Curriculum

Buckland St Mary C of E Primary School offers a broad and balanced, rich and exciting curriculum.

We use the new challenges of National Curriculum 2014 as a foundation for our children's learning, adding depth through a range of exciting themes. 

We use the Read Write Inc. programme for a systematic and dynamic approach to teaching phonics, reading and spelling in KS1.

The 'Talk for Writing' approach provides a basis for much of our teaching in Literacy sessions. For non-fiction and most fiction topics, children learn a carefully crafted text by heart, which enables them to become familiar with a range of new vocabulary and sentence structures upon which they can innovate and invent.

Mathematical skills are taught through a variety of methods and mediums, including web-based practice using 'iXL.com', which we also use for our homework in mathematics. In our lessons, In common with our Trust Partner Schools, we have adopted a Singapore-style approach to the teaching of Mathematics. 

Our Christian ethos sits at the heart of our school day and is embedded in all that we do. All other national curriculum subjects are taught through our themes.

Each week the children experience Forest School, where a range of activities and games help build core problem-solving and co-operation skills.

The 'Intent' of our curriculum was devised alongside the community, parents,  pupils and staff. More detail can be seen below. 

Curriculum Intent

In devising our curriculum we have sought the views of our pupils, parents and staff to ensure we have a curriculum based on a shared vision. One that meets the needs of our community, prepares our pupils in wherever their future takes them and creates lifelong learners.

From such discussions, it was felt strongly that our curriculum should be based on ‘hands on experience’, should help the children to understand how they learn, make use of our unique locality and reflect our local/school history. It should develop social and emotional understanding so that we have independent and determined learners who are (calculated) risk takers. In doing so, we aim for a curriculum that is relevant, purposeful and engaging for all of our pupils. 

In order to give our pupils the necessary skills and cultural capital needed to succeed in life we want them to ‘dig deep’ in their learning and allow them to be fully immersed within a subject area. The national curriculum gives children a good introduction to the essential  knowledge they need but it is our belief that to create truly independent learners we need to allow them to delve deeper and encourage the natural curiosity with which they start their educational journey.  

Our lessons have one main driver from the subject areas of Geography, History, Science, Art, DT, RE or Drama and this driver remains the same for a full half term/period of weeks. This ensures we are able to show our pupils what it is truly like to be a ‘Geographer’, ‘Historian’, ‘Artist’, ‘Designer’ ‘Technician’, ‘Performer’ or ‘Person of Faith’. By allowing this immersion we are able to promote and encourage resilience and make sure learning sticks by making connections, extending learning and exploring topics fully. Children are not expected to flit between subjects and teachers are able to plan a more purposeful learning journey that has a clear and sequenced progression of knowledge and skill. Across the year, children will experience this depth of learning across the 6 areas and subjects such as English, Math, PE, Computing, RE and PSHE will be taught as continuous units alongside. 

Phonics

Phonics

 

We use the Read Write Inc. programme for a systematic and dynamic approach to teaching phonics, reading and spelling in KS1.

 

Click here for our Read Write Inc Guide

Math

Maths

Overview 

Mathematical skills are taught through a variety of methods and mediums, including web-based practice using 'iXL.com', which we also use for our homework in mathematics. Over the years we have explored and learnt from the strengths of a range of approaches to teaching mathematics.

 

Maths Road Maps Year 1

Maths Road Maps Year 2

Maths Road Maps Year 3

Maths Road Maps Year 4

Maths Road Maps Year 5

Maths Road Maps Year 6

 

 


 

Writing

Writing

The 'Talk for Writing' approach provides a basis for much of our teaching in Literacy sessions. For non-fiction and most fiction topics, children learn a carefully crafted text by heart, which enables them to become familiar with a range of new vocabulary and sentence structures upon which they can innovate and invent.

