Curriculum Aims for Art
- Children record from first-hand experience and from imagination, and select their own ideas to use in their work
- Children develop creativity and imagination through a range of complex activities
- Children improve their ability to control materials, tools and techniques
- Children increase their critical awareness of the roles and purposes of art and design in different times and cultures
- Children develop increasing confidence in the use of visual and tactile elements and materials
- Children foster an enjoyment and appreciation of the visual arts and a knowledge of artists, crafts people, and designers.
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Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Whether it be fine art, drama, music or dance, children embrace a love for the creative arts, experiencing themselves and their identity through a multitude of imaginative opportunities. Children’s outcomes are championed by peers and adults alike and are showcased regularly in a plethora of artistic competitions and performances. Children’s love for art is fostered through access to art specialists as well as visitors who explore key skills across the creative arts. With teachers and visitors often exploring the wider curriculum through the lens of performance art, all children develop a love of learning through a sensory and imaginative approach. |
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Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children are encouraged to explore their own identity and beliefs through art. Critical thinking questions during art lessons allow children to discover their own considered tastes and opinions which informs their learning across the curriculum. The influence culture, race, gender, and life experiences can have on the way we experience ourselves is acknowledged and valued through artistic expression. Through the curriculum, supplemented by a monthly art competition, children explore art from around the world and are taught to appreciate different cultures. A myriad of traditional and contemporary art is showcased so children can explore art history, appreciating the masters while also seeing art as a current and important occupation. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Children are represented in a diverse selection of artists to aspire to. Examples of outstanding skill and meaningful creative expression are demonstrated regularly through the curriculum, monthly Value Art Competitions, and school-wide projects. Children are represented by Art Councillors who are acknowledged for their skill and dedication to the arts. They act as a voice for their peers and take part in creative ventures, as well as vote to decide other children who deserve acknowledgement for their high standards and development. Children also have opportunities to work collaboratively and aspire to other learners across primary and secondary settings in the borough. Similarly, Branfil’s work is seen by the wider community in collaboration with local organisations like Upminster Methodist Church. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Thoughtful and respectful feedback is provided by both peers and adults. Children show respect for their own creative expression through considered reflections during lessons. With opportunities to win prizes (Value Art Competition) and awards (Excellence in the Arts), there are plenty of opportunities for children to see themselves celebrated as respected artists. Children learn to celebrate, appreciate, and take influence from diverse artists each month, imitating their work while being influenced by their own experiences. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Whether it be mindful colouring breaks, physical expression during drama or sensory exploration in tactile art lessons, children understand that creative outlets have a multitude of mental, spiritual, and physical benefits. On the playground, children use art as a play activity and acknowledge the calming benefits. Teachers have an appreciation for how learning in a creatively stimulating environment can support children to learn and grow as individuals. This informs planning and the activities offered throughout the curriculum. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Documents
Latest News
Happy Hedgehogs
Curriculum Aims for Computing
- Children enjoy using computers or technology to support and enhance their learning.
- Computers and technology are used effectively across all curriculum areas.
- Children have opportunities to use technology in a variety of ways.
- Children have time to explore and troubleshoot, identifying their own problems and finding ways to fix them.
- Children develop a love of computing and see how it is relevant to their everyday lives as well as their futures.
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Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Children are excited to take on new challenges and learn new skills that they can practise through units such as Coding. Lessons are memorable when children achieve something new and see connections between how something works. Digital leaders demonstrate a great enthusiasm for Computing and work together to test software for future lessons. |
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Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children explore new technology and experiment with new ideas, learning that asking questions and making mistakes enables us to further develop . Exploration of key online safety issues enables children to be safe consumers of all that technology has to offer. Children enjoy attending computing clubs and having opportunities to explore software such as TTRockStars or Busythings. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Each child has their own computer to use during computing lessons so they can work independently on their task. Work is differentiated so children can challenge themselves to take their learning further when they feel confident about their learning. Children have time to explore using technology and time to resolve their own issues that they face. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
There are high expectations of behaviour in the computing suite and children treat the computers with respect. Respect for everyone is taught through online safety – children are taught that although they may be speaking to someone they don’t know, their words have an impact, either positive or negative. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Through online safety, children are taught how to deal with issues and emotions that arise from being online. Children are taught that being on screens and using technology all the time is not healthy and, although technology is important, it is also important to switch off. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Curriculum Aims for Design Technology
- Children are enthused to take part in evaluating objects and artefacts, confidently expressing their ideas and asking questions relating to how ‘fit for purpose’ they are.
- Children think about how others, and themselves, interact with the world around them.
- Children acquire basic joining techniques to use with a range of materials.
- Children can work collaboratively in groups and independently to research past and present designs and designers.
- Children believe that they are designers and makers and demonstrate these skills. They show resilience, curiosity, organisation, commitment and reflection.
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Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
A love of DT will be taught through lessons that are interactive and engaging allowing all children to learn new skills and build upon them throughout their time at Branfil Primary School. These skills will then be used and applied through practical projects, which motivate and inspire the children. |
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Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children will learn to critically evaluate objects and artefacts and look at the mechanisms and parts used to produce them. They will research a range of designers from the past and those that are current to challenge children’s ideas and stereotypes. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Every child will be encouraged to see themselves as a designer and aspire to see how they can make positive changes to their world. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Our children will develop a respect for different cultures, people and places through researching different designers and designs . They will have opportunities individually, in pairs or small groups to question, consider and identify similarities and differences. During peer assessment tasks, children will be taught how to give feedback respectfully to support their peers to be reflective about their work. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Through open ended questions, modelling and by providing the necessary support and resources, children will be encouraged to develop a strong sense of resilience and a ‘can do’ attitude. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Latest News
Year 6 Scones
Year 5 DT Event
DT Project
Curriculum Aims for Geography
- Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
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Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
From learning about the country we live in to finding out all about different places from around the world, children at Branfil will develop a love of Geography. Learning about different cultures from around the world, and recognising how this impacts the diversity of the UK, helps children to celebrate the broad and diverse nature of our planet and the people who live here. Eco club offers a chance for children who love Geography to help keep our environment safe and clean for future generations. |
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Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Exploration is at the heart of Geography. In every lesson children are encouraged to find new and exciting information about the world we live in. Children have the opportunity to explore their local area through enquiry based investigation and map work. Children have the opportunity to explore the lives of other people from around the world and compare that to the way we live. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Children will take pride in their work and use feedback to improve it. Children will work independently to research different countries, cultures and geographical regions and processes using atlases and technology. Children will work in small groups to present information in a variety of ways and be encouraged to take on different roles within the group. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Learning about the different cultures of our planet, and how that affects the places where we live, will lead the children to have a greater understanding of the people around them; understanding leads to respect. Children will also have a greater respect for the physical aspects of our planet and understand the importance of maintaining the balance between the natural and ever increasing man-made advances. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Teacher and TAs provide the support and scaffolding that children need to achieve their goals in Geography. Through success in the subject, children will nurture their achievement and their enjoyment of the subject will subsequently improve. By understanding the lives of different people and cultures, the children at Branfil will feel thankful for what we have available to us that others may not have so readily. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Documents
Latest News
Year 3 – North America
Hot and Cold Places
Geography
Curriculum Aims for History
- Children feel confident to express their ideas, thoughts and feelings by talking, in drama and written form.
