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Bromham CofE Primary School

What is the Bromham Curriculum?

What is the Bromham Curriculum?

Bromham Primary School Curriculum Vision

Aim

'Building For The Future on Firm Foundations'

(Matthew 7: 24-27)

We believe that we recognise the unique potential of every child, so they should be able to have a curriculum that allows every child to access a full range of learning. We strive to build strong foundations for children in the different subjects, and by providing them with opportunities, they can with confidence aim high, so that they flourish.

What is the Bromham Curriculum?

All children at Bromham CofE Primary School are taught a curriculum which prepares them for successful secondary achievements including the most ambitious academic outcomes. Our lessons are designed to give all our pupils the knowledge which will empower them to understand and interpret the world and grow into informed and interested citizens of both their own and the wider community.

We recognise that the national curriculum 2014 at primary level, demands knowledge of dozens of topics and that content knowledge is the most important factor related to teacher effectiveness. We are developing a Knowledge Rich curriculum which is supported by research, and offering class teachers an opportunity to engage in rich subject matter with cohesive learning questions and in some cases prepared, challenging and appropriate resources. A subject lead, in conjunction with the senior leader that oversees the curriculum, plans the intended curriculum, the resources, some materials and learning questions. We want our teachers to spend their time engaging pupils, explaining difficult concepts and where necessary scaffolding or differentiating their explanations with skill and professionalism. We want our teachers to focus in their working day on the enacted curriculum.

The teachers of Bromham engage with research based on Sweller’s Cognitive load theory and Ebbinghaus forgetting curve, which supports the theory behind the design of our curriculum. We block units to ensure we revisit and retrieve information throughout the years in order to move information taught from their working memory to their long term memory, through designing ways to build schema to support their retention of key knowledge across the curriculum. The curriculum links theory from Rosenshine, 2012, principles of instruction. The teachers model and sequence new learning, to be able to return weekly, monthly and then yearly. They scaffold and guide learning, before checking for understanding. Some subjects use the power of dual coding through knowledge organisers and learning strips to support children’s retention and recall of information. We also focus on essential vocabulary and concepts. Vocabulary pages are used to draw attention to Tier 2 and 3 vocabulary covered throughout the curriculum.

We recognise that the curriculum development is a state of constant refinement and improvement and as such have planned transition between the current curriculum offer and a more cohesive version planned and delivered across the school from Early Years to Year 6.

Role and Responsibilities

Staff Member Role Curriculum Responsibility
Gurjit Virk Headteacher SLT Overview
Lyndsey Pinel Deputy Headteacher SLT Overview; Curriculum Lead; Geography and History; work with Alex Bedford (Unity Schools) to develop curriculum.
Dorothy Mohan Assistant Headteacher SLT Overview; Inclusion and SENDCo; Pupil Premium
Charlotte Wells Class teacher; Middle leader

Maths Lead; to work with the Deputy head and Rachel Brown (Herts for Learning) to oversee the production of a robust and challenging mathematics curriculum across the school. To lead on planning which is informed by formative and summative assessments and the enactment of teaching which impacts the long term memory.

Year 6 Lead; to work with SLT to oversee the planning and development of the Year 6 curriculum.
Lucy Hanlon Class teacher; Middle leader

Writing Lead; to work with the Deputy head, reading lead and Kathryn Pennington (Talk for Writing) to coordinate the planning and preparation of the curriculum and use CPD opportunities to support class teachers in the development of writing across the school.

Year 5 Lead; to work with SLT to oversee the planning and development of the Year 5 curriculum.

Kelly Bloor

Robin Kelly
Class teacher; Middle leader Reading and Phonics Leads; to work with the Deputy head, writing lead and Pam Heath (Local Authority), to coordinate the teaching of phonics in EYs/KS1/KS2 to embed the SoundsWrite programme; the journey from decoding to comprehension at ARE across the school, via staff CPD in reading theory and the introduction of Accelerated Reader; to monitor and train staff in teaching reading; coordinate the planning and preparation of the curriculum.

Sinead Lyons

Elise Wells (supporting RE lead)
Class teacher; Middle leader RE lead; to work with SLT; foundation governors and St Alban’s Diocese to embed the RE curriculum as a church school. To develop the vision of the school.