 

BSM Talk for Writing Guide

Science

Religion and World Views

‘‌ ‌That‌ ‌they‌ ‌may‌ ‌have‌ ‌life,‌ ‌life‌ ‌in‌ ‌all‌ ‌its‌ ‌fullness.‌ ‌‘‌ ‌John‌ ‌10:10‌ ‌

 ‌At‌ ‌BSM‌ ‌C‌ ‌of‌ ‌E‌ ‌Primary‌ ‌School‌ ‌everyone‌ ‌matters.‌ ‌We‌ ‌strive‌ ‌to‌ ‌be‌ ‌an‌ ‌inclusive‌ ‌community‌ ‌providing‌ ‌an‌ ‌outstanding‌ ‌education‌ ‌for‌ ‌all.‌ ‌Our‌ ‌lives‌ ‌are‌ ‌enriched‌ ‌through‌ ‌the‌ ‌teaching‌ ‌of‌ ‌Christian‌ ‌Values‌ ‌to‌ ‌grow‌ ‌as‌ ‌global‌ ‌citizens‌ ‌in‌ ‌an‌ ‌ever-changing‌ ‌world.‌ ‌

Curriculum Statement for Religion and World Views

At Buckland St. Mary C of E Primary School, we believe that through Religion and World Views, pupils should be given the opportunity and encouragement to become worldwide citizens through the development of our Christian Values; respect, responsibility, perseverance, integrity, tolerance and courage. Our approach to our Religion and World Views curriculum is underpinned by our Christian Vision and our Learning Intentions: Independent, Resilient, Risk Takers.

Intent

The principal aim of teaching Religion and World Views is to explore different beliefs and the impact they have on people’s lives, so that pupils can gain the knowledge, understanding and skills needed to consider questions raised by different religions and world views, reflecting on their own ideas and ways of living.

As our vision states, we aim to provide an outstanding education and wish for our children to grow as global citizens. This can only be achieved through providing an exciting and positive learning environment, in which the children’s knowledge and understanding of religions is developed hand in hand with their spiritual, moral social and cultural development.

Implementation

Our Religion and World Views syllabus is based upon ‘Understanding Christianity’ and the Somerset agreed syllabus: Awareness, Mystery and Value. We follow a rolling program that ensures a balanced coverage of Christianity and other World Views.

The focus in KS1 is largely centred around Christianity and Judaism however as part of being a global citizen we look at the world religion calendar and have days that focus on celebrations such as Diwali and Ramadan. Children in KS2 focus on Christianity, Judaism, Islam, Hinduism and Humanism.

Children have the opportunity to visit different places of worship, including our local parish church. We provide the children with opportunities to ask questions each lesson. During each unit of Christianity teaching, the local Reverend is invited into school so the children can ask questions to further their learning and understanding.

They enjoy hands on experiences, such as making Christingles, baking Challah bread, celebrating the Chinese New Year and making Diwali lamps.

Impact

We aim for children at Buckland St Mary C of E Primary School to develop spiritually, academically, emotionally, morally and socially. This enables them to reflect upon their own beliefs and see how these fits with others and develop respect and empathy for those who have different views to themselves so they can be global citizens and cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.

What does it look like in the EYFS?

Religion and World Views, within EYFS sits firmly within the areas of personal, social and emotional development and understanding of themselves, and others. Children learn how to form positive and respectful relationships through encountering religious and non-religious world views through special people, books, places and objects and by visiting places of worship. The children will have the opportunity to listen to and talk about stories. They are introduced to subject-specific words and use all of their senses to explore beliefs, practices and forms of expression. In the Early Years, the children ask questions and reflect on their own feelings and experiences. They use their imaginations and curiosity to develop their appreciation of, and wonder at, the world in which they live.

 

 

Forest School

Forest School Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a holistic education is vital. Forest School is an important part of the children’s education and crucial to our taught curriculum offer, as well as the enrichment opportunities we offer our pupils.  

Intent 

By providing rich and well planned outdoor learning experiences, we aim to develop children’s self-esteem, independence, emotional well-being, communication and problem solving skills. Our distinct Christian Vision and ethos is further developed by promoting a love of nature and our awe-inspiring world in which we live. We utilise moments of spirituality through activities such as bird watching with the binoculars. Our three Learning Intentions (Independence, (Calculated) Risk Takers and Determination) underpin the teaching and learning experiences. A ‘hands-on’ approach is key to ensuring children learn the skills and knowledge taught and, crucially, that the learning ‘sticks’.  