- Children feel confident to form their own opinion and explain why they feel or believe that.
- Children are confident to be history detectives, finding information from primary and secondary sources.
- Children are able to understand chronology and talk about the past.
- Children are able to understand key vocabulary in history such as monarchy, empire etc.
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Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Over the time the children are in school, they learn about history through a variety of exciting, motivating topics, developing their historical skills throughout. All children have multiple opportunities to go on trips and interact with visitors in school to see history come alive. |
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Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Through the six-step approach, children investigate a question and gather the necessary information to provide an answer. The children ask their own questions about sources and the information they have found so they form their own judgements and opinions. Children have opportunities to debate their opinions with their classmates; they understand that there are different opinions and there is not always one right answer. We foster a growth mindset approach and children know that asking questions and making mistakes enables learning to take place. Children are encouraged to be detectives, looking at details and trying to fit different parts of a puzzle together to understand what happened. These exploration skills help children in other areas of their learning. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Our children are encouraged to aspire to be thoughtful, reflective historians who understand their place in our world. Our children take charge of their learning in history lessons – they are the ones gathering information about their topic instead of a teacher providing all of the facts and information. They aspire to be independent learners who can use their learning to inform their own decision-making in the future. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Our children see diverse lives throughout history and learn to understand different cultures. This leads them to a better understanding of others, and themselves. Our children celebrate Black History Month and they investigate and celebrate Black figures in History and how they have made an impact on our lives today. Throughout their topics children learn about different ways of ruling and historical vocabulary such as monarchy, democracy and empire. They see how different cultures ruled in the past and how it has made an impact today, for example, how democracy first started in Ancient Greece. Our children will learn that there is not just one point of view and that there is not just one opinion that is right. Children will learn how to debate and how to respect different opinions. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Children work collaboratively and develop their teamwork skills. They know their peers are there to help them and support them. Teachers and TAs provide the support and scaffolding that children need to achieve their goals in History. Through success in the subject, children will nurture their achievement and their enjoyment of the subject will subsequently improve. By understanding the lives of different people and cultures, the children at Branfil will feel thankful for what we have available to us that others may not have so readily. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
- History – Six step approach through Hampshire County Council Services
Documents
Latest News
Year 3 – Pompeii
Year 6 – The Mayans
Colchester Castle
Curriculum Aims for MFL
- Children will be able to read and respond to French texts using word banks, dictionaries and inference
- Children will be able to write for different purposes and audiences using a variety of grammatical structures that they have learnt as well as word banks, dictionaries and scaffolding
- Children will be able to speak French confidently, responding to appropriate questions and challenging themselves to vary language and produce extended responses.
- Children will have an understanding of other countries and languages spoken within them
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Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Our children will develop a love of learning French using our interactive program “Languagenut” as a resource. Lessons will be interactive and engaging allowing our children to hear the correct pronunciation of French words and phrases as well as using a range of games, songs, stories and tasks to further their language skills. |
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Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Our children will acquire French language skills across KS2 focused on the three curriculum areas of reading, writing, speaking and listening. These will be reflected in a range of games and activities to encourage “active” learning and repetition of language. Lessons provide opportunities for assessment allowing for children to reflect on their work and correct their work ensuring continuous progression. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
We hope to broaden the horizons of our children and equip them with the tools to go far. Our children will further develop their knowledge of France and its cultures, developing a sense of wonder. They will also learn about other cultures and languages around the world, particularly those existing within our school. |
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Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Our children will develop a respect for other languages, cultures, people and places through our curriculum work. They will have opportunities to question, consider and identify similarities and differences between languages, cultures, people and places. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
We hope to develop in our children a strong sense of resilience and a “can do” attitude. Learning French in KS2 will provide them with the tools to excel in MFL learning during their secondary school years. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Curriculum Aims for Maths
- Children find maths fun, exciting, collaborative and challenging.
- Children are challenged through varied and high quality activities with a focus on fluency, reasoning and problem solving.
- Children are enthused about maths and persevere; showing determination when they encounter a challenge.
- Children are set up with the necessary skills and knowledge for them to become successful in their future adventures.
- Children improve their work through feedback and learn to independently make corrections.
- Children understand the importance of maths in everyday life.
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Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
From singing number bond songs in Reception to algebra in Year 6, children develop a love of maths through varied activities and challenges. In class, children’s work is shared on the working walls. We also have a STEM display board to celebrate the achievements of the whole school. Children love Times Tables Rock Stars and enjoy competing against their classmates, other classes at Branfil and other schools. We aim to foster a love for maths that stays with our children throughout their learning journey. |
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Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children are provided with opportunities to explore, be creative and make links with other subjects. We use a range of resources that enable children to be practical and develop their investigative skills too. Children explore through seeking patterns, solving problems, making connections and recognising relationships. Children explore through talking – using mathematical vocabulary, generating questions, sharing and discussing ideas, predicting and describing outcomes. We foster a growth mindset approach and children know that asking questions and making mistakes enables learning to take place. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
We aim to have aspiring mathematicians who love numbers, shapes and mathematical comparisons. Children use feedback to improve their work and take pride in their presentation and setting out of calculations. Children work with partners to peer assess each other’s work, helping each other to be successful. Children aspire to become a Times Tables Rock Star. Children aspire to become a maths ambassador who plays an integral part within the School Parliament. Whatever our children aspire to be in the future, they understand that maths will play an important part – from being a chef and measuring the ingredients to an architect who needs to produce scaled drawings. |
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Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Children know it is ok to get things wrong and that we respect each other and learn from our mistakes. When working in pairs to peer assess each other’s work, children are taught how to give feedback respectfully. Children know that yes or no is not generally an acceptable answer in maths and therefore they are respectful when they are challenged to explain further. We are trying to use the motto: ‘question answers, not answer questions’ but this must be done in a respectful manner. Lots of tasks within maths are collaborative and within these activities children show respect for each other’s ideas. We use the Concrete, Pictorial, Abstract (CPA) approach in maths and children know that they should respect the resources at all times and they understand the importance of sharing. |
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Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Teachers and TAs nurture children to become successful mathematicians. They provide the necessary support, resources and scaffolding to enable children to flourish. We actively promote a growth mindset and use the word ‘yet’ when children say they can’t do something in maths. It is displayed in all classrooms and we encourage children to say it to each other too. Staff are positive role models and always emphasise that it is ok to make mistakes and this is a part of a learning journey. Staff support the children and each other with their development within maths; children support each other too. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Family Maths Toolkit
Rapid Recall
- Rapid Recall – Step 1
- Rapid Recall – Step 2
- Rapid Recall – Step 3
- Rapid Recall – Step 4
- Rapid Recall – Step 5
- Rapid Recall – Step 6
- Rapid Recall – Step 7
Rapid Recall Examples:
Step 2 |
Step 3 |
Step 4 |
Step 5 |
Step 6 |
Step 7 |
Times Tables Rock Stars (TTRS)
Key Learning in Mathematics
- Key Learning in Mathematics Year 1
- Key Learning in Mathematics Year 2
- Key Learning in Mathematics Year 3
- Key Learning in Mathematics Year 4
- Key Learning in Mathematics Year 5
- Key Learning in Mathematics Year 6
Maths Ambassadors
Workshops
Home Learning
Calculation Policy
- Calculation Policy – Guidance
- Calculation Policy Addition and Subtraction
- Calculation Policy Multiplication and Division
Useful websites
Programmes of study
Latest News
Multiplication and Division
Maths Madness!
