We are clear about what we want our curriculum to achieve. We work as a cohesive team to create children ready for the world beyond Bramingham.
Children from Bramingham will:
- Have a strong moral compass
- Value themselves and others
- Possess self-confidence and self-belief
- Know the joy and meaning of friendship
- Enjoy learning
- Embrace opportunities for creativity
- Show self awareness
- Value diversity now and recognise its value in the past
- Be happy learners
- Be questioners, risk takers, innovators, problem solvers, collaborators
- Be curious
- Know that mistakes are welcome and know how to manage them
- Have a sense of justice and the ability to challenge
- Show understanding, determination, passion, respect and acceptance
The big ideas that underpin our curriculum design and delivery are:
- Clarity of skills progression
- Identification of key concepts and a clear body of knowledge, both of which increase in complexity, demand and challenge
- Use of our understanding of educational research about what is needed for effective, efficient and enjoyable learning
We work within reliable and robust frameworks combined with teachers’ professional knowledge and inspiration. Children read widely for meaning and enjoyment and this drives our approach to the teaching and learning of phonics and comprehension. Talk for Writing is now well established at the school. This is based on the premise that if children can talk about their thinking, they write to a high standard. Mathematical concepts are taught in line with White Rose schemes placing fluency and problem solving at the heart of the maths curriculum. Other core and foundation subjects are planned and delivered so that teachers meet the legal requirements of the National Curriculum in sequential, innovative and interesting ways that aim to make learning irresistible.
Assessment is central to all teaching and learning so that we meet individual needs to the best of our ability. Lessons are designed in light of prior learning, within the context of our secure frameworks, our knowledge of age-related expectations and most important of all, our knowledge of the children.
Impact and Outcomes
These are measured, evaluated and considered in many ways throughout the school day, term and year; numerically and qualitatively. Where impact is less than anticipated, or outcomes less secure, action is taken immediately and responsively.