A clear ‘Skills and Knowledge Progression’ ensures a systematic teaching and learning sequence that builds on children's prior attainment.  We enhance the Forest School provision for children by ensuring we use highlighly trained Forest School providers, provide access to the local woodland area and utilise opportunities for outdoor learning such as making pancakes in the woods over an open fire!  

 

Implementation

During a typical Forest School session, we ensure groups are kept to a minimum size and rotate around two or three activities to reduce group numbers and enhance the teaching and learning from the skilled Forest School Leaders. We use high quality equipment that is fit for purpose and ensure a valuable hands on learning experience for all involved. Children are given plenty of opportunities to take calculated risks, work independently and in collaboration with others to achieve high expectations which requires great determination. Our annual ‘rural visit’ to Kilve Court Residential provides an enhancement for the children to apply some of their outdoor learning skills and knowledge during their stay. Children's achievements are celebrated at the end of each session and selected children receive a Forest School Certificate each week in Collective Worship. The school environment provides space to share the children’s successes and outcomes in the form of a display. 

 

At the end of each half term, the Forest School skills and content progression is reviewed and staff highlight the relevant statements based on what was taught and learnt. Children who have excelled or who have struggled to achieve certain objectives are identified so that staff are aware how to support these children during the next phase of learning. 

 

Impact

The children of Buckland St. Mary C of E School are resilient, well rounded, determined and independent. The skills and content progressions recognise the children's achievements and these attributes are evident throughout the school. The willingness and confidence of the children to not only engage but to challenge themselves in their learning is testament to their independence and determination. They are children who do not shy away from a challenge and welcome activities which further them as learners. 

 

What does it look like in the EYFS?

From an early age, children of Buckland St. Mary C of E Primary School are encouraged to explore the outdoors and we have spent considerable time enhancing the outdoor learning environment for children in EYFS. They develop an early understanding of the outdoors through a child-centred approach which supports their physical development and their understanding of the world. 

 

Geography

 

Geography Curriculum Statement 

 

Introduction

 

At Buckland St. Mary C of E Primary School, we believe that through geography, pupils should be given the opportunity and encouragement to become worldwide citizens, global explorers, and eco warriors. Geography is concerned with the past, present and future and helps pupils make sense of the world around them: it is about seeing, doing, enquiring, making links and experiencing. Our approach to the Geography curriculum is underpinned by our Christian Vision and our Learning Intentions: Independent, Resilient, Risk Takers. 

 

Intent

 

Buckland Primary School aims to:

  • ensure that all children develop a good sense of location and place and are able to identify human and physical features in the environment. 

  • gain an appreciation of life in other countries and cultures.

  • think about their own place in the world, their values and their rights.

  • encourage children to respect and care for their environment to sustain its future.

  • equip the children with the geographical knowledge and skills required for them to further their studies in Geography and develop an interest, curiosity and enthusiasm for working geographically.

 

Implementation

 

Geography at our school takes place as part of our Discovery sessions, meaning the children will be immersed for a half term in the unit of work based on Geography. The teaching follows a progression of skills and curriculum-based objectives across the year groups to ensure effective coverage throughout the school and to ensure each child gets the full depth and breadth of Geography teaching during their time at Buckland. 

 

Impact

 

As children progress through the school they develop a deep knowledge, understanding and appreciation for their local area and its place within the wider geographical context. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. Geographical understanding, as well as children’s spiritual, moral, social and cultural development is supported by our ‘experience based’ curriculum. Children learn about careers related to geography from members of the local and wider community with specialist skills and knowledge through visits and outings, ensuring that all children are well prepared for their next steps in education and learning.

 

 

 

What does it look like in the EYFS?

 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. We provide children with opportunities to develop their understanding of ‘geography’ in a range of contexts. 

BSM Curriculum Progression in Geography 2020

 

History

 

 

History Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we aim for children to explore History with a critical and enquiring mind. One that ignites a curiosity for the past with which they learn how history, in Britain and the wider world, has shaped the world we live in today. 