Times Tables Fun!
Curriculum Aims for Music
- Children develop a passion for music by embracing opportunities to develop their musicality and enthusiasm for the subject.
- Children experience a wide and varied music curriculum, which allows them to be creative and collaborative in their learning.
- Children individually develop their skills in all areas of music through listening and appraising a range of quality music, singing as ensembles, and learning to play instruments.
- Children can read basic musical notation and perform compositions.
- Children perform individually, in small groups and as a class to showcase their musical abilities.
- Children can choose to have individual instrumental lessons, join the choir or be part of the orchestra.
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Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
A love for music is fostered from reception all the way to year 6. Through choral singing, playing instruments to chanting rhymes and rapping songs, composing and improvising, children are exposed to a wide range of musical styles, skills and genres that excite and challenge them. Music is used in assemblies to allow children to connect and reflect on different spiritual and moral issues, developing community spirit and reinforcing positive attitudes. The choir, peripatetic lessons and our school orchestra provide additional opportunities for children who love performing and making music. |
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Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children explore different styles and genres of music by listening and appraising songs from around the world throughout their lessons. All children are encouraged to be creative in their musical exploration through improvising and composing music of their own. Often children are encouraged to reflect on their own, and others, musical performances, allowing them to give constructive feedback and suggestions to overcome mistakes. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Children aspire to be recognised for their ‘excellence in the arts’. Children understand that music is a way of expressing themselves and a chance to have an impact on others lives. Children look up to, and aspire to be like, famous composers and musicians. Children work in groups, with partners and as a whole class. They peer assess each other’s performances, helping each other to be successful. Children in the choir aspire to have new opportunities: to be a part of the Young Voices concert. They also look forward to performing at the yearly music festival when they are in upper key stage 2. Additional trips to see music being performed allow children to have interests and aspire to want to be involved in music. |
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Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Children understand that everyone is different and therefore all musical styles are different. They respect all types of music and where they have originated from through being taught the history and traditions of this music. Children are taught to listen respectfully to each other’s performances. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Children are given the opportunity to express themselves (thier thoughts, feelings and ideas) through music. Teachers nurture, encourage and commend children along their musical journey. Music helps with mental wellbeing as it releases endorphins in the brain, which ease pain and quell anxieties. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Documents
Curriculum Aims for PE
- Children develop a vast range of skills across a wide range of sporting styles.
- Children can assess skills and techniques, providing feedback to others in order to improve and get better.
- Children recognise and can explain the effects of exercise on the body and mental wellbeing.
- Children have the opportunity to participate in competition.
- Children also have the opportunity to participate in sport without a competitive element.
- Children are exposed to a wide range of sports from across the world and from different cultures.
- Children are good sportspeople who show respect for themselves and others, learning from success and failure.
- Children have access to highly trained professional coaches who can support them to develop their skills to a high level.
- Children enjoy exercise in different forms and actively seek out opportunities to be active and mobile.
- Children of all learning and physical abilities are able to achieve success through the use of scaffolding, adjustments and challenge, where necessary.
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Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Extra-curricular opportunities to participate in sport are available from year 1 to 6, with children of all sporting abilities and backgrounds being able to compete or try out new sports. Events such as Sports Day bring together children to compete in sporting activities for their house team. A range of sporting events are celebrated such as The Ashes, Commonwealth Games and the London Marathon to expose children to a range of sports and foster a love of being part of a team. A varied PE curriculum caters for a range of sports across a pupil’s time at Branfil. |
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Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Skills progression in PE means that those children who begin as novices are able to enhance their skills, learn from their mistakes and show good progress in their abilities. PE lessons, additional coaching and lunchtime support delivered by highly trained external providers allow children to explore a range of sport; individual, pair and team sports cater for all styles and preferences. Children explore the effects of sport and exercise on the body and mental wellbeing and link this back to science lessons about the human body. We foster a growth mindset approach and children know that asking questions and making mistakes enables learning to take place. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
The culture of competition is carefully built into PE lessons and sporting events to encourage children to aim high and develop in order to achieve success. We ensure that children use feedback to improve their skills in order to be successful. Children work with partners or teams to peer assess each other’s work, helping each other to be successful. Children aspire to be selected for team or athletic events such as football, netball or Quad Kids. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Being a good sportsperson is a skill that is consistently taught and encouraged in all lessons and sporting events. Good sportsmanship is praised and rewarded verbally, through the use of our behaviour policy and with certificates from sporting events. When working in pairs to peer assess each other’s work, children are taught how to give feedback respectfully. Children learn sports and dances from other cultures and learn about the background of these. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Teachers nurture children to become successful sports people, providing the necessary support, feedback and challenge to enable all children to experience success. Children explore the positive effects of sports and activity on mental wellbeing and are encouraged to be active as one strategy when facing challenges. Children also consider the positive effects of sports and activity on physical health and are actively encouraged to get sufficient amounts of activity both in school and at home. Gentle exercise such as gymnastics, stretching and yoga help children to nurture their bodies and minds through mindfulness. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Curriculum
In Key Stage 1, pupils will develop the fundamental movement skills needed to become increasingly competent and confident, accessing a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They will master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities. Pupils will also learn various gymnastic skills including balance, rolling and stretching. In dance, pupils will learn, choreograph and perform their own dances under various themes including The Great Fire of London, Mini Beasts and Under the Sea.
In Key Stage 2, pupils will begin learning the specific skills and techniques needed for individual sports, including hockey, tag rugby, netball and cricket. They will continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. Gymnastics and Dance are also important indoor PE disciplines that pupils will learn, developing flexibility, strength, technique, control and balance. They will develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils in year 4 spend a term swimming at Harrow Lodge Sports Centre. Experienced swimming coaches lead these sessions and pupils are taught to;
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively
- perform safe self-rescue in different water-based situations
Extra-Curricular Opportunities
We offer a wide range of sporting clubs before and after school, including basketball, football, gymnastics and archery which run on a termly basis.
We are committed to providing opportunities for all pupils to participate in competitive and non-competitive sporting events in school and with other Havering schools. We have sports teams that attend football leagues, tag rugby leagues, cross country events, badminton festivals, athletics events and more throughout the year.
