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Borrow Wood Curriculum Framework


At Borrow Wood, throughout Key Stage 1 and 2, subjects are taught discretely, as individual subjects, but we do make cross curricular links that enable children to apply knowledge and skills in other areas. 


English, Maths, Reciprocal Reading and Phonics in Key Stage 1 are taught daily. P.E. is taught twice a week. Some subjects are taught weekly in the main e.g. Science, R.E. Music, French (in Key Stage 2), P.H.S.E. and Computing. In some subjects e.g. History, Geography, Art and Design and Design Technology, teaching may be blocked (e.g. 3 afternoons of learning focused on a subject/topic). The timetable is often used flexibly by staff e.g. in the event of extended Science Investigations or Enrichment Days.


In addition, when making decisions on the organisation of time and using time effectively in lessons, consideration is given to:


·      When to build in time to practise and revisit skills so that learning can be embedded more deeply

·      When to build in time to apply skills 

·      What needs regular sustained practice

·      What can be practised in the context of something else

·      What needs to be ‘drip fed’ taught



Subject Leads have devised progression maps in their subject areas showing the progression of knowledge and skills in each subject from Year 1 to Year 6. These support staff when planning sequences of learning, as they give a clear overview of knowledge and understanding to be gained at each stage. 



A clear system is in place across school for the sharing of the learning objective at the start of each lesson, so that children understand the goal of their learning for the lesson. Steps to success or success criteria are shared with the children too, to help bring about improvement and new learning, and make children aware of the elements needed in their work.


Learning targets are revisited during the lesson and at the end of lessons so that children have an opportunity to consolidate their learning. 



Lessons are carefully planned taking children’s starting points and prior attainment into account. Stickers at the beginning of every piece of work indicate the Learning Objective, and steps to success are carefully broken down and differentiated as appropriate for different groups of learners. An additional challenge is indicated too.



Each half term, staff devise a Knowledge Organiser linked to the Science, History or Geography learning. The Knowledge Organisers set out the important knowledge we want every child to know by the end of the unit. Their purpose is to:


·      help children memorise important knowledge and have certain knowledge ‘at their finger tips’ and retain for the longer term 

·      make it really transparent for the children (and parents) in terms of what they are expected to learn

·      help children understand and use key vocabulary linked to a topic


All children take a copy of their Knowledge Organiser home and parents and children are encouraged to look through them regularly. Parents are given guidance about how they can support their child with learning key knowledge and new vocabulary.


In class, staff regularly refer to Knowledge Organisers and build in regular retrieval practice through, for example, quizzes.



Towards the end of a unit of work in some subjects including Science, R.E. Geography and History, pupils are set a ‘Mastery Question’ to answer. These questions require children to think deeply and apply their knowledge. Often, as children progress further up the school, they need to use higher order skills such as making comparisons, citing evidence and summarising.



We aim to provide the children with as many ‘hands on’ learning experiences as possible. As part of this, we offer a wide range of enrichment activities at Borrow Wood. These include a comprehensive range of visits and a range of visitors coming into school from a variety of backgrounds. These activities support our teaching of the National Curriculum and our wider school curriculum as well as promoting our aims to ensure that children respect diversity and develop a mutual respect and tolerance of different faiths, beliefs and viewpoints.



Formative assessment for the Core Subjects and Foundation Subjects consists of responsive teaching strategies i.e. responding and adjusting teaching in lessons. Short skills checks are used too. 


Summative assessments in Reading, Spelling, Punctuation and Grammar, and Maths take the form of tests at the end of each term. (Evidence from on-going assessments are also taken into account). Writing is assessed and moderated by staff against the age related objectives. 


Gathering evidence for summative assessments in the Foundation Subjects and Science can take the form of:


·      Observing children at work, individually, in pairs, in a group, and in classes

·      Questioning, talking and listening to children

·      Considering work produced by the children together with discussion about this

·      Assessing extended written responses to the Mastery Question


Three or four assessment statements are selected to assess against towards the end of a unit of work. 



What is Spiritual, Moral, Social and Cultural (SMSC) Development?

Explore beliefs and experience; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect.

Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity.


At Borrow Wood Primary School we recognise that the personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides pupils with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of the cultures. 


This underpins our Curriculum - All curriculum areas have a contribution to make to the child’s spiritual, moral, social and cultural development and opportunities for this will be planned in each area of the curriculum.


·         All adults will model and promote expected behaviour, treating all people as unique and valuable individuals and showing respect for pupils and their families.

·         The school community will be a place where pupils can find acceptance for themselves as unique individuals.

·         Pupils should learn to differentiate between right and wrong in as far as their actions affect other people. They will be encouraged to value themselves and others.

·         Pupils should understand the need for rules and the need to abide by rules for the good of everyone. School and classroom rules should reflect, reiterate, promote and reward acceptable behaviour and provide opportunities to celebrate pupils’ work and achievements.

·         All curriculum areas will seek to use illustrations and examples drawn from as wide a range of cultural contexts as possible. This will be reflected in teacher’s planning and purchasing decisions.



Core aspects of British Values are promoted through the SMSC work that is integrated throughout every year group. The British Values of democracy, The Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those of Different Faiths and Beliefs are promoted through the Curriculum:


·         All children have a pupil voice and a say in their education. Each year the pupils decide on a class charter and the rights associated with these. All children contribute to the class charter.

·         Throughout the curriculum children are encouraged to debate their ideas and thoughts and to use voting when making class decisions

·         Through all areas of the Curriculum children are taught the importance of listening to others and their viewpoint, allowing pupils to gain a full understanding of democracy.

·         The principle of democracy is explored through our History Curriculum

·         Through e-safety and PSHE lessons children are encourage to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely.

·         From time to time themes in high quality literature lend themselves to discussions and tasks in class around the importance of rules, mutual respect and diversity

·         Activities in classrooms during Anti-Bullying week bring out the importance of respect, rights and responsibilities


We actively promote diversity through our celebrations of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect for others. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.


You can download a copy of the full national Curriculum below.