Curriculum

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Curriculum

At Arden Forest Infant School we pride ourselves on providing an exciting and engaging curriculum for all children, that inspires them to develop a passion and a love of learning. Our aim is to nurture happy, successful and independent life-long learners with healthy minds, bodies and spirit.

We firmly believe the driving force behind the delivery of a broad and balanced inspirational curriculum for all learners, is a clear focus on excellent teaching and learning which ensures all children engage in a range of learning experiences which are challenging, real life and meaningful. Responding to children’s individual learning needs, specific requirements and learning styles.

Planning for teaching and learning ensures that our children are;

  • Active: where our children are encouraged to seek out andenjoy challenges, to collaboratewith others and assess themselves and others
  • Develop basic skills such as: to speak clearly and convey ideas confidently, to read and communicate efficiently and apply skills to solve problems and to use new technologies confidently and purposefully
  • Foster Creative Thinking: to ask questions to extend their thinking, to generate ideas and explore possibilities, to overcome barriers by trying out alternatives or to connect ideas and experiences in inventive ways new solutions

At Arden Forest we are continually reviewing our curriculum in order to ensure that our children receive an education that is relevant to the world in which they live.

Our ‘Guerrilla’ curriculum’ is inspired by Jonathan Lear’s education principles of independence, curiosity and creativity; pro

ducing collaborators, innovators and leaders.  Our curriculum is designed and personalised to enable our pupils to investigate and develop their skills around the foundation subjects more fully.

It is organised into three areas ‘Discover – Autumn Term’ (History) focus, ‘Explore – Spring Term’ (Geography) and ‘Create – Summer Term’ (Arts) and is based upon identifying key curriculum content, an engaging enquiry question and an authentic outcome.


Reading & Phonics

At Arden Forest Infant School we put reading at the heart of all of our learning.  We know that a love and knowledge of books improves pupils’ engagement in life-long learning.

We follow the DfE’s Letter and Sounds programme to teach phonics.  The ability to use phonic knowledge and skills enables children to segment and blend whole words, which then can be used to read sentences and texts.  The attached document provides more details about our school’s approach to teaching phonics and Reading.


PSHE & RSE

At Arden Forest Infant School, our personal, social and health education (PSHE) curriculum aims to develop skills and attributes such as; resilience, self-esteem, risk management, team work and critical thinking, which enables our children to become healthy, independent and responsible citizens of the future.

Our PSHE curriculum helps our children to understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We encourage the development of emotional intelligence and the ability to articulate their feelings in order to maintain good mental health as well as understanding the importance of their physical health and being healthy.

At Arden Forest we also provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society, growing tolerance and respect, children are also encouraged to develop their sense of self-worth and empathy by playing a positive role in contributing to school life and the wider community.

Protective Behaviours

At Arden Forest Infant School, we have embraced the Protective Behaviours Framework to develop the children’s knowledge and understanding of how they can keep themselves safe.

The framework for personal safety consisting of 2 Themes and 7 Strategies. This is a dynamic, confidence building, empowering approach that links safety with having adventures and taking risks.
Protective Behaviours is based on two key themes:

 

Theme 1: ‘We all have the right to feel safe all the time’.

We explore this theme in detail, carefully looking at the connection between rights and responsibilities. We discover for ourselves the difference between feeling safe, fun to feel scared, risking on purpose and feeling unsafe. These differences are manifested by what we call our ‘Early Warning Signs (EWS), specific bodily responses which tell us when we do not feel safe.

Theme 2: ‘We can talk with someone about anything even if it’s awful or small’.

The children create a ‘hand network’ which represents their own personal networks of support, those people they could turn to if in need. They are reminded and encouraged of the benefits of talking and we explore qualities we would like somebody on our network to embody e.g. an active listener.

The Seven Strategies

These are the 7 different ways in which the PB themes and ideas are practised:

  • ‘Theme Reinforcement’ (Reinforcing the two themes)
  • One Step Removed – e.g. putting things into the 3rd person (“What would someone do if…?”)
  • ‘Network Review’ – Reviewing the personal networks (we aim to do this each half-term and remind children of their personal networks before each holiday period)
  • Persistence – Try, try and try again until I feel safe again.
  • Protective Interruption – Anything we do to keep ourselves, or others, safe from potential or actual harm (e.g. needing time in or time out)
  • Risking on Purpose – Feel the fear and do it anyway (the outcome is worth it) e.g. a job interview, going on a rollercoaster.
  • The Language of Safety – Learning the Language of Safety to empower ourselves and be mindful of others (e.g. all staff modelling language of safety, “you have the responsibility to…”)

The ‘Taking Care’ scheme is a series of lessons founded on the principles of Protective Behaviours which aims to provide children with strategies: to help keep them feeling safe; to understand their feelings; and how to respond to them and to develop a sense of self-empowerment. This is delivered in the second half of the Autumn Term from Reception to Year 2, however we encourage all staff and children to use PBs in their daily lives.

Parent Resources

Long Term Plan

We have created a bespoke programme of teaching and learning that is based on a skills based curriculum that is knowledge rich. It is progressive across each subject area and across the Year Groups. We have developed a curriculum that reflects and identifies with their locality, giving our pupils a sense of identity, understanding of their environment and has cultural capital.

Knowledge Organisers

Knowledge organisers are a summary of the key facts and essential knowledge that pupils need about a unit of work or a curriculum subject for the term.  All the information has been broken down into easily digestible chunks which provide the key points of knowledge. They set out an expectation of what pupils should learn about a topic.

Knowledge organisers can help parents to be more aware of what your child/children are learning at school. Therefore, they can be used to support your child’s learning through revision and quizzing them, using their knowledge organisers.

Transition

At Arden Forest as understand and value smooth transition between the different key stages as well as transition into and out of our school. Dedicated time helps enable children emotionally, socially and academically.
Please view the following documents for further details.

Reception

Please read to understand how we support children's Transition into Reception

Key Stage 1

Please read to understand how we support children's Transition into year 1

Key Stage 2

Please read to understand how we support children's Transition into year 3