Intent when attending inter-school sports events
We aim to ensure that we participate in a wide variety of sports throughout the year and motivate sportspeople at all levels of engagement and ability. To achieve this, we have three levels of intent when attending inter-school sporting events.
These three levels are;
Inspire: aimed at pupils who are very new to a sport
Aspire: aimed at pupils who are still developing their skills in a sport
Higher: aimed at highly skilled, active and engaged pupils
Documents
Latest News
Year 1 Athletics
Street Dancing
Tag Rugby
Curriculum Aims for Phonics
- Children feel confident when learning new sounds and can apply these when attempting to read new words.
- Children can confidently read for a variety of purposes without allowing phonics to hold them back.
- Children can read independently and develop a love for books.
- Children are set up with the necessary skills and knowledge for them to become successful readers in the future.
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Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
The repetitiveness of the RWI Phonics teaching supports children to feel secure in their learning. Developing good phonological awareness supports fluency in reading, allows children to develop a love for reading that will last a lifetime. |
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Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
In Reception and Year 1, children learn phonics skills that will be the foundation to them becoming successful readers. Children explore reading new sounds and come across new words to allow them to develop fluency and broaden their vocabulary. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Termly assessments ensure that children are aware of their next steps and are encouraged to continuously develop. Children work with partners when sharing new texts, helping each other to be successful readers. Reading is the key to all learning and children recognise that this is a skill we require throughout our lives. |
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R |
Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
When working in pairs to partner read texts, children are taught how to give feedback respectfully. Children know it is ok to be wrong and that we respect each other and learn from our mistakes. |
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N |
Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Teachers and TAs nurture children to become successful readers. They provide the necessary support, resources and scaffolding to enable children to flourish. |
At Branfil, we are passionate about reading as we understand that it is the key to children’s future success. We therefore incorporate reading into our whole curriculum. We follow the Read Write Inc. (RWI) Phonics scheme of work, which is a systematic synthetic phonics (SSP) scheme supporting children to learn to read using pure sounds in words.
Within RWI there are 12 steps the children need to work through:
- Set1A
- Set1B
- Set1C
- Ditty
- Red Ditty
- Green
- Purple
- Pink
- Orange
- Yellow
- Blue
- Grey
Each colour level has its own expectations.
Phonics in Reception
Each child is assessed on their current phonic knowledge in the first 2 weeks of starting in Reception; this enables adults to know each child’s prior knowledge and where the children are starting on their reading journey at Branfil.
After all children have been assessed, daily phonics lessons begin. These are whole class sessions where children are taught a pure sound a day. Alongside the teaching of the pure sound, the children are exposed to words that contain the sounds already learnt. They begin to orally blend the sounds they hear and read the sounds in words.
Children are assessed every 6 weeks and here we aim for children to make sufficient progress to move up a group.
At the start of the spring term, Reception children are expected to be able to orally blend and read some words. We begin to stream phonics groups to include children in both Reception and Year 1. This enables us to host all necessary ability groups and the groups are also slightly smaller in size, so more attention can be given to children to enhance progress.
Phonics in Year 1
Phonics in Year 1 continues on from Reception with the children still working through the colour groups. Children are still assessed every 6 weeks and groups are changed accordingly.
Our expectation at Branfil is for all children to have completed the grey colour group by the end of Year 1, ready to start shared reading in Year 2. If a child has not completed the RWI scheme by the end of Year 1, they carry on phonics lessons in Year 2.
In year 1, children also have an extra 10 minute daily phonics session in class with their teacher.
Fast Track Tutoring
The RWI scheme encourages intervention for any child not working at the expected reading level or who is not making expected progress through the colour groups. This intervention is called Fast Track Tutoring and is a mini phonics lesson that is completed 1:1 with an adult, daily, in addition to the daily group phonics lesson. This intervention will run until the child has caught up to the expected colour level for their age.
Reading at Home
Each phonics lesson includes a storybook session, where children practice their reading skills. Our main foci are accuracy and fluency before we work on comprehension and storyteller voice. Each week, your child will come home with the following reading material, dependent on their group:
- Set1A/B – Videos on Google Classroom linked to the sounds taught in lessons, information about phonics games that can be played and a Lilac Oxford Reading Tree Book (one a week), which is wordless so as to promote storytelling and language development.
- Set 1C – A sound blending book (one a week), which include words to help children orally blend and read words with sounds they have been taught.
- Ditty – ditty photocopied sheet (one a day).
- Red Ditty – red paper book (one every 3 days)
- Green – green paper book (one every 3 days)
- Purple – purple paper book (one every 3 days)
- Pink – pink paper book (one every 3 days)
- Orange – orange paper book (one every 3 days)
- Yellow – yellow paper book (one a week)
- Blue – blue paper book (one a week)
- Grey – grey paper book (one a week)
When you receive the above reading material, please support your child to engage with it daily. Always let your child read the book or sheet first. Remember, these reading materials should be used as a celebration of all they have learnt that week. They should be able to read successfully, sharing their reading skills.
The Lilac Oxford Reading Tree Books are a lovely way to let your child’s imagination run wild! Let them make up and tell stories, with you introducing them to new vocabulary.
The word blending books contain words your child needs to be able to read speedily. Please read these words daily to increase speed and focus on accuracy.
The daily ditty sheets have sounds and words the children are to practice reading speedily. They can then read the text and practice their reading skills.
The coloured paper books include sounds, story green words, speedy green words and red words which children will need to continue to practice reading accurately, increasing fluency. Each book has questions for the children to think about and answer. Some books contain vocabulary pages that you can look through with your child and there are hints and tips for adults in the books. Your child should be able to read the book well when they bring it home but must continue to practice this.
Every child will also have a library book that is to be read to your child to model storyteller voice and good reading skills of accuracy and fluency. Children may begin to join in with these books as their reading journey progresses.
Phonics in Year 2 and beyond
If a child has not completed the RWI scheme in Year 1, then as stated above, children will continue into Year 2, whilst also being part of the Fast Track Tutoring intervention. If children are still working on the RWI scheme in Year 3 and 4, they will either join the main phonics groups or be part of smaller groups to enable daily phonics lessons to take place. Fast Track Tutoring will also continue for these children. If children are still working on the RWI scheme in Year 5 and Year 6 then children are assessed for Fresh Start lessons. These are still part of RWI but books are specifically designed to be engaging for older children who still need phonics support. Please read below for more information on Fresh Start Phonics.
Fresh Start
Fresh Start is a phonics intervention for children in Year 5 and Year 6. If we feel children still need phonics support in Year 5 and Year 6, we will assess them for the Fresh Start intervention. This intervention runs very similarly to Fast Track Tutoring in the lower year groups, however, it is delivered using mature resources and age appropriate reading texts.
This daily intervention is 20-30 minutes long, focusing on reading sounds and a text. These sessions are usually delivered 1:1 with a trained adult. The focus is on sounds, blending, reading sentences, accuracy, fluency, storyteller voice and comprehension skills.
