Curriculum Statement 2018
Year 1 -6 Year 1 Curriculum / Year 2 Curriculum / Year 3 Curriculum
At Co-op Academy Brownhill we believe that all pupils can achieve and that our curriculum should assist them in developing a deep, secure understanding of a wide range of subjects and we place the highest expectations on all learners.
Our theme based curriculum, using the Dimensions Curriculum scheme as a basis, has been adapted to meet the schools individual needs and aims to engage children in literature and the world around them; taking into account our school’s unique characteristics; school location, interests of the pupils and co-operative values. We follow this approach to learning in the belief that children learn best when logical connections are made between different aspects of their work. Through our curriculum design we aim to provide children with new, real, rich and diverse opportunities through trips, guest speakers and residential, to consistently enhance their experiences and learning. Books are at the heart of the curriculum and the school uses the national curriculum to plan a bespoke English scheme which links reading and writing and provides a rich context in which to learn through. At Co-op Academy Brownhill, it is our underlying belief that every child should feel valued and experience the feeling of success in a wide range of curriculum areas. We, therefore, aim to value all subjects equally and celebrate successes within them.
Whilst all possible links are made to the dimension’s curriculum and the mathematics curriculum we currently deliver Maths through a framework developed by the White Rose Scheme of Work.
The National Curriculum, though at the centre of what is taught, is a framework and only a part of what we offer to children. To ensure our pupils have all they need to succeed now and in the future, we place great importance on the teaching of the skills needed to be a successful learner, resilience, communication and independence and we strive to develop the whole child through the teaching of PHSE, the Co-op and British values.
Early Years Foundation Stage Nursery Curriculum / Reception Curriculum
Children in Nursery and Reception follow the Early Years Foundation Stage Curriculum. This learning challenges children and encourages them to develop into independent, motivated learners and thinkers, full of curiosity about the world around them within a fun, happy and secure environment.
Our Early Years Foundation Stage curriculum is based on seven areas of learning:
• Communication and Language
• Personal, Social and Emotional Development
• Physical Development
• Understanding of the World
• Expressive Arts and Design
Children have opportunities to explore, enquire and to take risks through practical, hands-on learning experiences. At Brownhill, we have a high quality outside learning environment which the children are able to use throughout the day.
Phonics sessions are taught daily at Co-op Academy Brownhill from the beginning of Foundation Stage we following the Letters and Sounds Scheme of work.
The Letters and Sounds scheme is grouped into phases and pupils progress from phase 1 to phase 6, with pupils being taught in whole classes with catch up-phonics intervention to close the gaps. These phases ensure that children progress from talking about and exploring sounds, through to understanding what graphemes and phonemes are. Pupils learn about GPCs (grapheme-phoneme correspondences), consonant digraphs, vowel digraphs and trigraphs. Children develop knowledge of how to blend and segment the phonemes within words, including those with adjacent consonants. Within phase 5, pupils progress to learning about split digraphs, alternative pronunciations of the same graphene, and alternative representations of the same phoneme. Phase 6 concentrates on developing spelling rules and enhance reading strategies. The reading and spelling of high-frequency words are taught throughout the academic year, as part of phonic development, along with how to spell tricky words which may not fit conventional spelling rules.
Phonics is taught in a variety of ways, including high-quality modelling of sounding out, decoding, segmenting and blending strategies. Interactive resources and games are used and children are given the opportunity to rehearse sounds verbally and record them in written work.
Phonics sessions are structured to build on previous learning and introduce new phonics skills and subject knowledge. Sessions often follow the revisit/review, teach, practise and apply the model. Sessions are planned to include opportunities for the development of speaking and listening, reading and writing.
Each June, all children in Year 1 undertake a National Phonics Screening Check. This check consists of 40 words (20 real words and 20 pseudowords) which all children will be asked to read. The focus of this check is to see if pupils can decode a range of words which they have not seen before.
‘Stages’ are used in schools to group years.
- Foundation Stage – nursery and reception
- Key Stage One – years 1 and year 2
- Key Stage Two – years 3, 4, 5 and 6
Our inclusive culture, policies and practices ensure that all children, no matter their background or ability, receive a great education. We ensure all lessons are differentiated for our children’s requirements such as; different capabilities, special educational needs and other requirements. Please see our SEND page for more information.