 

Intent 

In line with the 2013 National Curriculum, children are taught the chronological narrative of the British Isles, how the lives of significant individuals have shaped the nation and how Britain has influenced and been influenced by the wider world.  Alongside this, they will look at significant aspects of the history of the wider world. Through these, they will use and develop their understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance. Using these tools they will be taught to dig deep by looking critically, drawing comparisons, making connections, analysing trends and framing questions to create their own structured accounts as independent learners. Using methods of historical enquiry they will be encouraged to apply their knowledge and make connections to gain historical perspective that sticks, as historians themselves. 

 

Our three Learning Intentions (to create independent, resilient and ‘risk taking’ learners) underpin the teaching and learning experiences. By encouraging and teaching the children to reflect, we ensure they dig deep and connect their learning further to ensure it sticks, and can be applied in the future.

 

Implementation

In order to foster historical curiosity, the delivery of our History curriculum is hand-on, exploring artefacts and sources so that children can examine and enquire just as a historian does. This critical viewpoint helps to foster resilience in our learners as they learn to examine sources and build up a full picture for themselves.  History lessons are discrete and taught in a block each year so that children are fully immersed in the subject and a clear learning journey can be created.  By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. Interlinked with local history are studies of world history, such as the ancient civilisations of Greece and the Mayans. Learning is taken outside wherever possible and resources from the Museum Service, Rural Life museum and History Association are utilised to enrich lesson design and ensure an engaging and meaningful learning journey is created. Knowledge organisers are used as learning tools but are also monitored to ensure that they reflect a sound understanding of the key identified knowledge.  Planning is informed by and aligned with the national curriculum, ensuring the children gain, not just the knowledge needed, but the Historical skill for this knowledge to be fully understood and embedded.

 

Impact

Children come to understand that History and specific events have influenced many aspects of our culture, beliefs, routines, and developments of today. Through reflection, they are able to draw comparisons and make connections between different time periods, their own lives and the lives of others to help create an independent historical viewpoint. With this, they create a rich tapestry of historical knowledge and an empathy for how the future is often impacted by history. 


 

What does it look like in the EYFS?

 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. We provide children with opportunities to develop their understanding of ‘history’. 

BSM Curriculum Progression in History 2020

Computing

Computing Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a holistic education is vital. 

Computing skills is an important part of the children’s education and crucial to our taught

curriculum offe which is underpinned by our Christian Vision. It is a way of thinking, problem solving and using creativity to understand and change the world.

 

Intent

Through the teaching of computing we aim to develop the processes of computer systems, technologies, hardware and a variety of software. We also aim to provide children with the opportunities to work through the essential elements and concepts of computer science, programming and data handling as well as building on the children’s research, communication and presentation skills using the eLim resources as a basis for our programme of study. Computing encourages logical thinking, problem solving and creativity and strongly links to all other areas of the curriculum. 

A clear ‘Skills and Knowledge Progression’ ensures a systematic teaching and learning sequence that builds on children's prior attainment. Our Learning Values (Determined, Resilient, Risk Takers) support the holistic development of the children in all area of the curriculum. Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum such as the eLim programme of study. Children must be taught in the art form of ‘Computational Thinking’ in order to provide them with the essential knowledge that will enable them to participate effectively and safely in the digital world beyond the school gates. 

Buckland St. Mary C or E Primary School takes internet safety extremely seriously. We have an E-Safety Policy that provides guidance for teachers and children about how to use the internet safely. Woven within the eLim programme of study are specific lessons on e-safety appropriate for each year group so that children understand how to stay safe in the digital world. 

 

Implementation

At our School we believe that a clear and effective scheme of work that provides coverage in line with the National Curriculum is essential and we have chosen the eLim scheme for this purpose. This covers five areas of learning: e-safety, programming, technology in our lives, handling data and multimedia. Teaching and learning facilitates progression across all key stages and is fully inclusive for all learners. In KS1, one of the ways we are teaching pupils about the language and concepts of computer programming is by using the espresso coding lessons using block coding. Children in KS2 build on this knowledge using a wide variety of hardware and software. Computing is implemented across all aspects of our school curriculum, examples are the use of Google Drive in all classes, ixl and Times Tables Rockstars during Maths lessons. 

