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Curriculum

At Furze Platt Infant School we believe that children learn best and teachers teach best when…

  • They feel safe and secure
  • They know what is expected of them
  • They feel respected and listened to
  • They are praised whenever possible
  • They are supported to achieve

 

In order to gain the excellence that we strive for, our environment, our teaching and our learning must reflect and support our principles.

 

We know children learn best when they are…

  • doing rather than being told
  • actively involved and interested
  • supported by a knowledgeable and trusted adults

 

At FPPF, we ensure that our curriculum and delivery complies with the Equality Act 2020 and the Special Educational Needs and Disability Regulations.

We strive to make our curriculum accessibly, challenging and engaging for all pupils.

 

Curriculum Rationale

 

  • The curriculum at FPPF is designed to provide a broad and balanced education that meets the needs of all pupils and gives them the invaluable knowledge and understanding to prepare them for the next stage in their learning and beyond; whilst ensuring the statutory requirements of the National Curriculum are met.
  • Through our Federation Values of passion, well-being and respect, our curriculum supports the development of the whole child and promotes the key skills and attitudes that we want our children to show before they leave our schools.
  • The curriculum celebrates inclusiveness and diversity; utilising the skills, knowledge and cultural wealth of the community.

 

FPPF Intent is summarised as:

 

National curriculum and Our Vision - Our Values - Our community 

 

Curriculum Statement

 

At FPPF, we have established a rich, relevant and purposeful educational experience that allows us to develop the whole child and meet the needs and interests of our pupils. Our curriculum provides learning that has local, national and international dimensions.

 

Our knowledge rich curriculum allows children to build on their learning; progressively acquiring the knowledge and skills needed for the next stage in their education. This means ensuring children are not only confident in reading, writing and maths (subjects which support children in fully accessing the broad curriculum) but exposed to purposeful knowledge in all subject areas. 

A well taught knowledge-rich education is potentially the driver for true equality for pupils from different backgrounds. Knowing things, not just recalling the bald facts but deeply understanding them gives pupils confidence. It helps them to discuss a wide range of live topics with their peers, irrespective of their backgrounds’. Dame Rachel de Souza

 

The accumulated wealth of human knowledge, and what we choose to pass on to the next generation through teaching in our schools (the curriculum), must be at the heart of education 

Amanda Spielman (2018)

 

The knowledge that children need can be described as ‘Sticky Knowledge’. Whilst some knowledge is just interesting and fun facts that engage and wow the child, there is also the carefully selected ‘invaluable’ knowledge to be learned across all year groups and in all subjects. This latter form of knowledge is based on the National Curriculum and is planned in a sequential way so that the knowledge moves from a shallow knowledge, at first conception, to a rich and deep knowledge (schema building, alteration of long term memory) by the end of the key stage.

To achieve this at FPPF, we identify the invaluable knowledge for each year group in each subject; ‘what we want children to know’. This then progresses in complexity and understanding as the child progresses through their journey at FPPF. Previous learning is then activated through daily, weekly and monthly review in order to build on when introducing new concepts and topics; building confidence and fluency through deliberate practice.

“A major issue in learning is the inevitable, predictable and natural process of forgetting. Unless we review what we have learned, our memory of that information diminishes”. 

Barak Rosenshine

 

Skills are a byproduct of learning knowledge and a way of differentiating the complexity of the task. At FPPF, we aim for our children to have the ‘FPPF Values’ driven skills and attitudes that help them become life-long learners and succeed in their future. These are embedded in our curriculum and celebrated in our classes and in our wider school community.

 

Our curriculum enables our children to be  successful, self-motivated, independent learners with a passion for learning.

 

 

 

The Early Years Foundation Stage

 

The statutory framework for the Early Years Foundation Stage (EYFS) sets the standards for learning, development and care for children from birth to five. It is guided by a framework called ‘Development Matters’ that sets out the learning, development and assessment requirements for all children until the end of their Reception year. All early years practitioners are required to pursue daily rich activities to support each child’s educational development across seven areas of learning.

 

This guidance has been reviewed and the goals for the end of reception year have been updated.

 

At Furze Platt Infant School, we are always keen to be at the forefront of any changes in education and we are excited to become an ‘early adopter’ school before the statutory implementation in September 2021.

