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The Bignold Curriculum

 

At Bignold Primary School, Nursery & Preschool we aim to create a thriving and diverse learning community so that children are empowered to have hopeful, ambitious and responsible aspirations for themselves, others and their world.

 

The Curriculum at Bignold aims to give children the knowledge, skills and opportunities to be successful members of society. Through a broad and personalised learning programme the children build on prior knowledge and are immersed in subject-specific lessons. The children learn the skills to become, amongst other things, Historians, Geographers, Artists and Designers.

We aim to open opportunities for children to develop as independent and critical learners, who are able to communicate fluently and confidently to showcase their knowledge and understanding.

Our curriculum aims to empower our children to reach their full potential, to prepare them for the future and encourage them to be positive members of the wider community. We aim to channel the natural curiosities of our children to allow them to realise their potential and become passionate about their development in a wide range of subject areas.

This aim is entirely consistent with our school motto: Believe, Achieve & Succeed

Believe -  

We believe that education is a moral purpose which has the power to transform lives and provide opportunities 

Achieve -

We aim to provide a curriculum that not only promotes academic excellence but also fosters a life-long love of learning

Succeed -

We want all children to achieve the highest possible standards, we want them to know what success feels like and to know what they need to do in order to be successful. We recognise that, in order to be valued and successful members of our diverse society, we must provide an education that opens up future choices for our pupils 

 

Guiding our Curriculum development are the six guiding principles of our Curriculum that have been adopted by Evolution Academy Trust as being essential for an effective and aspirational curriculum:

Balance, Rigour, Relevance, Coherence, The Big Ideas & Engagement:

 

Our curriculum takes into account that there are some specific characteristics of our school that must be considered when designing the curriculum and that specific approaches are needed to address these:

 

Areas of priority based on school characteristics

Curriculum focus

Maximising attainment and progress for all in reading, writing and maths with quality first teaching 

Curriculum focus:

  • vocabulary rich environment with specific focus on teaching new vocabulary 

  • all children being exposed to quality texts which promote rich vocabulary

  • reading for pleasure - class texts, promoting the use of the school & forum libraries

  • whole class guided-reading

  • RWInc Phonics from Reception to Year 2 (Year 3)

  • weave core subjects meaningfully throughout all topics

  • White Rose Hub medium-term planning used as the basis for whole school mathematics teaching

  • ‘Simmering’ maths sessions used to reinforce key concepts

  • knowledge organisers for Science, History, Geography & RE

  • progression documents for other subjects to demonstrate how children’s understanding will develop year on year

Narrowing the gap between disadvantaged and non-disadvantaged pupils

 

 Promoting positive communication and the acquisition of high-quality and subject specific vocabulary

Curriculum focus:

  • outside areas that promote communication & language

  • learning environments that support quality first teaching

  • all children exposed to quality texts which promote rich vocabulary

  • meaningful links relating to lived experience including the local area

  • knowledge about the world – science, history and geography

  • cultural capital – range of experiences (The Bignold 50 Things) that relate to building knowledge & vocabulary

  • drama- speaking, listening & performance (links to The Theatre Royal Norwich - Stage 2)

  • raising aspiration i.e The Norwich Opportunity Area - Camouflage Learning

A wide range of cultural backgrounds are represented within our school community -15 out of 17 cultural groups. We aim to celebrate multiculturalism; promoting a tolerance & respect of the cultures & beliefs of others.

Curriculum focus:

  • celebrating and taking pride in the range of different cultures, beliefs and different family units represented within our school community

  • vocabulary rich environment with specific focus on teaching new vocabulary 

  • all children being exposed to quality texts which promote rich vocabulary

  • reading for pleasure - class texts, promoting the use of the school & forum libraries

  • focus on British History & the changes in society that have helped shape modern Britain

  • knowledge about the world – science, history and geography

  • cultural capital – range of experience in and out of school

  • creative subjects

  • local area

A high proportion of pupils speak English as an additional language with a large number of different languages spoken

 

Communication and vocabulary

Curriculum focus:

  • vocabulary rich environment with specific focus on teaching new vocabulary 

  • all children being exposed to quality texts which promote rich vocabulary

  • reading for pleasure - class texts, promoting the use of the school & forum libraries

  • Wellcom used as an assessment tool from EYFS

  • visual timetables - 

  • support for children who have social language/basic writing skills

Below national stability – due to our city-centre location & the nature of local employment, pupils regularly arrive at our school or leave to go to other schools across the country or overseas.

Curriculum focus:

  • induction for new pupils 

  • the national curriculum used as basis of the Bignold curriculum to support movement between schools

Ensuring that school attendance is consistent with national attendance percentages

Curriculum focus: 

  • leading active, healthy lifestyles

  • school as a ‘place to be’ for all children and parents – aspiration

  • soft start to the day

  • meetings to support families when attendance drops below 92%

  • Family Partnership Support Officer 

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