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Bromet Primary School Excellence, Enjoyment and Achievement for All

Curriculum Overview for Parents/Carers

Our Curriculum

 

At Bromet Primary School, we follow the National Curriculum for England and Wales and, as in most other primary schools; many subjects are combined to form termly or half-termly topics or projects. As we are a mixed form entry school we follow a 'two-year rolling curriculum (Year A and B). 

Please see the link to our SEN Page (bottom of the page) to find out how we incorporate provision for our SEND children Curriculum Provision for SEND children

If you would like to find more details regarding the curriculum we teach, please contact the school directly  -please also look on our Curriculum Subject Pages  Clink the Subject you are interest in and our Class Pages - Class Information

 

Click here to see a copy of the national curriculum for England and Wales

 

Our curriculum is based on the three core subjects – English, Mathematics and Science. The teaching of RE is based on the Hertfordshire Curriculum, followed by the majority of Hertfordshire schools.

 

Other subjects taught in school are: – Design and Technology, Computing, History, Geography, Art, Music, Physical Education and Personal, Social, Citizenship and Health Education. In addition, children in Year 3 – Year 6 learn French. 

 

All work is carefully planned to ensure that children have access to the relevant areas of the curriculum according to their age and stage of development and that the skills of reading, writing and mathematics are practised daily throughout the school.

 

If would like to see in more detail, what the children learning in each class, click https://www.bromet.herts.sch.uk/class-pages/ then scroll down to find your child's class page

 

Bromet Curriculum

Intent

It is our intent that our curriculum leads to the necessary development of language and communication skills which our children require to succeed in life.

Through our curriculum children become confident, resilient and independent learners, who have a passion for learning and who are able to express their opinions and beliefs once they leave the school.

At Bromet Primary School we will:

Promote positivity, happiness, resilience, well-being and self-esteem.

Meet the needs of every child across the whole curriculum.

Focus on the development of language and communication in every aspect of school life.

Provide a broad, engaging, robust and relevant curriculum.

Be a prominent and active part of our local community.

Our curriculum will ensure that children can reflect positively on their primary school years and they will have acquired life long skills. At the heart of all of our learning is PSHE and the importance of wellbeing and tackling issues that can affect a child’s ability to learn.

Implementation 

Implementation describes the way in which we deliver our intent consistently each day. At Bromet we believe linking subjects where applicable makes learning more purposeful. On each class page from Years R-6 you can find our Curriculum Termly Overviews. These outline the links we make between various foundation subjects. 

Each subject is designed to allow scope for independent learning by following the children's interests. When appropriate, our subjects begin with a hook and end with a finale to give children an opportunity to present what they have learnt.

Impact

Pupils leave Bromet Primary School with a secure understanding of the academic content; with the understanding of how to be socially, morally, spiritually and culturally responsible and aware; how to make positive contributions to the local community and how to endeavour to be the best that they can be. We aim for all of our children to leave Bromet Primary respectful, skillful, ambitious and with a thirst for life and all it has to offer.

 

How do we plan for Cultural Capital?

The government have placed great emphasis on schools developing Cultural capital. Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible start to their early education. 

At Bromet Primary, we see Cultural capital as the accumulation of knowledge, attitudes, habits, language and possessions that enables individuals to demonstrate their cultural competence and social status. Our school plays a crucial role in developing this through immersing children in dance and music, visiting theatres, galleries and historic sites and by introducing them to literature and art.

Embedding cultural capital into our curriculum is a way of closing the gap between children from differing socio-economic backgrounds by ensuring that children from all backgrounds have the same opportunities in society to achieve their full potential.

British Values

We promote British values. At Bromet we see British values as:

  • democracy;
  • the rule of law;
  • individual liberty;
  • mutual respect for and tolerance of those with different faiths and beliefs and for those without faith

Early Years

 

It is our intent that children who enter our EYFS begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning. 

Our EYFS curriculum is designed to encourage independent, inquisitive and happy learners. We recognise children’s prior learning and various starting points, and create a holistic curriculum that maximises cross-curricular links and builds strong foundations for their future.

 

Every child is recognised as a unique individual, and we acknowledge and promote children’s interests to provide them with the opportunities to follow their imagination and creativity. In Reception, we invest time into helping children to recognise their personal goals, which allow them to reflect and aim high. We celebrate the differences in our school community, and always strive to promote a love for learning including children with special educational needs and disabilities (SEND) 

 

We recognise that children have a thirst for new experiences and knowledge, and should be provided with opportunities to engage their inquisitive minds. Therefore, we provide  continuous indoor and outdoor provision, that follow children’s interests, to support learners in investigating and developing their skills. We work in close partnership with parents and carers throughout the year to support their learning and to encourage children to reach their full potential. We also aim to support the transition from EYFS to KS1 and provide children with the knowledge, skills and attitude they need to succeed throughout their education

 

We follow the Statutory Framework for Early Years, 2021 (Click here to see a copy)

and seek to provide : (Statutory Framework Introduction .3)

  • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind
  • a secure foundation through planning for the learning and development of each individual child, and assessing and reviewing what they have learned regularly
  •  partnership working between practitioners and with parents and/or carers
  • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported

There are seven main areas of learning:

  • Personal, Social and Emotional Development

  • Communication and Language

  • Physical Development

  • Literacy

  • Mathematics

  • Understanding of the World

  • Expressive Arts and Design

The curriculum is initiated through purposeful play, where children are encouraged to follow their own interests, through a variety of child and adult led activities both indoors and outdoors.

 

You will have an opportunity to discuss your child’s progress in the Autumn and Spring term when you are invited into school at the parental consultation evenings. In addition, at the end of the Summer term you will receive a written school report. Please note that parents are welcome to discuss any concerns they may have at any time by either having a quick word with one of the staff in Reception before or after school or by arranging a longer appointment at a mutually convenient time.

 

Parental contribution and involvement related to your child’s learning is valued greatly. Parents are encouraged to contribute any learning from home towards your child’s Learning Journal; this could be a photograph, drawing, piece of writing or an observation of something your child has said. We have moved to an online Learning Journal (Tapestry) as a way to give parents even more of an insight into their child's first year of primary school. 

 

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