Curriculum and Reading Scheme
Bournville Primary School curriculum has been designed to support our school values of:
Stimulating; Caring; Happy; Successful; Open; Ambitious.
"Children are given the opportunity to learn in a creative way that encourages them to meet the aims of our school. The curriculum meets the requirements of “The National Curriculum for England 2014” in full.
At Bournville Primary school our main aim is to give children the best possible start to their learning journey and inspire a passion for life-long learning.
In the Early Years Foundation Stage we strive to give children a strong foundation to grow, explore and achieve as learners and we want them to feel happy, safe and secure, in an enabling environment where everyone is valued and respected. To read our EYFS Vision Statement please click here.
The curriculum is stimulating and enables our children to be caring, successful and happy. We strive to work in partnership with the local community in an open way. Most importantly this curriculum is ambitious and provides us with the framework to ensure that our pupils meet the highest possible standard.
The curriculum is topic based. Each school phase, Early years, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2, follow a two year programme of six topics. The topics are based on different subjects, mainly history, geography and science with other subjects woven in. Literacy and Numeracy underpin the entire curriculum. Skills are taught discreetly and are applied and practiced throughout. Teaching teams plan together to ensure progression and consistency. They also ensure children are included in the planning process and their thoughts, ideas and questions are taken into account.
Below is a curriculum map that shows what topic each year group will be following at any time.
The latest topic webs are below:
TOPIC WEBS CYCLE A
TOPIC WEBS CYCLE B
Subject leaders have taken the National Curriculum to devise Schemes of Work and Learning Progressions.
To find out more you can make an appointment to speak to subject leaders/curriculum managers.
There is a planned curriculum for safeguarding. This teaches your children how to keep themselves safe and what to do if any adult makes them feel unsafe. This curriculum is created from the work of Childline, NSPCC, and NSSCB's booklet entitled 'Adults who work with me'. A copy of this can be seen on the parents table in the school foyer and a copy is kept in every classroom. Topics covered include
- Our homes
- Presents and rewards
- Caring for me
- One child and one adult
- Transport and trips
- Photography and videos
- Talking about worries
Please see the curriculum plan: Safeguarding Curriculum
Online safety has become vitally important in keeping children safe. It is taught both discretely three times a year and reactively if issues with online safety come up with an individual or class. Overview-(Scope-Sequence)
The English curriculum at Bournville aims to develop children’s skills in reading, writing and speaking and listening in a robust and responsive way. It also aims to develop a love of reading, writing and language which will last our children a lifetime and enable them to fulfil their potential once they leave us.
A love of reading is encouraged by an ever increasing range of provision such as:
- weekly library slots for all classes and all children able to take a library book home
- home library for nursery and pre-school changed weekly
- regular author visits
- whole school events and celebrations
- reading buddy schemes
- lunchtime story clubs
- school book club
- competitions and class based rewards
- daily reading of a class story for pleasure
Children are exposed to a wide range of high quality texts throughout the school. In the Early Years and KS1 this is supported by the core book list we have developed. These books are read to the children regularly so that they become familiar and the language and vocabulary begins to be embedded in the children’s own language patterns. The core texts also form the basis of play based activities in early years to allow children to use the language patterns in their play. In addition, the core list includes a range of nursery rhymes and poems to ensure that children experience a range of these in their time here.
In KS2 the texts children are exposed to are based on the CLPE Power of Reading range. This forms the basis of their writing by providing hooks into writing using the language from the high quality texts to improve their writing. Children are immersed into the Power of Reading texts through activities such as role play, real life experiences and art, encouraging a greater depth of understanding and engagement in the texts.
It is important for children to access texts that are appropriate for their ability in reading to enable them to apply the skills taught in phonics as well as other reading skills. Books for individual and guided reading are banded according to reading recovery levels for 1-30. Phonically decodable books are also used and these are banded by phonic phase. A variety of reading schemes are used in school including: Bug Club, PM, Oxford Reading Tree, Jelly and Bean, Storyworld, Ginn Pocket reads, Lighthouse, Rigby Starr and Big Cat.
Children are regularly assessed to ensure that their reading level is correct for them and this is done using running records and PM Benchmarking. Book Levels and Colours Poster A3
The important skill of decoding is taught using the North Somerset ‘Phonics into Early Spelling’ programme. Children in Reception and KS1 receive daily interactive phonics lessons to embed the skills of recognising graphemes and blending to read unknown words. There are also additional groups to pre-teach and repeat parts of the programme as needed up to Year 3.
