Statement

 

Bugle School Curriculum Statement

Intent

The Curriculum at Bugle School is designed to provide a broad and balanced education for our children that meets their needs and gives them the skills, knowledge and understanding to prepare them for their future, ensuring they become responsible citizens who play an active role in their community.

 

We believe deeply in helping children develop as a whole person, regardless of their starting points, so they are happy and ready to take the next steps of their education and future lives.

 

To achieve this, we teach the Curriculum in a dynamic and fun way, that means every child can unlock vital skills that will drive their creativity. We believe every child should be given the opportunity to create, compose, perform, visit, experience, participate, know, understand and review as part of a cultural and creative curriculum.

 

Our daily Assessment for Learning procedures include timely feedback which ensures that adults and children know what they have achieved well, their progress and where they could improve further.

 

Implementation

Our Curriculum at Bugle School engages all learning styles using a variety of resources including Early Years Outcomes, National Curriculum Statutory Guidance, RE, PSHME, Outdoor Learning and enhancement opportunities which support teaching of the curriculum.

 

It is a holistic and is rich approach with thematic learning as part of a topic-based approach. We also provide some themed days, educational visits and external visitors that help bring subjects to life. At Bugle School we offer a broad and rich range of extra-curricular activities (clubs) which are well attended and enjoyed immensely by the children.

 

Our high expectations of the children begins in the Early Year Foundation Stage (EYFS), which includes a nursery and Reception setting. The children at Bugle are regularly assessed throughout their time using the Development Matters, with the aim of achieving the Early Learning Goals by the end of reception. These assessments are used to identify key subject areas to inform planning and focus children who need to be targeted for specific activities. Pupils begin phonics lessons in Reception, and these continue through into Key Stage 1 (KS1) and sometimes KS2. There is a focus on learning through play. High quality play activities allow children to access learning in all seventeen areas, these are accessed alongside adult led and adult directed activities to ensure all children reach their potential. The day starts with name writing and a daily phonics session enabling the children to deepen their understanding of sounds and linking this with their developing reading and writing skills. This is then followed by an English or maths input before the children go into their child-initiated learning ‘busy time’. Their child-initiated learning is a combination of learning within the classroom and in our outdoor environment. Before lunch we gather together again for another Maths or English input. The afternoon starts with reading. Then children access learning linked to their class topic, knowledge and understanding of the world, PSHE, P.E. or expressive art and design. This is supported and extended through another child-initiated learning session.

 

In Key Stage 1, children continue their learning journey, taking part in Early Bird; maths and reading, every morning. In Year 1 (Yr1), children continue to have daily phonics lessons whilst in Yr2, children access daily Spelling, Punctuation and Grammar (SPAG) lessons, which are linked to their learning in writing, to allow them to apply and deepen their basic skills. Children begin to have focused guided reading sessions in Yr 2 using the program Cracking Comprehension, this gives them access to a range of texts and the key reading strands are explored in more detail. In the afternoon, children access the wider curriculum through carefully planned topics: Science, Religious Education (RE),Computing, PE,  Personal, Social and Health Education (PSHE) and Music are delivered as timetabled discrete lessons. The planned topics carefully link to the core humanities (History and Geography) and Arts (Art and DT).

 

In Key Statge 2 the children continue to be challenged in a similar way. They will have access to the Early Bird Maths and Reading activities – which focus on developing the core skills needed in each subject. During their morning sessions they will receive high quality Maths and English teaching. All classes (Yr3-Yr6) follow the Cracking Comprehension program ensuring a consistent approach to delivery.

 

In the afternoon, children access the wider curriculum through carefully planned topics: Science, Topic (History, Geography, Art and DT), RE, PE, Computing, PSHE and Music are delivered as timetabled discrete lessons.