Our character curriculum is at the core of what is important to us and we aim to provide a wide range of learning opportunities and experiences. It is our desire that children and their families value their learning and seize all and any opportunity wholeheartedly, therefore we aim to ensure the offer to learn is strong in every classroom.
We aim to develop our pupils’ characters through the growth of relationships that define us as human. Through our curriculum, we develop a set of competencies (behaviours) which enable each and every one of our pupils to lead a remarkable life. These competencies are summarised as follows:
Underpinned by three elements:
For more information on the research and rationale behind our character curriculum follow this link:
There are three types of in-class experiences pupils can have. The first is the Mastery Flow Model. The Mastery Flow Model is our teaching model and our approach to delivering any learning. As pupils engage in probing questions, further extension and rich and complex questions, they begin to engage in unfamiliar questions. We define mastery as fluency with the unfamiliar. This fluency with the unfamiliar is crucial to be successful In the unknown future. The Mastery Flow Model is at the core of our teaching and learning and is evident in lessons, displays and books.
The second type of in-class experience is independent thinking questions. These are not necessarily linked directly to the curriculum, rather they are used to encourage pupils to think creatively and logically to open up their brains to hypothesis in order to encourage independent thinking.
The final type of in-class experiences include skills based activities. The learning experience in most classrooms is content driven. During teacher training we are taught to start from the subject matter and identify the learning outcomes. The intention is that we want students who are able to think about and manage their own learning. We want responsibility, motivation and enthusiasm. Applying this need is a skills requirement; a requirement for identifying, articulating and making sense of how skills can fit into a framework for learning. Skills are traditionally tagged on or referred to in holistic planning, but not necessarily discreetly planned for. This third type of in-class experience puts the development of skills at the heart of the planning process. Teachers choose a competence they wish to focus on, they identify a specific skill to develop and then choose an activity that develops that skill. Any subject content can then be incorporated into the activity.
The focus is taught through curriculum links and special theme days, displayed in the classrooms and referred to regularly in all aspects of school life.
Each term, all children are offered the chance to join extra-curricular school clubs. Club choices range from archery to chess; cookery to choir. These clubs ensure that children are offered a broad curriculum and wide range of experiences in their school career. The clubs are very popular and children are expected to attend every week to their selected club, ensuring commitment and resilience are intifisic to the programme.
In addition to PE, we offer a range of sports activities every lunchtime and after school. We also participate in local league and several national competitions. Not only do these encourage children to understand the importance of a fit and healthy lifestyle, but also the importance of teamwork, leadership and communication.
Year 6 have the opportunity to attend a 3 days/2 nights residential experience at Whitemoor Lakes (Get Set for SATS programme). We also provide a wide range of trips and visitors for all pupils linked to our curriculum.
Our own Forest School area is well used by the whole school and helps to promote and foster risk taking, independent thinking and an appreciation for nature.
Children are encouraged to research, design, create and express themselves at home as well as in school.
Children equipped with the skills and character to lead a Remarkable Life! Children will be encouraged to self assess their competencies and their progress on this will be recorded in their Reflection books. Teachers will report on progress at parents’ evenings and in written reports.
Across the school, we tightly monitor behaviour and attitudes in our pupils and put in interventions programmes where needed. These are tailored to the child’s needs but often include emotion management, self regulation and social skills.
Academic achievement will increase as children will be more able to overcome difficulties and will value their educations; behaviour will improve as children are more able to self regulate and work with others and attendance will improve as families see the increased value of a healthy lifestyle and the importance of education.
Lift Lea Forest,
Hurstcroft Road,
Kitts Green, Birmingham
B33 9RD
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