The importance of online safety and celebrations of the computing curriculum are shown through displays within the learning environment. The school takes part in Safer Internet Day and within the scheme of work spend further time exploring the key issues associated with online safety. Every child actively participates in a range of activities linked to being safe with technology and parents are informed or any issues relating to this.

 

Impact

Our School strives to ensure that every child can become a confident user of technology, while being able to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems by the time they leave. This is important in a society where technologies and trends are rapidly evolving. They will be able to apply the school values of respect, responsibility and tolerance when using digital systems, which will hold them in great stead in their future endeavours.

 

What does it look like in the EYFS?

It is important in the Early Years stage of schooling to give children a broad, play-based experience of computing in a range of contexts, including outdoor play. They use technology to access age appropriate software to provide opportunities for mark making as well as supporting their imaginative play, often re-enacting real life experiences both inside and outside the classroom. 

 

Art

 

 

Art Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a holistic education is vital. Art is an important part of children’s education and vital to our taught curriculum offer, as well as the enrichment opportunities we offer our pupils.  

 

Intent 

 

Our aim is to engage, inspire and challenge pupils through Art and Design. This is achieved through experience-led gateways, high quality planning and visits from local, professional artists. 

We believe it is vital children leave Buckland equipped with knowledge and skills to experiment, invent and create their own forms of art. 

The national curriculum for art and design aims to ensure that all pupils: 

  • produce creative work, exploring their ideas and recording their experiences 

  • become proficient in drawing, painting, sculpture and other art, craft and design techniques 

  • evaluate and analyse creative works using the language of art, craft and design 

  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Our ‘Skills and Knowledge Progression’ ensures this is achieved by all pupils at Buckland St Mary. 

The curriculum also refers to art, craft and design embodying some of the highest forms of human creativity and understanding how art and design shape our history and contribute to culture, creativity and wealth of our nation. Pupils at Buckland have had the experience to visit local sculptors and even see the creation process of our very own World War I memorial piece which now takes pride of place on our school garden. 

 

Implementation

 

The lessons we deliver develop pupil’s techniques, including their control and use of material. Children begin to have an awareness of different kinds of art, craft and design, using materials with creativity and experimentation.  We use high quality equipment and ensure a valuable hands on learning experience for all those involved. Children are given opportunities to take calculated risks, work independently and complete their artwork with a suggested time scale, requiring determination. 

We offer a wide range of opportunities such as visits, art sessions from visiting professionals and gallery visits wherever possible to enhance the curriculum offer.

Children’s achievements are celebrated at the end of the term with an exhibition held at our local church, where it can be celebrated by the children’s family and community. 

 

Impact

 

The skills and content progressions recognise the children’s achievements and children have a sense of responsibility for their work, displayed for the community to see. The children of Buckland St. Mary feel pride and often confidence in what they’ve achieved. By the end of their primary school journey, the children of Buckland St. Mary know how to use a range of materials with creativity and increased awareness of different kinds of art. Their use of pattern, texture, line, shape, form and space enable them to create 


 

What does it look like in the Early Years Foundation Stage? (EYFS) 

 

From an early age, children of Buckland St. Mary C of E Primary School are encouraged to explore one of the seven areas in the EYFS: Expressive Arts and Design. Children at Buckland St. Mary have access to a range of media and material in order to express themselves. This could be through art, exploring sounds, patterns, movement and different tools and techniques in the classroom and in the outdoor space. We encourage our children to choose and use materials and resources in an open-ended way to assure confidence in their own ideas and increased independence: one of our three learning intentions. 

BSM Curriculum Progression in Art 2020

Design and Technology

PSHE

PSHE Curriculum Statement 

 

At Buckland St. Mary C or E Primary School, we are committed to promoting a safe and healthy lifestyle for our pupils, teaching the skills and knowledge needed to lead happy, healthy lives that are built on the foundations of strong and successful relationships which is underpinned by our Christian Vision.