The children work through modules and they will bring home additional reading resources to support their reading progress. Once children complete the Fresh Start intervention, we will feel confident that they are a competent reader so they will move on to finely graded Oxford Reading Tree books to read at home as well as choosing exciting texts from the library.
Phonics Screening Check
Each year in June, Year 1 children across the country sit the Phonics Screening Check. This consists of a booklet of 40 words split into two sections. Children try to read each word accurately and they are given a score out of 40. In recent years the pass mark has been 32/40, however, this can change after the final results have been submitted to the Local Authority.
In the build up to the Phonics Screening Check, small phonics intervention groups also take place to accelerate progress and help build upon phonics skills in order for children to meet the pass mark threshold.
If children do not meet the threshold, they will continue phonics lessons in Year 2 and retake the test in the June of Year 2.
Parents/carers will be invited into school if a teacher feels a child will not meet the threshold and a plan will be put in place to help your child build on their skills.
Finally…
We are determined that every child will learn to read accurately and fluently, developing a story teller voice when reading aloud. Our reading provision also aims to ensure that all children develop a love of reading, ensuring that they can confidently access the whole school curriculum and achieve academic success.
Documents
Curriculum Aims for PSHE
- Children develop a good understanding of the world around them.
- Children develop a ‘moral compass’ and a personal code for how to conduct themselves.
- Children are prepared for, and supported, through life: at primary age, as teenagers and into adulthood.
- Children explore the school values and British values.
- Children develop a growth mindset approach to learning.
- Children are confident to share their opinions and listen respectfully to others.
- Children explore diversity and consider situations and dilemmas from different perspectives.
- Children explore themes and issues through a variety of open ended questions which encourage deeper thinking.
- Children learn and experience the skills of discussion and debate.
L |
Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
In all aspects of school life, children are encouraged to develop their sense of enjoyment and fascination in learning about themselves, others and the world around them. Children are able to develop their opinions and listen respectfully to others through engaging in discussions, debates and drama when exploring themes. Children are given opportunities to learn about current issues during their PSHE lessons and the wider curriculum, including assemblies and Science lessons. There are many opportunities for children to see themselves represented in the popular celebrities, characters in stories and examples given during their PSHE scheme lessons. |
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E |
Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
At Branfil, children are given many opportunities to learn about life beyond school. They are given many opportunities across the curriculum to explore and develop moral concepts and values, for example: rights and responsibilities, right and wrong, and challenging stereotypes. PSHE lessons reflect current issues and reflect news children may be exposed to in popular media. Additionally, themes from PSHE topics are delivered through our RSE lessons, Science lessons and assemblies. Our PSHE themes are complemented by the Votes for Schools assembly programme that provides children with further opportunities to answer questions about moral, ethical and current issues relevant to themselves as individuals, the local community and the wider world. |
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A |
Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Through the teaching of PSHE, pupils are supported to think about important moral dilemmas they may have already encountered and to prepare for challenges they may face as they grow and develop. For example, in KS1 children learn about having more than one friend. By the time the same child is in upper KS2, they are exploring important issues such as bullying and the responsibility of a bystander. As the teaching of PSHE becomes more in depth, children are challenged to think deeply about real life issues and their own points of views, thus preparing pupils for the opportunities, responsibilities and experiences of later childhood and adult life. |
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R |
Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Throughout the school, there is a theme of respect – respecting others, our environment and ourselves. During PSHE lessons, children are encouraged to be reflective about their own thoughts and consider other people’s beliefs, feelings and values. Children have memorable and enriching discussions during their PSHE lessons, where they are able to respectfully explore different points of view and think more deeply about topics such as peer pressure, lying, jealousy, their community and the rules of law. Children are encouraged to stand up for their own rights and the rights of others. They show respect and a sense of justice from themes explored in PSHE lessons; for example, when learning about Fair Trade, children recognise the unfairness of farmers growing the bananas receiving the least money. |
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N |
Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
PSHE lessons give children the opportunity to understand human feelings and emotions, the way they impact on people and how through understanding others feelings they can create meaningful friendships and help others in need. Pupils can express their views and practise moral decision making in a safe and understanding environment. Learning opportunities are created through the wide range of issues covered in PSHE lessons and the wider curriculum, such as assemblies and meeting visitors from different faiths. When children need support to grow and develop in specific areas relevant to them, resources from the PSHE scheme can provide a scaffold for this learning to take place. Children then feel empowered to support themselves and others, both now and in preparation for adult life. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Documents
Curriculum Aims for RE
The core purpose of RE is to engage pupils in exploring and responding to challenging questions raised by religions and world views to that they can develop the knowledge, understanding and skills needed to appreciate and appraise varied responses to questions including their own.
The curriculum for RE aims to ensure that all pupils :
- Know about and understand a range of religions and worldviews so that they can:
- describe, explain and analyse beliefs and practices, recognising diversity.
- identify, investigate and respond to questions and responses offered by some of the sources of wisdom found in religions and worldviews.
- appreciate and appraise the nature, significance and the impact of different ways of life expressing meaning.
- Express ideas and insights about the nature, significance and impact of regions and world views so that they can:
- explain their ideas about how beliefs, practices and forms of expression influence individuals and communities
- express, with increasing discernment, their personal reflections and critical responses to questions and teachings about identity, diversity meaning and value, including ethical issues.
- appreciate and appraise varied dimensions of religion or a worldview.
- Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
- find out about and investigate key concepts and question of belonging, meaning, purpose and truth, responding creatively.
- enquire into what enables different communities to live together respectfully for the wellbeing of all.
- articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.
L |
Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Through learning about, and understanding, different religions and worldviews, children will develop a love for RE by recognizing how it promotes good relationships, empathy and understanding of one another so that we can live together in harmony. |
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E |
Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
During our lessons children will have the opportunity to investigate key concepts and enquire into what enables different communities to live together respectfully. |
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A |
Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Through fun and interactive lessons that increase the children’s knowledge and understanding of religions and worldviews, each other and themselves, it is hoped that they will aspire to become the best citizens they could be. |
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R |
Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Children will learn to respect themselves and others via being given the opportunity to learn about different religions and worldviews through asking questions and developing their own views and understanding. |
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N |
Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Through carefully planned lessons we will nurture the children into becoming responsible caring members of the school community and begin to impart the skills needed to develop this further as they get older so that they become responsible, understanding and caring adults who can make valuable contributions to society. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Documents
Latest News
RE Visitor
RE – 10 Commandments
Diwali dance workshop
Curriculum Aims for Reading
- Children can read fluently and with confidence
- Children are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world that they live in
- Children appreciate and love reading
L |
Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
Children’s reading is celebrated through Reading Routes and Star Reader. The Reading Ambassador role provides additional opportunities for children who love reading and want to share their recommended reads. Children know that reading has a purpose and that it can inspire their writing. |
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E |
Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children are provided with opportunities to read different genres and types of books. Their classroom libraries are regularly updated and refreshed by their classroom library monitors and children regularly recommend texts to each other. Children explore language used in the books that they are reading and consider appropriate and most effective vocabulary to then apply in their writing. |
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A |
Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Children aspire to achieve the star writer award. Our patron of reading Naomi Joslyn is an author and her involvement at Branfil gives children the chance to meet a real life author. |
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R |
Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Children read to each other in the classroom and throughout different year groups. Children share books with each other and recommended them to one another. Children understand that they need to respect and look after the books in their classroom and in the library. |
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N |
Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Teachers and TAs nurture children to become successful readers. They provide the necessary support, resources and scaffolding to enable children to flourish. Children read books focusing on a variety of current topics including mental health and wellbeing. |
Reading at Branfil
Reading is key to our children’s future success.
