Our Curriculum
Intent
At Beaumont Primary Academy, we want our children to have access to an enriching, stimulating and nurturing environment, that helps them to develop skills that will help them in later life.
We believe that taking lessons beyond the classroom is essential to making lifelong learners who can go out into the real world and become successes.
At the heart of 'The Beaumont Way' is our safe learning environment- this is underpinned by our Rights, Respecting approach.
At Beaumont we recognise the rich and powerful learning which must take place beyond the classroom walls and taking our learning outdoors will allow pupils to develop knowledge, understanding and skills in many curriculum areas by learning in situ; for example in the park, woodlands, moorlands, local businesses and other places of interest to name a few examples.
We have developed a curriculum which celebrates the diversity and knowledge of our local area as well as a curriculum that allows for national and global study projects so that children build a sense of understanding about the wider world and a sense of belonging to different communities.
The curriculum will also reflect our ethos which aims to develop young people to have a strong voice. The principles of UNICEFs Rights Respecting Curriculum will be used to underpin approaches to learning. Please find out more by visiting link to UNICEF website for RRS. UNICEF - Rights Respecting Schools
In order for children to attain successfully, it is vital that our curriculum also addresses emotional health and well -being and that children learn to manage their emotions whilst understanding the characteristics of effective learners. This will be an integral part of the role modelling provided by all adults in the academy and the partnerships we build with families. Children will have daily opportunities to reflect on their learning and feelings. Our PSHE curriculum will also explicitly explore emotional health.
We want our curriculum to give the children the opportunity to be creative, independent, determined learners with a real love for wanting to work hard and improve in all aspects of their education.
At Beaumont we pride ourselves on being an inclusive and welcoming school. Not just in our pastoral approach but through our curriculum.
We have created a robust curriculum that builds on children's knowledge, skills and experiences through high quality teaching and learning. This is driven through quality texts and our history, geography and science drivers. Please see our curriculum map with concepts or themes, that are the key threads referred to repeatedly throughout the curriculum to instill core ideas.
beaumont curric concepts newest summer.pdf
Curriculum design
In EYFS the children develop an understanding of the past and present and changes over time. They learn about places that are nearby and far away and begin to compare environments. They explore the natural world, looking at similarities and differences and compare these in different places. The curriculum is focused on their own experiences and what they learn through books read in class and story telling.
From key stage one children learn an awareness of the past through the study of toys, transport, the monarchy, the Great Fire of London, significant people; such as Florence Nightingale and the impact on modern life, the Victorian seaside and how they fit into a chronological framework.
This knowledge is built upon through returning to the key concepts, themes and ideas that are subject specific and through the overarching concepts contained in the curriculum map over time.
Through the program of study in key stage two, pupils develop chronologically secure knowledge through the study of:
The Stone Age through to the Iron Age and the Romans in year 3
The Anglo-Saxons and the Vikings in year 4
The Victorians in year 5
World War 2 and Black History/Windrush in year 6
In key stage 2 pupils also study the earliest civilizations; their influence, achievements and contrasts with British history.
Subject specific study is sometimes grouped to embed key concepts and themes, such as the Romans, Egypt, the Stone Age to Iron Age and Vikings. The children are immersed in power and conflict developing connections, contrasts and trends over time and return to these concepts in year 5 and 6. Geographical knowledge and skills are intertwined within the program of study to provide balance for example, human and physical features, settlements and land use are studied as part of pupil's studies through the ages. Physical geography becomes part of the study of the Romans and locational knowledge is studied through significant people and early civilisations. The history and geography overviews show this in more detail.
In Key Stage 1 the study of geography starts by zooming in on pupils' local area of Huddersfield and moving on to hot and cold places in the world. They then extend their learning to continents and oceans recalling knowledge from their studies on hot and cold countries and develop this further by studying a small area in Africa, contrasting this with their own. They develop geographical skills and fieldwork through using compass directions, observational skills, maps and atlases.
In key stage 2 pupils study a wide range of locational, place and human and physical geography alongside developing skills and fieldwork, returning to the concepts of location and environment. As part of their start to learning French the children are given to opportunity to study France as a European country; our South American study focuses on Peru in year 4. These links with the prior learning of rivers and future knowledge in year 5 of deserts and mountains, which includes a field trip to climb Pen-y-Ghent. In year 6 the pupils have the opportunity to study the fascinating , unique and diverse physical features of the Caribbean and recall prior knowledge from the program of study including mountains, volcanoes, rainforests and coasts. