Early Years and Foundation stage
The curriculum in the EYFS is carefully planned with an emphasis on purposeful play through a balance of adult-led and child initiated activities that reflect the special educational needs of our pupils. The EYFS divides the characteristics of effective learning into three areas; engagement, motivation and thinking.
Playing and Exploring – engagement
Through play pupils develop, extend and reinforce their learning experiences. The resources made available to pupils is carefully planned to develop learning through play, and opportunities to repeat experiences promote consolidation of these skills.
Active learning – motivation
We provide an environment that motivates, interests, encourages and challenges pupils in active learning. Within our setting many pupils require support to develop their active learning. By planning for and responding to pupils’ particular interests, we aim to provide an environment that enables our pupils to develop their active learning skills.
Creating and thinking critically – thinking
Many pupils require support to be able to think about or generalise their learning from one situation to another, or make connections in play situations.
Areas of Learning and Development
A carefully structured curriculum has been developed to provide rich, varied and stimulating experiences based on the characteristics of effective learning. Planning in the EYFS reflects the seven areas as outlined in the areas of Learning and Development in the Development Matters Guidance Document (2012) and delivered through the International Primary Curriculum (IPC).
|Areas of Learning and Development||Aspect|
|Personal, Social and Emotional||Making relationships|
|Self-confidence and self-awareness|
|Managing feelings and behaviour|
|Physical Development||Moving and handling|
|Health and self-care|
|Communication and Language||Listening and attention|
|Shape, space and measures|
|Understanding the World||People and communities|
|Expressive Arts and Design||Exploring and using media and materials|
The Primary Curriculum
Overview of the new Primary National Curriculum 2014
English and Maths are presented in a year-by-year format based on the outlines given in the National Curriculum.The International Primary Curriculum (IPC) provides pupils in the EYFS and Key Stages 1 and 2 with a structured, thematic approach to learning covering all other subjects of the National Curriculum. Each theme incorporates a range of subjects to promote a cross-curricular approach to learning, which allows pupils to make more meaningful connections from their experiences. We have developed a two year cycle of themes for different stages of learning in the primary department. These are known as Early Years (for EYFS and Key Stage 1), Milepost 1 (for lower Key Stage 2) and Milepost 2 (for Upper Key Stage 2).
A more detailed curriculum plan for the new IPC can be seen by clicking the link below
Mathematics learning in the new curriculum
At Brent Knoll planning starts with the mathematics overviews that are set out in 3 phases: Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. Each overview identifies six half termly blocks with suggested focus areas of mathematics. Teachers adapt the plans to meet the needs of the pupils in their class and to make cross-curricular links with their IPC topics and literacy.
The termly planning document is intended to provide support in meeting the statutory requirements of the new National Curriculum 2014 and to aid teachers in planning a progressive learning journey for children within Key Stages 1 and 2 (Years 1 to 6).
They outline the key aspects and related objectives, and provide non-statutory guidance that unpicks the meaning of the implications of the objectives. ‘Track back’ maths objectives are also included in the planning documents so that children who are not sufficiently confident in working at a particular year group can consolidate their understanding before moving on.
A more detailed scheme of work for maths can be seen by clicking the link below
Literacy learning in the new curriculum
At Brent Knoll teaching and learning in literacy follows the new National Curriculum 2014 using adapted overviews for each phase: Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. Each overview highlights key areas of learning in reading and writing and offers comprehensive coverage of literacy themes and skills. These are linked with the International Primary Curriculum (IPC) topics to promote cross-curricular ways of teaching and learning.
Teachers take key learning objectives from the new Primary English Curriculum and modify them to meet the diverse needs of pupils and their different learning styles.
There is a wide range of resources and equipment available including the use of computer technology. Pupils are provided with a rich diet of literature to encourage reading for both learning and pleasure. Staff are trained in Soundswrite and this forms the basis of our phonics teaching.
Every child is supported to develop their potential within a learning environment that places communication at the heart of the curriculum. Pupils are encouraged to explore, develop and explain ideas and present their learning to others.
A more detailed scheme of work for literacy can be seen by clicking the link below
Modern Foreign language at Key Stage 2
A modern foreign language is now a statutory foundation subject at KS2. A scheme of work for French has been designed for pupils learning French for the first time and also takes into account the SEN of pupils at Brent Knoll. The topics are incorporated into the IPC overviews. It will be used across all KS2 classes and reviewed at the end of the first year.
The Secondary Curriculum
In year 7 – 9 the curriculum is delivered through a ‘primary’ class based model with classteachers having responsibility for the teaching of most curriculum areas. Pupils have access to specialist teaching for art, design technology, food studies and music. The core curriculum is based on the thematic approach of International Middle Years Curriculum which encourages creativity and understanding while covering all elements of the National Curriculum.
The International Middle Years Curriculum (IMYC) is used in state, independent and international schools all over the world.Students learning with the International Middle Years Curriculum focus on a combination of academic, personal and international learning designed specifically to engage and inspire them. The IMYC provides the opportunity for students to enjoy being challenged in their learning of a wide range of subjects. It helps them to develop an enquiring mind, the personal attributes that will support them throughout their later teenage and adult years, and a sense of their own nationality and culture, at the same time developing a profound respect for the nationalities and cultures of others. Through the IMYC approach to learning, students develop the knowledge, skills and understanding necessary to confidently face the world of the future.
The International Middle Years Curriculum uses abstract, conceptual themes to provide a focus for student learning. These conceptual themes, which each last for six weeks, stimulate students to think about their meaning and connection through their subject and personal learning. Each six week unit incorporates opportunities for regular journaling and blogging to encourage students to reflect on their learning. This helps them to develop their understanding of how the conceptual theme relates to them personally and to the world around them. To end the unit, each student presents their understanding in the form of a personal media project.
In Years 10 and 11 the school offers students many opportunities to gain nationally accredited qualifiactions. There are options available so that students can follow several personal course choices. The school currently offers GCSE courses in art, design technology, English, mathematics and science. There are Entry Level Certificate courses in design technology, English, food studies, French, geography, history, computing, media studies and science. Students also have the opportunity to follow the ASDAN Bronze and Silver Award courses.
A copy of our assessment policy can be viewed by clicking on the link below