Reading is highly valued at Branfil, with one of our key aims being to ensure all children develop a real love of reading so they choose to read for pleasure.
Reading Ambassadors
Our Reading Ambassadors are children who love reading and are keen to share their love of reading with other children. You can see their vision in the document below.
To become a Reading Ambassador, children complete one of the Reading Routes (see below) – the Alphabet of Authors route or the Explosion Books route. Each route encourages children to read a range of genres, widening their reading experience.
The Reading Ambassadors are part of our School Parliament, helping to lead our school democratically, with all pupils having a voice.
- Reading Ambassadors Christmas Newsletter
- Reading bingo
- Reading branches
- Vision for Reading Ambassadors
- Reading Routes
Patron of Reading
We are so grateful that we have opportunities for our children to work with authors and we have been incredibly fortunate to have had Chrissie Sain as our Patron of Reading at Branfil over the last few years. However, as Chrissie is continually producing more fantastic quality texts, and becoming better known as an author, she is finding it harder to visit us and we want to make sure that the children are benefiting from regularly seeing an author face to face. With this is mind, we are lucky to be able to welcome Naomi Joslyn as our new Patron of Reading. Naomi will be working alongside the reading ambassadors, hosting workshops and sharing her books with the children too – we are very excited about getting to know Naomi better.
We would like to thank Chrissie for all her hard work and time at Branfil throughout the years. She has successfully motivated and inspired our pupils as readers and writers, leaving a real legacy at Branfil. We will look forward to working with Chrissie for the last time on World Book Day, later this term.
We feel extremely lucky to have Naomi Joslyn as our Patron of Reading at Branfil.
A message from Naomi:
Throughout my teaching career I always loved reading stories to the class. Even the wriggliest of classes will sit still to listen to an exciting and engaging book. I learnt over time the elements of a story that children like best. They love adventure stories, they love stories that they can join in with and they love stories with an element of anticipation as you turn the page. With this knowledge and realising the need for more picture books that tied effectively into Key Stage 1 subject areas, I had the foundations for my books.
On my journey as an author, I discovered that traditional publishers often have a very strict criteria for picture books and self-publishing routes could not deliver the consistent quality I wanted. This meant that in order for me to create the books I felt there was a need for, I had to set up my own publishing company. Therefore, Dotters Publishing was born (Why the name? In my first teaching role I sometimes wore red sparkly pumps and was quickly known as ‘Dotters’ after Dorothy from the Wizard of Oz!) It is my hope that the Dotters books engage children, tap into their imaginations, teach them new things and build their confidence as readers and writers.
https://www.dotters.co.uk/about
- Patron of Reading newsletter 1
- Patron of Reading newsletter 2
- Patron of Reading newsletter 3
- Patron of Reading newsletter 4
Library
Children have access to books, comics, magazines and audio books in various libraries around the school:
- our main library, which every class visits every week
- class libraries
- the Read Write inc Phonics library for our younger readers
All of our children also visit Upminster Library annually and we encourage parents and carers to sign their child up as a member of Havering Library Service.
Wishlists
Wish lists for books – by year group
- R: https://www.thingstogetme.com/360439a9b7bd
- 1: https://www.thingstogetme.com/460052a38703
- 2: https://www.thingstogetme.com/360441a5052f
- 3: https://www.thingstogetme.com/360442a988e4
- 4: https://www.thingstogetme.com/360443af79ab
- 5: https://www.thingstogetme.com/360444a70980
- 6: https://www.thingstogetme.com/360445a7fcb8
Thank you in advance for any purchases that you make for our children.
Reading at Home
Our aim is for children to choose to read at home for their own pleasure.
Whilst children are learning to read fluently and confidently, they need adults or older siblings to read with them regularly. We ask for this to happen at least five times a week and we reward our Star Readers who do this consistently throughout the term.
Please see the documents below for more information about how to support your child with their reading at home. You will also find information about Havering Library Service, links to stories being read aloud and a great website with suggestions of books for your child to try if they enjoyed a particular author or book.
There are also some short films designed to help parents, families and carers read conversationally and creatively to and with children. They highlight book chat (the informal interaction that accompanies quality reading) and the supportive use of open questions, comments and prompts: https://ourfp.org/supporting-rah/book-chat-reading-with-your-child/
For book recommendations from children and teachers, please click the relevant link below:
- R: https://padlet.com/agafford311/khtdp9dmuvtqjtkp
- Y1: https://padlet.com/revenden1311/argki5t4dhvgdqbw
- Y2: https://padlet.com/Yeartwobranfil/5ymono096qvszsx8
- Y3: https://padlet.com/slemon5311/year-3-reading-recommendations-pc2tifc1kb13r989
- Y4: https://padlet.com/edaly32/qik19tax89ztz1vi
- Y5: https://padlet.com/lansell9311/sxd9jvya9ktt5ppr
- Y6: https://padlet.com/lbain311/5gbb8rggj0olyhna
Y5 & 6: Mrs Sansom’s recommendations: https://padlet.com/nsansom2311/mrs-sansom-s-book-recommendations-rrw89nwy2c9hwf1
Children can also add their own recommendations to these padlets whenever they read a good book.
Happy reading!
Sooper Books – Free School library
https://sooperbooks.com/?msID=35aae9c2-2705-4b80-b877-74eac720dcc1
Sooper Books has kindly donated all of their award-winning stories and audiobooks to our school. Please use the following links to access the stories and audiobooks free of charge from school or from home:
Bedtime stories — a selection of the world’s best 5-10 minute bedtime stories and audiobooks
https://sooperbooks.com/bedtime-stories/?msID=19c6cd6c-1159-4c3b-8489-092f53bdd135
Fairy tales — a selection of classic fairy tales retold in a modern and fun way
https://sooperbooks.com/fairy-tales/?msID=cae268de-9afa-41b1-9be0-a79e5bab707a
Sooper Series — a selection of original stories in episode format. Each episode is a separate 10-15 minute story
https://sooperbooks.com/series/?msID=c0a37a3a-394f-41f7-859c-3f23fb7e2f99
Rhymes & Poems — a selection of 3-5 minute funny rhymes
https://sooperbooks.com/rhymes/?msID=759447c0-9a89-4153-9f32-31a30646dcd9
Aesop’s fables — a selection of 3-5 minute moral tales, retold in a fun and modern way
https://sooperbooks.com/aesops-fables/?msID=00d8e651-3630-497d-9226-fa99b134cd89
Documents
- Book Chat Guide – OU RfP
- The Importance of Reading at Home
- Reading in KS1
- LoveReading4Schools information
- Reading at Home
- Letter about home reading – Nov22
- Reading at Home support sheet for parents and carers
- Year 3 and 4 Reading Fluency Workshop
- Reception reads
- Year 1 reads
- Year 2 reads
- Year 3 reads
- Year 4 reads
- Year 5 reads
- Year 6 reads
Curriculum Aims for Science
- Children are enthused to take part in scientific discussions and feel confident to express their ideas, ask questions and pose hypotheses.
