Blueberry Park Primary School

Love Learning, Love Life!

0151 233 2480

0151 233 2481

Our Curriculum

                      CURRICULUM INTENT STATEMENT 

At Blueberry Park Primary School, every child is recognised as a unique individual. Our curriculum is designed to provide first-hand learning experiences, and to allow children to develop their interpersonal skills, build resilience and become creative, critical thinkers.

 We celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values.

 We provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time where there are no limits to curiosity and there is a thirst for new experiences and knowledge. 

 Children leave our school with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

 

OUR CORE VALUES                                                                                                                                

  • A professional learning community with a learning-focused culture
  • Challenging pupils and staff to achieve personal standards of excellence.
  • Raising standards through high expectations embedded in the curriculum.
  • Involving children in the evaluation of their progress and planning the next stage of their learning.
  • Providing a safe physical and emotional environment that reflects the diversity of our pupils.
  • Providing a nurturing environment where staff and pupils always think of others, support each other, and care for the needs of others.
  • Respecting the rights and valuing the contribution of parents, pupils and staff through effective communication and consultation.

 

CURRICULUM IMPLEMENTATION 

Our curriculum has been carefully built and the learning opportunities and assessment milestones for each year group created to ensure progression and repetition in terms of embedding key learning, knowledge and skills. Subject leaders have developed subject specific characteristics which we expect the children to demonstrate in each discrete subject area. 

    Our core values:

  • A professional learning community with a learning-focused culture.
  • Challenging pupils and staff to achieve personal standards of excellence.
  • Raising standards through high expectations embedded in the curriculum.
  • Involving children in the evaluation of their progress and planning the next stage of their learning.
  • Providing a safe physical and emotional environment that reflects the diversity of our pupils.
  • Providing a nurturing environment where staff and pupils always think of others, support each other, and care for the needs of others.
  • Respecting the rights and valuing the contribution of parents, pupils and staff through effective communication and consultation.

Our staff organise their curriculum as they see fit to best suit the needs of the pupils in their care. They are best placed to make these judgements. Staff develop long-term curriculum maps which identify when the different subjects and topics will be taught across the academic year. The vast majority of subjects are taught discretely but staff make meaningful links across subjects to deepen children’s learning.

Our short-term plans are produced on a weekly and daily basis. We use these to set out the learning objectives for each lesson, identifying engaging activities and resources which will be used to achieve them.

CURRICULUM IMPACT

We use both formative and summative assessment information every day, in every lesson. Staff use this information to inform their short-term planning and short-term interventions – including in the foundation subjects. This helps us provide the best possible support for all of our pupils, including the more able. Subject leaders have mapped out the assessment milestones for each phase and further broken these objectives down for each year group in each subject area.

Our staff use formative assessment to systematically assess what the children know as the topic progresses and inform their future planning. This information then informs summative assessment judgements for each topic in every foundation subject area (and science).

Assessment information is analysed by Subject Leaders, the Senior Leadership Team, Head of School and Executive Headteacher as part of our monitoring cycle. Pupil progress reviews are conducted termly (formative and summative). This process provides the Senior Leadership team and Governors with an accurate and comprehensive understanding of the quality of education in our school.

We set out our monitoring cycle at the beginning of each academic year. This identifies when monitoring for all year groups is undertaken in all subject areas. Monitoring includes: 'book looks', lesson observations, learning walks, pupil, parent and staff voice.

All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.

 

 

SUBJECT SPECIFIC INFORMATION

Please use the links below to access information, curriculum maps, assessment milestones and photographs relating to individual subject areas.

 ART & DESIGN

COMPUTING

DESIGN TECHNOLOGY

ENGLISH

GEOGRAPHY

HISTORY

MATHS

MUSIC

PHYSICAL EDUCATION

RELIGIOUS EDUCATION

SCIENCE

SMSC & PSHE

YEAR GROUP SPECIFIC CURRICULUM MAPS

NURSERY

RECEPTION

YEARS 1 & 2

YEARS 3 & 4

YEARS 5 & 6