 

Intent 

In order to ensure our pupils are able to live spiritual, happy and healthy lives, we recognise the need to create a mentally healthy environment for our pupils. For this reason, we aim to deliver PSHE in an environment that ensures children feel safe, valued and have a sense of belonging. Creating the right classroom climate is essential to ensure all children feel they can contribute fully and engage in, what are often, more sensitive issues. Our three Learning Intentions (to create independent, determined risk takers) underpin the teaching and learning experiences. By encouraging and teaching the children to reflect, we ensure they dig deep and connect their learning to ensure it sticks, and can be applied in the future.

 

A clear progression of PSHE skills through a spiral SCARF programme of study ensure that learning is built upon as the themes of ‘Me and My Relationships', ‘Valuing Difference’, ‘Keeping Myself Safe’, ‘Rights and Responsibilities', ‘Being my Best’ and ‘Growing and Changing’ are revisited each year. The skills taught will be amended following consultation with parents, pupils and staff to take into account the age, needs and feelings of our pupils. These are also in line with the 2020 Relationship Education statutory guidance. 

 

Implementation

PSHE sessions take place weekly and are delivered by class teachers. The SCARF programme of study is used with access to online planning and resources. Staff are encouraged to adapt sessions to meet the needs of their class and to ensure delivery is engaging, yet sensitive, to ensure the right balance is achieved. Games are used as icebreakers and varying techniques to encourage learners to be reflective in their discussions to foster a natural empathy. All contributions are welcomed and children are encouraged to be independent thinkers, learning about themselves as they listen and question the thoughts of others to challenge their own thinking. In addition, some tasks are designed to develop and challenge resilience, encouraging learners to look at the learning journey as a whole and not merely the end product. There is no expectation for written outcomes during sessions but often an individual, group or class activity involving recording may be used to support the learning intention. 

 

Termly, staff use the SCARF online assessment tools to review class progress and the individual progress of key individuals. These may be shared with our school ELSA who works closely with staff to provide more targeted support. To promote and record children’s own reflections on their learning, we use the ‘wearing my SCARF’ self-reflection tools which help children to look back at the learning journey and aid teacher assessment.  

 

Impact

PSHE sessions help us to ensure our pupils are independent, resilient and ‘risk taking’ learners. The carefully planned learning journey throughout their time with us means they have the building blocks in place to be happy and healthy individuals.  However, the learning that takes place inside weekly sessions does not stop there. Themes are picked up in lessons, parts of the school day and followed up in assemblies. The climate created helps to ensure children feel safe, have a strong sense of belonging and know there are trusted adults who can help.

 

What does it look like in the EYFS?

PSHE forms a huge part of the EYFS Curriculum and is woven into provision as well as being taught more discreetly where needed. Opportunities in everyday play are taken to model and develop skills crucial to ensure children have the solid foundations to be happy and healthy individuals. 


 

 

Drama

 

Drama Curriculum Statement 

 

Introduction

 

At Buckland St. Mary C of E Primary School we believe that through drama, pupils should be given the opportunity and encouragement to develop and demonstrate their creative talents. As with all arts, drama involves imagination and feeling, and helps children make sense of the world. It does this through the creation of imagined characters and situations, and the relationships and events that they encounter. Through engagement in drama, pupils apply their imaginations and draw upon their own personal experiences. Their increasing knowledge and understanding of how the elements of drama work enables them to effectively shape, express and share their ideas, feelings and responses, making use of language, space, symbol, allegory and metaphor. 

 

We believe that all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

 

Intent

 

Buckland Primary School aims to:

 

  • encourage imaginative and creative processes and responses by involving pupils in a range of drama methods and activities. 

  • develop the capacity to express ideas and feelings through drama by encouraging constructive responses to drama work, sharing ideas and selecting appropriate drama methods 

  • develop oral and physical skills, including using language and movement appropriate to role, through poetry and drama activities and responding to drama. 

  • offer pupils the opportunity to experience aspects of theatre by rehearsing and presenting their work to others. 

  • provide the opportunity for script reading and script writing skills through structured activities and lesson plans. 