Reading for meaning is embedded in our teaching of reading across the school. This is reinforced during all reading sessions where children are given time to discuss their thoughts about books and guided reading sessions happen daily for year 1-6. Starting from the initial understanding that all children bring to text, teachers facilitate discussion, provide modelling and use book talk to deepen understanding of what is read.
In EYFS and KS1 this discussion is verbal with some recording beginning in Year 2. KS2 use Text Response Booklets to give children the opportunity to write their ideas about what they have read. They also provide a progression in the type of questions that children will answer in line with the National Curriculum requirements for comprehension.
As a school we recognise that it is essential for all children to learn to read and we provide a range of interventions to ensure that no children are left behind. These include Reading Recovery, Bournville Reading Partners, Bournville Reading Partners Plus, additional guided reading pre-reads, Inference Training, Rapid books, book groups and 1;1 reading.
We aim to develop enthusiastic writers who can use their writing skills in a variety of contexts and for a range of purposes. This includes developing language and transcription skills but also we aim to ensure children feel ‘like a writer’ not just someone who can write.
Children are taught spellings in an interactive way through a variety of activities. They begin with learning to spell the ‘non-negotiable’ first spelling list alongside their phonics in reception and KS1. In KS2 children are taught spelling rules according to the programme devised by North Somerset and they receive three discrete spelling sessions a week. Spelling-Progression-2
The spellings and rules being taught are displayed clearly in the classrooms and are referred to by adults and children at the point of writing and during shared writing sessions. Feedback given by adults will included spellings and these will be corrected by the child using the resources in the classroom.
The teaching of handwriting skills starts in Nursery and Pre-school where activities are provided to develop the gross and fine motor skills needed later when writing letters begins. Mark making is highly valued and a wide range of tools and contexts encourages children to experiment with it.
In reception and onwards children are taught to write fully cursive script through regular handwriting sessions. Those who need support in developing their motor skills are identified for interventions such as Dough Gym or Write Dance and there are also intervention groups across year groups giving focused support with letter formation. Letter-Formation-Alphabet-Handwriting-Sheet-Lowercase-Editable-Cursive
Grammar is taught in KS1 and 2 during the teaching sequences for the different genres of writing. Once an aspect of grammar is taught it is then modelled through shared writing before being included in the success criteria or writing toolkit for use in independent writing. Any discrete teaching of grammar must be used in context through writing.
All writing in Bournville begins with reading. Whether a core book in EYFS or KS1 or Power of Reading text in KS2 the children are immersed in the language of quality text as a starting point for their own writing. This text then provides hooks, or reasons to write as well as providing new vocabulary, language patterns or text structures which will be used in children’s own writing.
The children are taught to write in a variety of genres both fiction and non-fiction and these are taught using a clear progression through the year groups. TextTypesProgressionBooklet Within years 1 to 6 children will write each non-fiction genre at least once during the year which will then be applied in cross curricular work.
There are 6 basic pure genres:
- Non-chronological report
There are 7 basic narrative plots:
- Overcoming the monster
- Rags to riches
- The quest
- Voyage and return
Early Years and KS1 use Talk for Writing approach to teaching writing. This includes a focus on oral rehearsal of text using actions to reinforce the key language. Once children are able to imitate the text they move onto shared writing where the text is modelled and they innovate to make a new story with similar language patterns. Children will also work on short burst writing which aims to develop strong sentence level skills within the text type. Children are encouraged to invent stories through their play when they can make story maps and use role play to tell their own stories. Invention is also done through shared writing once a week where teachers model the writing process and use children’s ideas to develop class stories.
In KS2 the key features of a text type are constructed by the children through looking at model texts, real life examples of text and work on the text type from previous years. This then forms the success criteria for their own writing. Short burst writing and oral rehearsal of sentence structures is followed by shared writing. Once children have these tools they are ready to write independently, edit and improve and then publish their work.
Speech and Language:
We recognise that communication are crucial to future success for our children and the development of excellent speaking skills underpins our curriculum in all areas at Bournville. Vocabulary is explicitly taught through topic work and in guided and shared reading. Talk for Writing provides a structured platform to developing children’s speaking skills and we have developed a progression of storytelling language to be taught in EYFS and KS1
Opportunities for developing confidence and skills in communication are built into every lesson. At the end of each topic children share their learning and this is used to provide audience and purpose for speaking in increasingly formal contexts - from talking about art they have made, to becoming experts in an exhibition, to delivering motivational speeches to a hall full of people.