Primary School

Curriculum Information

The Beckers Green Curriculum

We firmly believe that our curriculum should:

  • Challenge our children and ensure there is no ceiling set on attainment. We encourage a choose and challenge approach to learning which allows for progression of skills in all subjects.
  • Inspire all children and engage them in their learning. We focus on exciting, topic led learning, linked when possible to quality texts and classic books.   We firmly believe that if children are engaged and are encouraged to write for purpose, they will make progress. Teachers are encouraged to provide hooks through the use of artefacts, films, experiences and texts, to help children become immersed in their learning. 
  • Be led by the children’s interests. Teachers are asked to discuss upcoming topics with their classes and explore areas of the subject that children are interested in.
  • Allow for peer and collaborative learning – we feel that children should be encouraged to be in control of their own learning and able to support each other to deepen their understanding of topics.

 

Maths curriculum

Beckers Green is currently using White Rose materials to support a mastery approach to the teaching and learning of mathematics.   The planning has number at its heart, with a large proportion of time spent reinforcing number to build competency.

The planning also ensures teachers stay in the relevant Key Stage to support depth of knowledge of each topic, while providing opportunities to build reasoning and problem solving elements into the curriculum.

As a school we firmly believe all children when introduced to a new concept should be taught using the following approaches:

  • Concrete – children should have the opportunity to use concrete opportunities and manipulatives to help them understand what they are doing.
  • Pictorial – alongside this children should be able to use pictorial representations. These representations can then be used to solve problems.
  • Abstract – both concrete and pictorial representations should support children’s understanding of abstract methods.