The Beehive Curriculum
Our curriculum is designed to be a challenging, imaginative and progressive sequence of skills and knowledge to develop curiosity and engagement for every single child, regardless of individual characteristics, circumstances or disadvantage.
Through our curriculum we aim to help pupils to:
- develop as effective local, national and global citizens.
- develop lively, enquiring minds that encourages lifelong learning; the ability to question and argue rationally, to work with imagination and a sense of purpose
- strive for excellence in everything they do
- develop confidence and resilience to meet challenges without fear of failure
- set high expectations and achieve high standards
- build effective partnerships for learning
Intent
Our curriculum is designed to be a challenging, imaginative and progressive sequence of skills and knowledge to develop curiosity and engagement for every single child, regardless of individual characteristics, circumstances or disadvantage. British values, SMSC and the school values of commitment, aspiration, respect and enjoyment are the underpinning principles.
The curriculum includes but reaches beyond the requirements of the National Curriculum, RE and RSE. The programmes of study are broad and ambitious and include a wide range of carefully tailored educational visits, visitors, themed / focussed learning weeks, forest schools and outdoor learning, drama and the arts, enterprise and environmental work to reflect the needs of our community and provides what is needed for our pupils at Beehive Lane to become highly effective and engaged local, national and global citizens.
Questions, debate / discussion, challenges or performing arts may be used as starting points. The objectives in the year groups are opportunities to develop confidence, resilience, respect and thinking skills through solving problems and debate and discussion. They build towards identified end points, enabling purposeful and deep learning experiences which prepare children for the next stage of their education and life.
Challenging and highly engaging, carefully selected focus texts provide a basis for high quality reading and speaking and listening skills and, with the rich and varied curriculum, facilitate the development of an excellent vocabulary.
Implementation
High expectations through the development of excellent attitudes to learning of all pupils and staff is the key to highly effective learning at Beehive Lane. This constantly developed through assemblies, the curriculum and lessons.
An optimum level of assessment (including oral feedback, next step marking) is carefully used in order to inform next steps for learning of new knowledge and skills. Key to success in teaching and learning at Beehive Lane is the ‘in the moment’ assessment for learning as lessons are in action, through questioning, checking for misconceptions and understanding, refocussing learning, challenging / extending or supporting learning at the time.
The following approach of implementing learning at Beehive Lane is to enable long term memory and deeper understanding:
- challenging, progressive skills and knowledge learning are sequenced within year groups and over the journey through school;
- application of a wide range of key skills and knowledge (including Maths and English skills) across the whole curriculum;
- a wide range of rich learning experiences (indoor and outdoor) and styles;
- effective linking of subjects in year groups enabling the application of skills and knowledge learnt across a wide spectrum;
- Development of the children both as independent and collaborative (partners, groups) learners through challenges, problem solving and practical activities;
- Debate and discussion, including contentious issues.
Work with partners and community to ensure wide range of specialist and enriching experiences and learning, respect: Parent workshop and engagement sessions (eg teaching reading, maths and E safety) Local High Schools (events and staff training eg Science, Art, Drama) religious communities, sports partnerships, ECC safety (eg bikeability, road safety, Emergency services (eg Fire, Speedwatch), Forest Schools and environmental education groups, visits to and from a range of religious groups / beliefs, School Sports Partnership (training and events).
Specific development: Drama, speeches, play performances, music lessons (inc individual instrument) and performances, theatre visits, poetry performance, storytelling, a wide range of extra-curricular clubs(inc sports, film making) for a wide, challenging, rich and broad education which develops confidence, resilience, independence, teamwork and speaking and listening skills.
Impact
The impact is measured in terms of the progress the children make from their starting points and the attainment levels they reach. The aim is for ALL children to achieve exceptionally well (inc disadvantaged and SEN) in skills and knowledge not just in National assessment benchmarks, but across the WHOLE curriculum in terms of academic, social, creative and personal skills. An impact of developing children with enquiring minds, ability to argue rationally, be resilient and confident to tackle challenges without fear of failure and be respectful and engaged citizens well equipped for the next stage of their education is the aim. Effective learning is defined as an alteration in the long term memory which enables children to remember and use knowledge and apply skills to learn and solve problems across a wide range of contexts and topics.