Staff plan and organise the learning for each year group to ensure that there is continuity and progression. Our curriculum planning framework aims to provide a broad, balanced and exciting education set within the context of the National Curriculum.
At Gordonbrock, as we develop the curriculum, we make meaningful links between the different subjects. Although English and Maths are taught discretely at certain times of the day, they are also taught within a cross curricular context.
Visits and visitors are seen as a vital stimulation for children’s interest and are closely linked with the contexts for learning. Each year group goes on one local trip every term and one that is further afield – into central London or out into the countryside.We also have termly visits from theatre companies and we celebrate events such as World Book Day and National Science week by bringing in authors and experts to enhance our learning.
Context for Learning
The ‘Contexts for Learning’ are drawn from the current plans and SOW. They have been adapted to reflect the areas of the new curriculum which integrates personal skills.
The titles and content reflect where we have got to so far in the development of the ‘Excellence and Enjoyment’ agenda and are suggestions for areas of learning which could be linked. They may be renamed and adapted to suit the needs and interests of your class. The expectation is that these themes will provide the context for most of our literacy.
For generations, parents have found themselves visiting primary schools with their children only to hear themselves saying, “It’s not like when I was at school.”
Things change quickly in education. The following guide is intended to support parents of primary school children by providing an outline of typical content and some background information about how the curriculum and assessment works, hopefully it will help parents support their children in making the most of their education.
At Gordonbrock, we know that pupils who have a positive attitude towards their learning will make good progress and be successful.
We want all our pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, respond carefully to feedback and take inspiration from others. This will help them to achieve, not only with us, but also in their future lives as adults.
Central to this attitude and approach to learning, are the theories and proven evidence of Growth Mindset. This is a term coined by psychologist Carol Dweck and her research has identified the characteristics of learners with a fixed and a growth mindset:
Encouraging Children To Become Confident And Resilient Learners
Learn, explore and grow together. This is what we embed in all of our pupils at Gordonbrock.
We know that in order to fulfil the potential of our pupils and encourage them to become confident and resilient learners we, as a team of parents and staff, need to be modelling the mindset of a learner who is not afraid of making mistakes but who thrives upon them, knowing that this is all part of the learning process. The way in which we encourage children to learn and explore is vital to their success, not only at school but at home as well.
At Gordonbrock, we consistently endeavour to challenge and develop the attitudes of all pupils and staff towards learning by considering what makes a successful learner. We regularly discuss, in class, what kind of learners we want to be and how we can positively approach challenges inside and outside the classroom.
For further information on how to encourage confident and resilient learners at home, have a look at some of the links below.
From September 2015, we introduced a new system for assessment. As part of the Government’s changes to education, it is now up to individual schools to develop an approach to measure and track children’s attainment and progress against the new National Curriculum.
We have worked closely with our Federation partner, Eliot Bank – and a number of other schools – to develop an approach, which we feel is most effective in assessing against the new curriculum.
Throughout the year, your child’s attainment will be judged against the criteria set out in the year group-equivalent Standard and Expectations. This on-going judgement will identify what children have achieved and what they need to do next.
In addition to this, the children in Year 2 to 6 will sit in-house assessments in reading, writing, GPS (Grammar, Punctuation and Spelling) and mathematics towards the end of each term. The outcomes of these assessments will be reported to you at the start of the following term.
The following presentation below gives you a brief outline to the Standards system we have developed - Assessment 2016.