Farnborough Road Junior School is committed to meeting the requirements of the New Primary Curriculum September 2014 whilst incorporating other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school.
Farnborough Road Junior School is an inclusive school with a whole school approach to meeting the needs of individual pupils and removing barriers to learning. We want to create a happy, safe, caring and inclusive learning environment where every child will become an independent learner who achieves their full potential and this is key to our curriculum.
We believe our careful planning will mean that our curriculum will be exciting and will inspire children to nurture a passion for learning.
At Farnborough Road we have been working on tailoring the curriculum to the successful skills-based curriculum that we have been using over the previous academic years.
In the last year we have been reviewing the teaching of foundation subjects. Staff have explored new ways of re-invigorating our classrooms so that our children will continue to love their learning and develop a passion to learn more as we look at creating lessons and experiences they will remember when they are adults. Blocking of teaching will be explored in order to maximise opportunities for larger projects.
Our schemes of work reflect the content and challenge of the curriculum. Teachers have received training in key areas of curriculum change and are ready to provide outstanding curriculum provision.
The curriculum will be taught with the consideration of the needs of all learners. We aim for our curriculum to be exciting and to inspire children and to nurture a passion for learning.
We have developed a fully comprehensive curriculum framework that meets the requirements of the latest National Curriculum review.
Our curriculum continues to ensure that our children's learning is both meaningful, and benefits from a specific focus on the core requirements of the English and Mathematics curriculums.
The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education.
The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the pupils’ spiritual, moral, social and cultural development.
The National Curriculum is delivered using an integrated topic approach and assessed using both NFER assessments for English and Mathematics and Foundation Assessments using Target Tracker statements (National Curriculum) as a basis to ensure coverage and progression throughout the school. The more able are challenged further in their learning and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. National requirements and school requirements are mapped out as a whole school and then individual year groups plan the curriculum for their pupils accordingly. The curriculum is underpinned by the school’s Core Values (Respect, Hardworking, Helpful, Fair, Honest, Thoughtful, Happy and Caring) and these are taught on their own and through other areas of the curriculum, including assemblies. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.
The school, whilst delivering the statutory content of the National Curriculum, plans a thematic approach to learning and many of the topics change regularly to excite and stimulate the children. A skills-based approach is followed to ensure that the children make progress with their learning as they move through the school
One of our main aims is to focus upon using full texts with pupils in relation to a themed topic. Our planning reflects our pupil’s desire to follow a full text and to really get to know the characters, their relationships and plot developments within the book. Working this way provides many opportunities to develop writing skills and to create links with other subject areas. We choose class reading books which have a close link to our themes/topic i.e. Y3 explore ‘Stone Age Boy’ for their topic on The Stone Age; Y4 study ‘Charlie and the Chocolate Factory’ for their topic on the History of Chocolate; ‘The Iron Man’ for the Y5 Space Topic; and ‘The Boy in the Striped Pyjamas’ for the Y6 topic of World War II.
Carefully planned opportunities to use and explore the benefits of film and the use of technology through the use of our Media and Green Screen room further enrich our curriculum provision. Our themed topics have a strong historical theme whilst embracing the skills required of the National Curriculum and making links with other subject areas.
During our planning for the new curriculum cross curricular links were explored and these links consequently ‘freed up’ more time within the school day and thus allow the staff to be more creative with their curriculum and teaching i.e. letters as evacuees can be written by Y6 making cross curricular links between history and English. Many natural cross curricular links allow the children to experience a truly deep exploration of their topic e.g. Tudor dance and art work is taught in Y5 during their topic on ‘Henry VIII’; Y3 make clay carvings and perform their own Stone Age dances during their topics on ‘The Stone Age’.
Where cross curricular links are not evident the planned activities are taught separately. Many aspects of science are incorporated into our termly topics but to ensure progress and acquisition of skills and concepts the majority of science is taught as a discreet subject. We strive to ensure that children can identify the different aspects of their work as discreet subjects so whilst Y6 may look at aspects of WW2 in their English work they are fully aware of the English Learning Objective and those of History through aspects of British past and that of the wider world. In Geography we aim to inspire our pupils’ curiosity and fascination about the world and its people whilst looking at our local environment and beyond, including the UK, Europe, North and South America. Work is recorded in discreet subject books or folders as indicated in subject policies.
Some of our DT work is ‘blocked’ into a week long program – this allows our pupils and staff to devote plenty of time to the planning and designing stage in order to develop and build a repertoire of knowledge before the children make, evaluate and test their ideas and products e.g. Y3 make fridge magnets, Y4 make money holders, Y5 make space and moon buggies, whilst Y6 make torches and lamps and bird boxes.
Special Events/Themed Weeks
In addition to our planned creative curriculum we also plan to continue to run themed weeks. These themed weeks are blocked into our schools timetable and involve all children in school in a whole school focus; it is events like these that ensure our curriculum is truly unique to FRJS and engages our pupils in the awe and wonder of learning. These themed weeks (Farnborough Celebrates Talent, World Book Week, Junior Chef, Arts, Maths and Science Weeks) have been a special aspect of our school’s curriculum and our covered in a rolling process to ensure all our experienced by children during their four years at FRJS. During these whole school events the children usually come off time table for the full week and enjoy a variety of activities provided by the staff and a variety of outside agencies and performers such as the Happy Puzzle Company, Samba Bamba, visiting authors, Junior Chef and Mad Science.
At Farnborough Road Junior School we use NFER assessment three times a year to assess and record the progress of our pupils in Reading, SPAG and Mathsematics. NFER assessments take place in November, March and June and tracks the progress of pupils in year against national standards for the year group. The standards are relevant to the year group that children are taught in and children can be tracked as they work towards the year group standard, within the standard and at greater depth. Writing continues to be an ongoing assessment throughout the school year. Information is gathered through six assessed pieces of writing a year using criteria from NC14. In Y4,5 and 6 we use the Accelerated Reader to assess, track and monitor our progress in reading.
Further details regarding our assessment programme can be seen in our Assessment Policy.
Full details of the curriculum can be seen in the subject folder which contain a detailed policy and a curriculum map.
Annabelle Gibbons Deputy Head
This section contains information on our curriculum subject policies, schemes, maps and introduces you to our subject leaders.