- Children access a wide range of experiences through a variety of scientific enquiry.
- Children can make detailed observations, predictions, record results and draw conclusions based on their findings.
- Children can work collaboratively in groups and independently to decide on their own enquiry routes.
- Children develop scientific knowledge and conceptual understanding through specific disciplines of Biology, Chemistry and Physics.
- Children make links between science and their everyday lives. Finding relevance and application in the real world.
- Children believe that they are scientists and demonstrate these skills. They show resilience, curiosity, organisation and commitment.
L |
Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
From exploring nature in the EYFS grasslands and forest school area, to launching parachutes and building spaghetti towers in KS2, children develop a love for science through practical, hands-on experiences. Our working walls celebrate children’s contributions to science along with our STEM display that aims to share the collaborative activities that the classes have most enjoyed. Every year, we recognise British Science Week to further enhance our enjoyment of the subject. Children also have the opportunity to take part in the ultimate STEM challenge each year to further demonstrate their passion. |
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E |
Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Resources such as Explorify provide children with a range of opportunities in every lesson to ask scientific questions, challenge each other in collaborative discussions and discover new avenues for investigation. Children use a range of secondary sources, utilising our class chromebooks, to conduct their own research into their science topics. Concept cartoons allow exploration of a specific idea where children can debate, make mistakes and develop skills in explaining their choices to others. We foster a growth mind-set that encourages children to make predictions without the fear of being incorrect. |
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Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Through science topics and British Science Week, we study diverse scientists from past and present day to challenge children to smash stereotypes. We encourage every child to see themselves as a scientist and to follow specific areas of interest so they can aspire to make positive changes to the world around them. Science workshops and visits bring to life the awe and wonder of Science. From looking at the universe through a space dome to working with professionals from nearby secondary schools, children can see themselves pursuing STEM careers. |
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Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Respect is at the heart of our science curriculum. With an emphasis on environmental sustainability, children identify and find ways to protect the changing world and allow our planet to continue to thrive. From studying animals in their natural habitats to exploring the impacts of climate change, we not only try to respect our world, but learn to take responsibility for any negative impacts that we are a part of. Our annual STEM challenges have focused on providing a ‘Home for Nature’ and creating a ‘Net-Zero Community’, motivating pupils and teachers to find innovative solutions to global problems, starting with our local community. A collaborative approach to the subject fosters teamwork skills. Children work in small groups to carry out investigations, showing respect for individual ideas and offering feedback to support each other in moving forward with their knowledge, skills and understanding. |
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Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Adults nurture children to become enthusiastic, knowledgeable and inquiring scientists. Through careful support, use of resources, scaffolding and modelled writing, all children are provided with opportunities to succeed in science. Children record the scientific process in a variety of ways such as writing, photographs, videos, diagrams and drama. This nurtures a passion for science and eliminates barriers for children to convey their ability. When exploring animals including humans, we discover the importance of both physical and mental health, monitoring the impacts of a healthy lifestyle and building awareness of how our bodies (and other organisms) change through a life cycle. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
- Science – Branfil’s own scheme
Scientific knowledge and conceptual understanding
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.
Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.
The nature, processes and methods of science
‘Working scientifically’ specifies the understanding of the nature, processes and methods of science for each year group. It should not be taught as a separate strand. The notes and guidance give examples of how ‘working scientifically’ might be embedded within the content of biology, chemistry and physics, focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. Pupils should seek answers to questions through collecting, analysing and presenting data. ‘Working scientifically’ will be developed further at key stages 3 and 4, once pupils have built up sufficient understanding of science to engage meaningfully in more sophisticated discussion of experimental design and control.
Spoken language
The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
Documents
Latest News
Science Week
Reception Science Week
Year 3 STEM challenge
Curriculum Aims for SMSC
- Children develop a sense of responsibility, consideration for others, self-respect and self-confidence.
- Children develop a better understanding of the world in which they live.
- Children develop respect for religious and moral values and understanding of other races, religions and backgrounds whilst challenging opinions or stereotypes.
- Children are supported to achieve their full potential across all areas of the curriculum.
- Children are enabled to distinguish right from wrong, are taught democracy and to appreciate the rule of law.
- Good relationships between home, school and the local and wider community are promoted.
- Children are inspired and encouraged to develop a love of learning and inquiry, to reason and to apply themselves to tasks.
- Teachers develop the individual strengths of all pupils and provide support in areas for development.
- Lessons promote the spiritual, moral, social and cultural development of children at school, including British Values.
L |
Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
In all aspects of school life, children are encouraged to develop their sense of enjoyment and fascination in learning about themselves, others and the world around them. From being members of a range of clubs to representing the School Parliament, children are able to develop the social aspect of SMSC through engaging in collaborative activities and memorable experiences. Children are given opportunities to learn about other cultures in all areas of the curriculum, including in the books they are exposed to. There are many opportunities for children to see themselves represented in the books that they read, developing a love for, and a deeper understanding of, cultures similar or different to their own. |
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E |
Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children are given many opportunities across the curriculum to explore and develop moral concepts and values, for example: rights and responsibilities, right and wrong, and challenging stereotypes. Additionally, SMSC and British Values are delivered through our PSHE curriculum. This is further supported by our assembly programme, Votes for Schools, which provides children with opportunities to answer questions about moral, ethical and current issues relevant to themselves as individuals, the local community and the wider world. Furthermore, this allows them to share opinions and debate topics, developing their voices as individuals whilst appreciating the viewpoints of others. In lessons such as R.E, children are given the opportunity to explore values and beliefs, including religious beliefs, and the way in which they impact peoples’ lives. |
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A |
Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Through the teaching of SMSC in areas such as R.E and PSHE, pupils are supported to grow and develop as individuals, preparing pupils for the opportunities, responsibilities and experiences of adult life. Lessons are planned to help pupils achieve their full potential across all areas of the curriculum. Both formative and summative assessment are used to to develop the individual strengths of all pupils and provide support in areas for development. |
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R |
Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
In lessons, such as R.E, children are encouraged to be more reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values. Cultural events celebrated throughout the year such as Remembrance Day, Arts and Culture Week, Black History Month and religious festivals, provide opportunities to promote racial, religious and other forms of equality and challenge stereotyping. These events also develop children’s understanding and appreciation of the wide range of cultural influences both in the local and wider community. Children are encouraged to take responsibility for their actions, for example, respect for property, care of the environment, and developing codes of behaviour. |
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N |
Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Lessons such as PSHE, as well as stories shared during writing lessons, give children the opportunity to understand human feelings and emotions, the way they impact on people and how an understanding of them can be helpful. Class assemblies and lessons promote learning opportunities which value children’s questions, encourage deeper questions and give children space for their own thoughts, ideas and concerns. They also aim to develop an open and safe learning environment in which pupils can express their views and practise moral decision making. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
Spiritual, Moral, Social and Cultural (SMSC) Provision
At Branfil Primary School we recognise that the development of pupils’ Spiritual, Moral, Social, and Cultural (SMSC) skills is an essential part of their education.
