The Ashbrow School Curriculum
The Ashbrow School Curriculum
At Ashbrow School we provide a creative curriculum which is based around our school specific learning opportunities and the Cornerstones Curriculum.With the new National Curriculum having been introduced this year (2014-15) we have taken the opportunity to refresh our whole school approach and provision for Ashbrow children. As part of this development we are implementing the new Cornerstones curriculum. Cornerstones is nationally recognised as an approach which helps schools to deliver outstanding learning opportunities for children from Foundation Stage to Year 6.
The Cornerstones Curriculum is a creative thematic approach to learning. It is mapped to the new 2014 Primary National Curriculum and the Early Years statutory framework to ensure comprehensive coverage of national expectation. Ashbrow’s new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities with a literacy backbone that makes creative links between all aspects of our children’s learning. Each Imaginative Learning Project offers children the opportunity to:
ENGAGE: first hand, memorable learning experiences where children have the chance to investigate and explore using all their senses.
DEVELOP: develop and research skills, knowledge and understanding.
INNOVATE: apply skills, knowledge and understanding to a creative and inspirational challenge.
EXPRESS: perform, share, evaluate and celebrate learning.
At Ashbrow we believe that children learn better when they are encouraged to use their imagination, be creative and apply their learning to engaging contexts. Our new curriculum is strongly driven by our school drivers. It follows the National Curriculum for Key Stages 1 and 2 and the Early Years Foundation Stage framework.
It has been planned to provide lots of learning challenges throughout the academic year. The experiences will require children to solve problems, apply their skills and knowledge effectively across the curriculum.
The school follows the Early Years statutory framework which came into effect from 1 September 2012. The learning and development requirements are given legal force by The Early Years Foundation Stage (Learning and Development Requirements) (Amendment) Order 2012 made under Section 39(1)(a) of the Childcare Act 2006.
Four guiding principles in early years settings are:
• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
• children learn to be strong and independent through positive relationships;
• children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
- children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Key Stage 1 and Key Stage 2
The National Curriculum subjects for Key Stages 1 and 2 are statutory.
The statutory subjects that all pupils are taught at Key Stage 1 and Key Stage 2 are: art and design, design and technology, English, geography, history, computing, mathematics, music, physical education, science and a modern foreign language. This year we have begun to teach Spanish as our Modern Foreign Language in Key Stage 2.
Religious education is provided to all pupils on the school roll, unless withdrawn by their parents.
The Ashbrow curriculum is being developed with our children’s specific needs in mind. We believe it will provide them with a broad and balanced curriculum, covering all the statutory elements whilst also addressing the personal needs of our children and the community. The school offers a Forest School curriculum, opportunities to grow fruit and vegetables alongside hen and bee-keeping. As well as providing skills for life and for living the impact on children’s self esteem is highly positive.
Systematic Phonics Teaching at Ashbrow
In line with ‘Letters and Sounds’ (DfES 2007):
- Phonics will be taught daily in short sessions lasting no longer than 20 minutes
- All staff will use the correct terminology in relation to phonics at all times
- All staff will articulate the phonemes with clarity and accuracy at all times, not just in the phonic session
- Planning for phonics should be active and exciting and cover the elements of; revisit and review, teach, practice and apply.
- Nursery children will be taught Phase 1 phonics and have access to support for this through the continuous curriculum. The Early Years Unit will also have continuous provision support for Phases 2, 3 and 4 as the year progresses and nursery children will be given support to experience phoneme awareness.
- By the end of YrR the majority of children will be secure in Phase 3 (YrR expectation), having also had experience of teaching within Phase 4.
- By the end of Yr1 the majority of children will be secure in Phase 5 (Yr1 expectation), as recognised by the DfE Year 1 phonics check.
- By the end of Yr2 children will have revisited Phase 5 and be working within Phase 6 (Yr2 expectation) which continues to be developed throughout KS2. Some children may also need to revisit the DfE check during Yr2.
- Children will be taught to read and spell the tricky words with confidence as appropriate to each phase.
- The continuous provision in KS1 will have activities which reinforces the application of phonics.
- Children who have not achieved phase 5 by the end of year 2 may need further support to develop their skills through KS2 this may be through small group or one to one intervention.
- Guided and individual reading book choices will reinforce phases being taught or revisit prior knowledge.
- Children will use their phonic skills during guided and independent writing.
Basic Skills Maths
With a focus on raising standards, we have begun a weekly basic skills maths session with children from years 1-6.
The children work in groups to develop their knowledge of numbers, calculations and how these are used in ‘real life’ situations. The children mark their own work – which they really enjoy and then the group looks at one or two of the questions they have found hard and talks about the best way to answer the question.
Each week we will try to get a better score. If you want to know more, just ask one of the teachers.
To meet the new expectations for spelling, punctuation and grammar set out in National Curriculum 2014, children from year one to year six also take part in weekly grammar sessions. These small-group sessions focus on recapping, learning about and application of grammar at the level of the individual learner. Through these sessions, children are equipped with knowledge that they can use in all areas of their learning.
|Meeting national curriculum requirements for swimming and water safety||2017/18||2018/19|
|What percentage of your Year 6 pupils could swim competently, confidently and proficiently over a distance of at least 25 metres when they left your primary school at the end of last academic year?||92.5%||91.5%|
|What percentage of your Year 6 pupils could use a range of strokes effectively (for example, front crawl, backstroke and breaststroke) when they left your primary school at the end of last academic year?||
|What percentage of your Year 6 pupils could perform safe self-rescue in different water-based situations when they left your primary school at the end of last academic year?||25.9%||35.5%|
All pupils took part in personal survival/water safety programme.
Click the links below to see the full curriculum coverage for each topic.