 

The reforms bring about some exciting changes and if you have had a child who has been in reception in recent years, things may look slightly different. However, the EYFS framework has never prescribed a particular teaching approach and the new framework holds true to this value. Our philosophy of early years education remains the same with play and wellbeing at the heart of everything we do.

The National Curriculum for Key Stage One

 

At Furze Platt Infant School, learning and teaching is provided through topic based themes.  This enables learning to be creative, stimulating, knowledgeable and skills based.  Through different topics and themes, the children in Years One and Two, will be taught the National Curriculum and will study:

  • English 
  • Maths 
  • Science
  • Computing 
  • Religious Education
  • History
  • Geography
  • Design Technology
  • Art
  • Music
  • Physical Education

RE at FPIS

Children at Furze Platt Infant School are taught RE as a stand alone subject area and RE also flows through our projects and themes. We follow RBWM SACRE guidance for our curriculum and delivery.

Please see FPPF Curriculum Documents below for more information. 

PSHE at FPIS

At FPIS, we follow the JigSaw scheme for PSHE. Our RSHE curriculum is covered within the topics on our curriculum overview.

Our children take part in discrete PSHE lessons as well as over arching themes covered through topics and within other subject.

These over arching themes are reinforced through our school assemblies. 

SMSC

Our SMSC Curriculum and how we promote Fundamental British Values

At Furze Platt Primary Federation, we value SMSC. We are inclusive and diverse! We not only actively promote the social, spiritual, moral, cultural, mental and physical development of pupils at our schools – they sit at the very heart of everything we do! This was recognised by Ofsted during our most recent inspections.

We want our children to remember their SMSC lessons in our schools, to cherish these memories and embrace the opportunities they are presented with! Bringing SMSC alive is important at Furze Platt Primary Federation. Our SMSC permeates through our curriculum which has been carefully crafted so that our children develop their Social, Moral, Spiritual and Cultural capital. These are underpinned by our FPPF Values.

We use the vibrancy of our local community to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have.

We enrich our pupils’ time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this piques their interests and passions.

Promoting Fundamental British Values as part of SMSC

Through our provision of SMSC we:

  • enable students to develop their self-knowledge, self-esteem and self-confidence;

  • enable students to distinguish right from wrong and to respect the civil and criminal law of England;

  • encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;

  • enable students to acquire a broad general knowledge of and respect for public institutions and services in England;

  • further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;

  • encourage respect for other people; and

  • encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

The list below describes the understanding and knowledge expected of pupils as a result of our school promoting fundamental British values.

  • an understanding of how citizens can influence decision-making through the democratic process;

  • an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

  • an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence;

  • an understanding that the freedom to choose and hold other faiths and beliefs is protected in law;

  • an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and

  • an understanding of the importance of identifying and combatting discrimination.

FPPF Curriculum KS1 & KS2

 

As a Federation of Furze Platt Infant and Junior Schools, we have created a curriculum that progresses and flows from the start of KS1 to the end of KS2.

Our curriculum is based on the National Curriculum but also encourages more explicit progressive links through subject areas; developing and building on previous learning and experiences. 

Our values are link to our FPPF curriculum.

 

We review and tweak our curriculum annually through faculty groups of staff with representation from each year group to ensure that our curriculum is as effective as it can be in meeting our Vision, Values and Subject Intents

 

Please see the section below for more detailed FPPF Curriculum documents.

Obviously, only Year 1 and Year 2 apply for Furze Platt Infant School but our FPPF curriculum shows the curriculum that the children will then cover at Furze Platt Junior School as well.

FPIS Year 2 Maths and English

FPPF Reading, Writing and Maths Intent and Characteristics 

Calculation Policy

This calculation policy has been created to meet the expectations of the National Curriculum. The new curriculum focuses on skills and mastery and is not about moving children on to the next method as soon as they can do the one before. Working on more complex and richer problems rather than new methods will support this ‘mastering’ of maths. 

 

This policy has been produced to inform all staff, parents, carers and Governors of the methods used in school in the teaching of Mathematical calculations.  Please take time to look at the models and ideas for each calculation area and how these develop from practical activities to written forms.

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