Rebecca Harrison

Lisa Burraway

Claire Nixon

Rebecca Gamblen

Briony Lovell

Raveena Garcha

Nathan Browning

Helen White

Paige Sheppard

Lisa Kaler (external Petite Etoile)

Class teachers /

leaders

Science

 

Music

Computing

PE – Sports Premium

DT

PSHE and RSE

Art

History (supported by LP)

MFL

 

 

These teachers lead the subjects and are creating the curriculum implementation tools for class teachers in each year group.

Overview of Curriculum Planning

Entitlement - Attributes

All subject should have:

  • A subject specific intent, impact and implementation statement
  • A long term model of progression, which specifies content in each year group
  • Intentional sequence of progression
  • Lessons which explain and include the key aspects of cognitive science to ensure knowledge enters the long term memory. The development of teachers as experts explaining the lesson content.
  • A range of texts used across the curriculum both fiction and non-fiction, which are appropriately matched to the year group.
  • Specific vocabulary development which is introduced and developed through the course of the subject.
  • Some subjects to have knowledge organisers and knowledge strips, which itemise and clarify the core content, through dual coding, which is expected to be learnt by the end of the unit of work.

At Bromham, we have designed a strategy to allow our curriculum to be developed, sequenced and delivered in a workable format, which allows teachers to design lessons to engage the children. We are working on subject development and subject leader responsibility with CPD to support, allowing for robust and careful sequencing of content which gives children multiple opportunities to revisit and embed important knowledge and concepts.

A subject intent, impact and implementation statement

Description

A series of paragraphs which outlines the intent, implementation and how you will monitor impact in your subject.

Support

Examples to share

Alex Bedford’s Unity Trust Curriculum intent/pupil book studies

 

A long term model of progression, which specifies content in each year group

Description

A map which clearly identifies the key learning in each unit in each subject for each year group.

  • Where applicable, the learning questions which when answered, help the children progress in a subject. Or an overview of objectives/skills learnt in the subject.
  • The things we intend our children to learn are ambitious and content is not watered down. 

Support

Examples to share

SLT lead to support in creation of these

Alex Bedford’s Unity Trust Curriculum documents

Clare Sealy – published articles

 

Intentional Sequencing of progression

Description

Key concepts are revisited and progression through a subject is coherent, challenging and age appropriate.  

Support

Alex Bedford’s Unity Trust Curriculum documents (hist/geog/science)

Charanga for music

KAPOW – DT/ART/Computing

Petite Etoile – Lisa Kaler French

Bedfordshire Agreed Syllabus RE

Cambridgeshire Agreed Syllabus PSHE

 

Alex Bedford – spaced retrieval practice CPD

Ebbinghaus ‘forgetting curve’

Sweller’s Cognitive Load Theory

Beck, Mc Keown, Kucan, 2002 – vocabulary matters

Rosenshine 2012 Principles of instruction

 

Lessons which explain and include the key aspects of cognitive science to ensure knowledge enters long term memory. The development of teachers as experts explaining the lesson content.

Description

If we are going to be successful in our ambitious intent then every explanation must be planned and then taught by teachers who have invested time and energy in becoming experts. At primary level, teachers having learned the lesson content and learnt the knowledge organisers optimises cognitive load effects on pupils.

Support

Alex Bedford planning documents and CPD

Curriculum vision books

KAPOW CPD opportunities via the videos before teaching.

 

Challenging texts both fiction and non-fiction which are appropriately matched to the year group.

Description

The reading and writing long term overviews for every year group identify the core texts and the subject overviews identify non-fiction texts or text extracts which are closely linked to the writing or learning taking place.

The teachers follow the Sounds Write programme, and this is implemented to provide fast and effective teaching for children at all levels.

Reading opportunities are embedded into the planning across other curriculum subjects. 

Support

Sounds Write training and scheme

Curriculum Visions (history, science, geography and RE)

Pie Corbett reading spines

 

Specific vocabulary development which is introduced and developed through the course of a subject.