  • provide opportunities to see and hear different types of performance and drama. 



 

Implementation

 

The drama curriculum ensures students perform, listen, and evaluate. This is embedded in the classroom activities as part of English lessons. During these the children are given opportunities to read aloud their own work in lessons. Role-play in English is a key part of rehearsing stories and developing oral skills. There are regular opportunities for the children across the school to perform and participate in drama activities as part of the class performances including Easter, Harvest and Christmas. 


 

Impact

 

Our drama curriculum ensures our children will have the opportunity to develop self-confidence and sense of self-worth through their participation in performing for an audience. Through these performances to parents and families the children will develop their sense of teamwork and collaboration. The children will develop a heightened awareness of drama opportunities available in and outside of school in the hope that access will be increased. The children will be able to appreciate varied drama performances.

BSM Curriculum Progression in Drama  2020

 

Modern Foreign Languages

 

Languages Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a high-quality languages education should foster children’s curiosity and deepen their understanding of the world. We are committed to enabling children to explore another language, enabling them to interpret, create and exchange meaning across cultures, while equipping them with skills which will open up further opportunities for them in the future. Our approach to Modern Foreign Languages is underpinned by our Christian Vision and Learning Intentions: Independent, Resilient, Risk Takers. 

 

Intent 

At Buckland St. Mary C of E Primary School, the teaching of French aims to provide a “balance of spoken and written language” that should “lay the foundations for further foreign language teaching at Key Stage 3” (National Curriculum, 2013). We aim to ensure that all children:

  • Understand and respond to spoken and written language from a variety of sources.

  • Engage in conversations, speaking in sentences using familiar vocabulary, phrases and basic language structures.

  • Are able to speak with increasing fluency and confidence, continually improving the accuracy of their pronunciation and intonation.

  • Appreciate stories, songs and poems in Spanish.

  • To present ideas and describe people, places, things and actions orally and in writing.

 

Children gain independence through oral partner work, trying out new phrases and vocabulary together. Lessons foster a ‘have-a-go’ atmosphere, where mistakes are valued as the path to greater understanding, leading to stronger resilience. By gaining a deeper understanding of a global language like Spanish, children develop empathy with other countries and cultures, both near and far thus supporting their self-esteem, confidence and willingness to ‘take risks’. 

 

Implementation

 

Children are introduced to French from an early. Lessons support the skills of speaking, listening, reading and writing.

 

In typical French sessions, children…

  • …are taught to listen attentively to new spoken language and learn how to respond, joining in with songs, rhymes and games. 

  • …spend time consolidating and reinforcing their understanding of key vocabulary, including colour, number and basic greetings.

  • …have the opportunity to engage in conversational French, talking about themselves, their likes and dislikes, as well as asking and answering questions.

 

Impact

 

Our Languages curriculum ensures that children develop their knowledge of different languages. Varied learning experiences, including the annual celebration of the European Day of Languages also ensure that languages are celebrated throughout the school community, providing a context for language learning.

 

Through ensuring an emphasis on oracy, developing speaking and listening skills in particular, and the use of filming equipment, children have the opportunity to record and reflect on their learning, making them more competent and confident linguists. The children enjoy their French sessions, and have plenty of opportunities to develop their independence and resilience and willingness to ‘take risks’. 

 

What does it look like in the EYFS?

It is important in the Early Years stage of schooling to give children a broad, play-based experience of different cultures from around the world. They use continuous provision as a means to develop their independence and curiosity of a variety of areas including different cultures and their languages. We seek and create opportunities to encourage children to explore our world to gain a greater understanding of diverse cultures from an early age. 

BSM Curriculum Progression in Languages  2020

Music

 

Music Curriculum Statement 

 

Introduction

 

At Buckland St. Mary C or E Primary School, we believe that music is a unique way of communicating that can inspire and motivate children through our Learning Values: Independent, Resilient, ‘Risk Takers’. It is a means of personal expression, and it can play an important part in the personal development of people. Music reflects the culture and society we live in and so the teaching and learning of music enables children to better understand the world around them. It also plays an important part in helping children feel part of a community. We provide opportunities for all children to create, play, perform and enjoy music, to develop the skills to appreciate a wide variety of musical forms and to begin to make judgments about the quality of music. Our teaching and the children’s learning of music is underpinned by our Christian Vision. 

