Bramham Shadwell Federation Curriculum:
Intention, Implementation and Impact
In the Bramham Shadwell Federation, our curriculum intent is to offer ‘Excellence for All’ through rich and vibrant opportunities which draw upon meaningful real-life experiences. The curriculum is designed so that it is ambitious for all learners who can make progress based on bespoke curriculum design; the whole school focus on SMSC learning (Spiritual, Moral, Social and Cultural) and SEMH learning (Social, Emotional and Mental Health) through P.S.H.E and MindMate lessons ensures that children understand themselves and how to make the world a better place. They are given opportunities to develop life skills based on their individual strengths and weaknesses.
Knowledge and understanding is clearly outlined in an age-appropriate and progressive way from Y1-Y6. The children's knowledge is embedded over time and their understanding is extended, year upon year.
Our ETHOS is an essential thread which is seamlessly integrated throughout the whole curriculum and this results in children developing key values for success.
Our pupils are given opportunities to investigate principles and ideas before using their knowledge to explore challenging problems and apply innovative ideas so that groups of children can succeed; learning in this way also allows our individual children to develop self-motivation, perseverance, resilience and the determination to succeed no matter what the task is. Developing each child’s individual character is an integral part of the curriculum.
Skills and knowledge are taught discreetly when necessary, with the aim of these aspects being applied through SITE or TOPIC projects, English Work (including written, Debate and Speaking and Listening tasks) and cross curricular Maths challenges (such as ordering the length of Florence Nightingale’s bandages). Reading skills are taught explicitly in a weekly lesson, but exposure to a daily class story embeds a love of reading for all children. Application of reading skills are embedded into the whole curriculum.
Each Term, relevant ENRICHMENT opportunities are integrated so that children are captivated by their learning. Outdoor opportunities, visits and visitors, P.E, Music, Art and Computing all provide a platform for children to express their individual talents and personality.
History and Geography skills are alternated each half-term for KS2, and integrated into a Topic for KS1 - explicit subject knowledge and skills are taught and applied in a rich and meaningful context. Key Science knowledge and skills are developed each half term and demonstrated in an end of unit project. The skills in other subjects such as Art, R.E, P.S.H.E and P.E are taught discreetly, with a key link to SMSC. Whole Federation ‘projects’, for example with a SITE, Enterprise or Art focus, provide children with a meaningful platform to showcase their understanding.
Computing skills are embedded in fun and interesting ways. When developing Computer Science skills, ‘unplugged’ activities embed a deep understanding of the importance of precise commands to form algorithms, while discussions around errors in these tasks helps children to develop their debugging skills. These activities are used alongside Programming software such as Espresso and Scratch Animation.
Children apply I.T skills in creative ways to inform learning across the whole curriculum; this engagement in creative aspects of their curriculum helps all children to make progress.
Ensuring that all children in the Bramham Shadwell Federation become Digitally Literate is a key focus of the curriculum. Children understand how Technology has an impact on the real world and how to stay safe online. Regular Online Safety lessons alongside a child-friendly Online Safety Policy helps pupils and parents understand both possible online dangers and a range of appropriate and necessary safety measures to action.
An integral aspect of the curriculum is that children are prepared for the future – during their time in the Federation, they become fantastic role models and the very best version of themselves. Their individual identity is valued and our children are kind and caring while also aspiring to be the best that they can be in whatever area they choose to pursue. We believe that every child is unique – they all have the potential to achieve; and our broad, varied curriculum allows every child to excel now and in the future based upon their own personal strengths, interests and core values.
Through exciting curriculum design, pupils acquire a deep body of learning over time. An opportunity to make interconnected links to prior knowledge and showcase their understanding. In the Summer Term, children in Key Stage 2 participate in an ENRICHMENT project to demonstrate the knowledge and understanding they have acquired in school up to that point. The project allows children to consider the ‘organisation and communication’ aspect of the curriculum while directing their own learning to answer the following question:
Time Travel through History: How has Science had an impact on the real world over time?
Monitoring Impact of the core curriculum:
Core subjects are assessed in a summative way each term and data is analysed by SLT. Internal Maths and Writing moderation also occur each term and external moderation is based on the Leeds calendar.
Attainment and Progress is tracked termly for Reading, Writing and Maths. In other curriculum areas, Attainment is tracked by SLT and Progress is shared with parents through a termly Progress café in school.
Monitoring Impact of the non-core curriculum:
In non-core subject areas, curriculum impact is quantified by end of year assessment data where children are assessed as Emerging, Meeting or Greater Depth based on their understanding of knowledge and application of skills in each curriculum area. Each term, planning analysis, alongside outcomes from lesson observations and progress in books are triangulated against progression of skills documents to ensure that all children are provided with opportunities to achieve and that they are successful in achieving what is expected at their stage of learning.
Whole school areas for development are identified as a result of data analysis – these areas are bespoke to each school. For example, a weak area in Geography could be ‘Place Knowledge’’ whereas a weak area in science could be ‘Working Scientifically’. The data analysis enables CPD to be implemented to ‘close the gap’ in these curriculum areas for all children in all year groups. Tracking skills for each class in the same way also allows further support to be provided for teachers as necessary.
The impact of the non-core curriculum is monitored during and after each lesson through ongoing formative assessment; the embedded Feedback Five process helps children to make immediate progress. The Question, Action, or Challenge aspect of the Marking and Feedback Policy should be used in all subjects, where appropriate, in order to further a child’s understanding. For example, it could be used to support Greater Depth children accessing challenges and those children who have found a particular concept tricky are provided with another opportunity to demonstrate their understanding.
This can be presented in one of 3 ways:
A question –
‘Can you explain what impact the word indignant has on the reader?’
‘Can you find all the common multiples of 12 and 24?’
An action –
‘Re-write your opening paragraph using a wider range of conjunctions.
‘Add labels to the diagram.’
A challenge –
‘Can you explain why Vikings used herbs as medicine?’
‘Can you explain the adaptation of an animal of your choice?’
School Council considered the best part of the curriculum. This was one of the points they made:
“We are resilient which means we won’t give up on our dreams when we are older.” September 2018
Further details of the Primary National Curriculum can be found on the following links: