AN INTRODUCTION TO OUR CURRICULUM
In Autumn Term 2020 we introduced our RESTORATIVE CURRICULUM to support children returning to learning in school.
A similar approach has been taken for the return to school in March 2021.
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"Since we can’t know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned."
John Holt (1923 – 1985)
|Curriculum Policy Introduction|
|Teaching and Learning Policy|
|Home Learning Policy|
Here at Bournehall, we believe that:
- there is ‘No Limit to Learning’
- we are all learners – learning is a lifelong experience
- we are all teachers - we teach the children through all that we do
- learning and teaching should not just be seen as an isolated activity that happens in a classroom.
We are committed to the provision of high quality education, within a secure, happy and stimulating environment where every member of our school community is valued and encouraged to learn and develop the skills for lifelong learning.
Our school ethos is firmly rooted in the UN Convention of the Rights of the Child and reflected our core and linked values. The British Values of democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith are embedded in these. Our school curriculum is underpinned by our values and shaped by our curriculum drivers.
The curriculum comprises of all the planned activities that we organise in order to promote learning, to prepare children for life in both modern Britain and the global community and to encourage personal growth and development.
Our broad and balanced curriculum is designed to meet the needs of all of our pupils, building on their knowledge, skills and understanding, whatever their starting point. We want our children to be successful, independent and reflective life-long learners who value themselves, others and the environment they share, as global citizens.
We work towards our aims through providing high quality learning experiences within all we do in the national and wider curriculum, in the school environment and the interactions between all members of the school community. We work to ‘inspire a love of learning’ and to equip our children with the skills, knowledge and understanding necessary for them to make informed choices for their futures.
There are two distinct, yet inextricably linked parts to the curriculum.
We consider these to be of equal importance.
(Personal Development is a key part of the Early Years Curriculum)
statutory for all maintained primary schools
Personal Development Curriculum
some statutory (*)
but unique to a school and permeating through every aspect of school life.
|Art and Design||
Personal, Social, Health and Economic *
|Computing||Relationship and Health*|
|Design and Technology||Citizenship (incl. British Values)|
|English||Social Moral Spiritual and Cultural*|
|Modern Foreign Language||and, for example:|
|Music||Wider curriculum experiences|
|Religious Education||Every interaction|
|Science||Experience of support systems available|
|Daily routines in school|