 

Intent

 

Buckland St. Mary C of E Primary School aims to: 

  • enable all children to have access to music and to develop an enjoyment of music 

  • encourage children to express their ideas and feelings through music develop children’s awareness and understanding of music from a wide variety of styles, periods and cultures 

  • develop teamwork skills such as negotiation and discussion through working in groups 

  • offer children the opportunity to experience personal satisfaction by making music together through performances both within school and with larger groups in the wider community 

 

Implementation

 

The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies. There is an opportunity for all children in Year 4 to learn to play instruments in the school from visiting teachers (such as ukulele and brass). Then in the classroom following the ‘Charanga Music’ program, the children are given the opportunities to learn how to use their voices and bodies to make music and to use percussion instruments. There are regular opportunities for children to perform and participate in music activities as part of special services including Harvest and Christmas. 

 

Impact

 

Our music curriculum ensures our children will have the opportunity to foster their instrumental flare and use this as a form of expression, they will participate in wider musical activities. They will gain wider audience performance experience which will improve well-being and confidence. Through these performances to parents and families the children will develop their sense of teamwork and collaboration. The children will develop a heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased. The children will be able to appreciate varied music types and make choices about their own musical tastes.

 

What does it look like in the EYFS?

It is important in the Early Years stage of schooling to give children a broad, play-based experience of music in a range of contexts, including outdoor play. They use continuous provision as a means to develop their independence and curiosity of a variety of areas including music. We seek and create opportunities to encourage children to explore music as a means of expression and enjoyment. 

BSM Curriculum Progression in Music  2020

Reading

 

Teaching Reading at Buckland St. Mary C of E Primary School  

How do we teach reading?

At Buckland St. Mary C of E Primary School, we follow Read, Write, Inc (RWI) to structure phonics in KS1. This is then built on and consolidated across the rest of the school. In KS2, we have a consistent and robust Trust approach to the teaching and learning of reading. 

There is a breadth of reading in every class across both key stages for purpose, pleasure and progress. 

  • We aim to embed reading across the entire curriculum, making relevant links to our ‘discovery’ journey. 
  • Daily read alouds in every class.
  • Rich vocabulary displayed in the classroom which is promoted in all subjects.
  • 4 reads a week at home expectation for all children and recorded in Reading Logs.  
  • An authentic reading culture across the school and in every classroom.
  • Rich whole class reading texts chosen from a variety of sources and across a wide range of genres.
  • Assessment carried out through Pixl assessments, half termly RWI assessment and PM benchmarking for selected children.
  • Reading intervention to include additional RWI focus across KS2, toe to toe for identified children and 1:1 daily reading and phonics practice.

 

KS2 reading process

Part 1 - Preparation

1.1 Decide on your synergy.

1.2 Choose content domain, National Curriculum links, pixl priorities and complete skills progression.

1.3 Select your rich and wonderful text carefully. 

Part 2 - Phase 1

2.1 Assess prior knowledge and understanding

2.2 Hook and context.  Get a feel for the book. Personal thoughts and feelings.  Booktalk.

2.3 Identify key vocabulary to be taught explicitly.  Decoding and word recognition.  Teacher modelling with fluency and expression..

Part 3 - Phase 2

3.1 Direct teaching of reading. Shared reading approach with specific strategies.

3.2 Deepen responses through drama.

3.3 Teach for fluency.

3.4 Teach the content domain (VIPERS).

Part 4 - Phase 3

4.1 Children independently answer questions in relation to the CD.  Follow a thread and respond in writing.

4.2 Comprehension activities questions based on the same or similar texts.

4.3 Guided group reading for those children who need further support..

4.4 Feedback and refine/improve the answers.

Part 5 - Reflection and evaluation

5.1 Reflect on learning (CD). 

5.2 Assess progress and identify next steps.

 

BSM reading progression

BSM guided reading weekly timetable

 

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