Description

Vocabulary which children are deliberately exposed to, over a sequence of lessons or a cohesive key concept. Magic boards and Knowledge Organisers make the vocabulary explicit. Opportunities for learning and using the tier 2 and 3 vocabulary are built into lessons as deliberate practice daily. Dual Coding especially for proper nouns improves understanding and absorption of new knowledge without increasing extraneous cognitive load.

Support

Beck, Mc Keown, Kucan, 2002 – vocabulary matters

Alex Bedford’s Unity Trust Curriculum documents

Vocabulary sheets produced in some subjects

 

Some subjects to have knowledge organisers and knowledge strips, which itemise and clarify the core content, through dual coding, which is expected to be learnt by the end of the unit of work.

Description

The beating heart of each unit or overarching knowledge which pupils should learn

Opportunities to recap previous knowledge

A set of fundamental facts at the heart of a topic which students must know in order to access the topic and further knowledge

Support

Alex Bedford’s Unity Trust Curriculum documents

Spaced retrieval practice CPD and theories behind this.

 

Curriculum     
Subject Planning

Teachers at Bromham CofE Primary School work together to create coherent overall high level aims of a curriculum – once pupils have learned the subject within these lessons they will have made progress. Once the high level aims have been mapped and challenged for coherence and appropriateness or relevance (in this respect meaning its part in the coherent journey of a subject across the school) then the subject leads develop sequences of learning questions in blocks of around 5/10 lessons.

The subject lead provides knowledge organisers, learning strips, learning questions or sequence of lessons alongside an overview of the blocked units to enable teachers to focus on spending the vast majority of their time thinking about how to teach the lesson, ask questions and to ensure comprehension and retrieval of previously learned knowledge which links to this learning.

Specific CPD sessions are in place termly, so that we are continually reviewing the implementation of the curriculum and adapting where necessary as we go along.

The curriculum at present is in its first form – with all the subject being taught but final coherence and links between them not fully embedded.

The school has embarked on an ambitious drive to create a coherent and academic curriculum for its pupils.

Timeline

Implementation of the curriculum quality assured through learning walks, book looks, pupil book studies and a cycle of CPD and development opportunities. The following timeline runs alongside the Curriculum Development Action Plan.

Year 19/20

  • SLT worked on researching different opportunities to develop our curriculum.
  • The Deputy Head Teacher worked with Alex Bedford from Unity Trust Schools Partnership to develop a curriculum overview for all foundation subjects.
  • The school received CPD and is continuously working with Rachel Raynor (Herts for Learning Maths) and Kathyrn Pennington (Talk for Writing). Ongoing throughout the year
  • Training and Implementation of Accelerated reader, Sounds Write training for all Key Stage 1 staff and Reading Lead. Working with Pam Heath (LA) to develop reading.
  • External CPD for all staff on developing the curriculum and how the lead the curriculum as a subject lead.
  • Working with Peter Pan Teaching Alliance to develop Early Years Provision.
  • New Foundation curriculum CPD with Deputy Head (research principles) and Alex Bedford
  • All teachers to implement the Unity Trust planning in Geography, History and Science. KAPOW for computing, DT and Art.
  • Teachers to use Curriculum Visions to enhance reading in foundation subjects.
  • Teachers to be using the basis of spaced retrieval practice in lessons.
  • Staff Meeting after two weeks and book looks to discuss
  • Staff Meeting (March 2020) – continue to develop the implementation of the new planning documents.

Autumn 2020

  • Ongoing training with Herts for Learning and Talk for Writing to embed this. (ongoing throughout the year).
  • Refresher training with Alex Bedford – continue working with Alex and Unity Partnership to develop the curriculum across the year.
  • Pupil Books studies to take place (ongoing across the year)
  • Assessment to be planned for
  • Curriculum Leaders to work with the Deputy Head to go through their subjects and produce action plans.
  • Develop the curriculum pages on the website.

Spring 2020

  • Review the Autumn Term Curriculum Coverage and delivery – continue to develop as necessary.
  • Book Looks and Learning Walks.

Summer 2020

  • Book Looks and Learning Walks
  • Next Year cycle of blocked units planned
  • Agree focus for 2020/21 academic year on curriculum developments.