Foxborough Primary School Curriculum
Our Curriculum Intent
The aim of our curriculum is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society. We have a strong focus on developing children’s moral, spiritual, social and cultural understanding. We ensure that children are well prepared for life in modern Britain.
Staff provide many opportunities to help our children to develop their social skills and their own personalities through participation, co-operation, developing their communication, reasoning and problem-solving skills. We can see these skills being developed throughout our school in a variety of approaches such as role play, justifying choices for strategies and content in their learning, mixed ability learning, sharing resources, debating debate questions set in assemblies, resolving conflicts and employing lovely manners in all they do. Teachers carefully plan opportunities to explore how our and other communities and societies function and to explore the values and beliefs of others.
Subjects are planned as individual disciplines, with progression within each subject mapped and planned for (using Chris Quigley’s Progressions document). History, Geography, Art and Design and Design and Technology are called our ‘Creative Curriculum’, they are linked by three themes in each year group. Our thematic approach promotes depth and coverage of knowledge in subjects which allows for sequencing of concepts within topics. Our curriculum is planned to promote equality of opportunity for all; it meets pupils’ learning needs.
Our curriculum principles include the requirements of the centrally-prescribed aims of the National Curriculum and our curriculum mapping ensures sufficient coverage across each subject over time. Each lesson is assessed using our SOLO colours. This information is used by children and teachers to shape future learning. SOLO colours are used in all subjects for Assessment for Learning (AFL).
(Bloom Taxonomy SOLO colours that we at Foxborough Primary)
We are passionate about our curriculum and take the time to review regularly and enhance our provision each term.
Our Curriculum Implementation
Our implementation of our curriculum brings this two-dimensional document to life - adding a third and sometimes fourth dimension!
Our school’s focus on curriculum development is always carefully designed to ensure coverage and progression: we ensure all aspects of the National Curriculum Programs of Study are covered and we use Chris Quigley’s Progression documents to ensure depth and breadth of subject-specific skills from Year 1 to 6. In EYFS we use Development Matters to plan for progression. We provide pupils with memorable experiences and diverse, rich opportunities from which children can learn and develop a range of transferable skills. The children's own community, its heritage and traditions are frequently used as a starting point for engaging interest. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and providing a purpose and relevance for learning.
We strive to provide first-hand experiences for our children, using tangible resources and in-school experiences such as workshops wherever possible, but also through various trips. These experiences give purpose to our learning, but also bring the big wide world closer for our children, helping to raise aspirations, broaden horizons and support social mobility.
At the beginning of each unit of the Creative Curriculum, we assess children’s understanding of the topic with a ‘Knowledge Harvest’. This serves a dual purpose - we can use this information to plan our topic, but also use it to reflect upon at the end of each unit to see what the children have learned. All of our topics begin with a ‘Entry Point’. These deepen understanding of new or existing knowledge and enable our children to experience fascination, awe and wonder. Our children can apply their knowledge, skills and understanding from their experiences over the course of their topic
Each lesson, SOLO (Taxonomy) colours are applied by teachers to assess how each child is progressing through their topic, challenging and intervening where needed with children and using this information to refocus learning in future lessons. Our children’s books, practical work and investigations showcase their learning, progression and enjoyment of Foxborough’s curriculum.
We finish each unit with a ‘Festival of Learning’, a celebration of learning with a different focus each term. Again, this gives purpose to our curriculum and also affords another opportunity to engage our parents in our children’s journey (which is also supported by Home Learning Grids). Through reflection activities, we give children time to reflect on their term’s learning at the end of each topic giving children to opportunity to think of themselves as historians, geographers, scientists, artists, designers and engineers - thinking about what knowledge, skills, challenges and changes in their understanding they have experienced.
The Impact of our Curriculum
Thematic Units give our children to opportunity to really delve into their topics learning about their topics from the perspective of historians, geographers, artists, designers and engineers. They have opportunities to deepen and apply their knowledge and subject specific skills throughout each unit.
Mixed ability learning removes the ‘glass ceiling’ from our children, enabling them to ‘have a go’ in all aspects of the curriculum and learning.
Resources, trips and experiences not only give the children real-life, first-hand experiences of their topics but they also enable them to have fun! The impact of this in an increase in ‘cultural capital’ for our children.
High expectations that are applied in core subjects are also evident throughout our curriculum, supporting our mission to close the gap between our school’s outcomes and national ARE.
Don’t just take our word for it, this is what some of our children had to say:
‘I loved our Mayan art lessons with Mrs Basson! We were able to be creative and have fun! We learnt new skills like carving, printing and weaving.’ Anias, Year 6
‘Making the Mayan food wraps in DT was great! We learnt about what food they had and how they found it. We also learnt about food hygiene and kitchen safety.’ Julia, Year 6
‘I enjoyed creating my self-portrait. I liked using the different paints to make mine.’ Claudia, Year 1
‘I liked learning about toys in the past -they didn’t have computer games!’ James, Year 1
‘We made African Villages. I really liked making the fireplaces from stones. They use stones so the fire doesn’t spread and burn down the houses.’ Taylor, Year 2
‘I worked really hard using the glue properly. I am much better at not making a mess now and all the right parts stuck together on my roof!’ Bartosz, Year 2
‘I loved making my Iron Age round house. We brought in our own resources from home and worked in groups. We could only use natural resources as that’s all the iron age people had. Not plastic straws.’ Ethan, Year 3
‘My favourite part of our curriculum is getting to use my purple pen! At the end of the topic I wrote about all my new learning experience and was amazed at how much we had learnt!’
‘My favourite thing about our curriculum is that we get to work in groups. I really like helping and being helped by others in my class.’ Jemila, Year 3
‘I enjoyed finding out about Skara Brae. Did you know everyone had the right to farm and fish in the village?’ Jemila, Year 3
‘Making hot air balloons was so much fun! The best part was investigating different materials to make the balloon out of!’ Freya, Year 5.
National Curriculum Objectives
We use Read, Write Inc. Phonics and our reading scheme is Reading Planet. Please click on the link below to find out more about our creative and engaging curriculum.
MAKE MAY MEMORABLE!...
Pioneer Charity Cha...
|School Calendar Spring 2|
|Celebration awards 16th October 2020|
|Home Learning Awards 06 March 2020|
|Attendance 28th February 2020|
|Parent Letter 01 May 2020|
|Parent Letter 11 May 2020|
|Parent Letter 15 May 2020|
|Letter to all parents 22nd May|
|FPS - Letter to parents 22nd May|
|Letter to parents 11th June|
|Letter to all parents 3rd June|
|Letter to parents 17th June|
|SRE Letter to Parents|
|Letter to parents 24th June|
|Stakeholder feedback Letter to parents|
|Letter to parents 2nd July|
|Letter to parents 10th July|
|Reports Letter to parents 17th July|
|Addendum to the Behaviour Policy Sept 2020|
|Information for parents September opening|