children try hard with their handwriting in pencil in order to earn themselves the use of a handwriting pen.
By Year 6 some children will be developing their own styles of writing, usually based on the style we have taught them.
Personal Development Learning (PDL)
Our Personal Development Learning (PDL) curriculum aims to support pupils’ spiritual, moral, cultural, mental (SMSC) and physical development and prepare them for the opportunities, responsibilities and experiences of life. PDL also encompasses Sex and Relationship Education (SRE) and covers issues such as alcohol and substance misuse. Our curriculum compliments the PDL curriculum, through assemblies, trips and visitors to the school.
Curriculum maps for academic year 2019 / 20