SMSC development is about promoting the personal and social skills that pupils need to become responsible and engaged members of society. This includes:
- Spiritual development: encouraging reflection, self-awareness, and an understanding of personal values and beliefs.
- Moral development: promoting ethical and responsible behaviour, and developing an understanding of right and wrong.
- Social development: fostering a sense of community, promoting respect for diversity, and developing empathy and understanding of others.
- Cultural development: promoting an understanding of the cultural and social influences that shape our world, and celebrating diversity.
SMSC at Branfil focuses on the following key aspects:
- Promoting respect for diversity: We aim to create a safe and inclusive environment where all pupils feel valued and respected, regardless of their background, culture, or beliefs.
- Developing empathy and understanding of others: We encourage pupils to consider the perspectives of others and to develop the skills needed to build positive relationships with people from different backgrounds.
- Fostering a sense of community: We aim to create a sense of belonging and community within our school, and to promote active citizenship and social responsibility.
- Promoting ethical and responsible behaviour: We encourage pupils to act with integrity and to take responsibility for their actions, both within and outside of school.
- Encouraging reflection and self-awareness: We provide opportunities for pupils to reflect on their personal values and beliefs, and to develop a sense of self-awareness and emotional intelligence.
By fostering a culture of respect, empathy, and social responsibility, we aim to equip our pupils with the tools they need to make a positive contribution to the world around them.
Curriculum Aims for Writing
- Children feel confident to express their ideas, thoughts and feelings in the written form.
- Children’s reading experiences inspire their writing and enhance their vocabulary choices
- Children are engaged through hooks, poetry, films, pictures and real books to be creative in their writing.
- Children can write for a variety of purposes and audiences.
- Children show an awareness of the reader, considering how the written word may affect the reader.
- Children take pride in their writing and aspire to improve their work through feedback.
- Children reflect on their writing and learn to independently edit and improve their writing.
L |
Love |
Develop a love of learning through children understanding the purpose of each lesson then engaging in collaborative activities and memorable experiences |
From helicopter stories in Reception to newspaper reports about A Midsummer Night’s Dream in Year 6, children develop a love of writing because they know that their writing is read by others and is valued. Children know that writing has a purpose and they learn to express themselves through writing. Children’s writing is celebrated and displayed. The newspaper club provides additional opportunities for children who love writing and reporting. |
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E |
Explore |
Develop curiosity through active learning, where children ask questions and learn from their mistakes, which are vital skills in an ever changing world |
Children are provided with opportunities to write in different genres. They explore layouts and a range of ideas as well as research information to include in their writing. Children explore language and consider appropriate and most effective vocabulary choices. We foster a growth mindset approach and children know that asking questions and making mistakes enables learning to take place. Teachers sometimes deliberately make small mistakes to model the editing and improving process. |
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A |
Aspire |
Develop children’s independence and ownership of their learning so they aim high and continuously develop |
Children use feedback to improve their writing and take pride in their presentation and handwriting. Children work with partners to peer assess each others work, helping each other to be successful. Children aspire to achieve the star writer award. Writing is an important way of communicating with others and children recognize that this is a skill we require throughout our lives. Our patron of reading Chrissie Sains is an author and her involvement at Branfil gives children the chance to meet a real life author. We hope that her passion for writing inspires children to be aspirational. |
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R |
Respect |
Develop children’s respect for themselves, each other, and the environment so they celebrate diversity and difference in a democratic community |
Children know that writing can be used to show respect to others for example; thank you letters. Children write Christmas cards to each other and post cards to our local community. During poetry week, the children write poems that are delivered to our neighbours. Children in year 3 have written to elderly residents in a care home and were delighted to receive letters back. When working in pairs to peer assess each other’s work children are taught how to give feedback respectfully and know that the child whose book is being looked at will edit their work. |
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N |
Nurture |
Develop children’s understanding of mental, spiritual and physical health, including strategies to employ when facing challenges in these areas |
Teachers and TAs nurture children to become successful writers. They provide the necessary support, resources and scaffolding to enable children to flourish. Shared and modeled writing gives children a shared focus and aim. Children express and explore their thoughts and feelings through writing in a variety of forms and for various audiences. |
At Branfil, we use the following scheme of work as the basis for our curriculum:
At Branfil we are passionate about children’s writing and through our curriculum we work towards teaching children to be able to confidently express their ideas, thoughts and feelings in the written form.
We follow the Literacy Tree curriculum which progressively and systematically builds upon children’s prior linguistic knowledge as they engage with writing for a broad range of genres, purposes and audiences.
Our writing curriculum is a book based approach. Our book choices are age specific and cover a range of topics and themes. Currently we use novels, non-fiction books, picture books, poetry and short animation clips to inspire children’s writing. We look for and plan opportunities for children to write across the curriculum, for example a non-chronological report about the water cycle, diary entries as a historical figure, and retellings of significant stories from a range of religions.
Children at Branfil are given the opportunity to write for a variety of purposes and audiences and they are encouraged to choose the appropriate text type and consider the effect they would like their writing to have on the audience.
Leaders and teachers recognise that writing is a challenging skill for children to master and that fluent reading and oracy are prerequisites for successful writing. Teachers provide modelled writing and shared writing to support children and time is planned for children to talk about their ideas. The provision is adapted and resources like sentence stems, scaffolds and vocabulary mats are provided to enable children to be successful in their writing. We further enrich our provision with text maps, as in Talk for Writing, to support children to learn and internalise new vocabulary and sentence structures.
At all times, we encourage the children to take pride in their writing and presentation. We celebrate writing through the half termly star writer award and display.
Children are taught to proof-read, edit and improve their writing and lesson time is dedicated to this process. Children have access to dictionaries and thesauruses. We also empower children to use technology to support their spelling, punctuation and grammar needs during editing.
Branfil Writers
Children’s love for writing is nurtured through extra-curricular activities like the Branfil Newspaper or the Creative Writing Community that have shared their narratives in our school newsletter. Children have the opportunity to work to a brief, collaborate with their peers, write and polish work to a high standard. With our editors consisting of year 6 children, our writers are supported by their peers, as well as teachers, to achieve.
Documents
- Writing Autumn Term Whole School Map
- Writing Spring Term Whole School Map
- Writing Summer Term Whole School Map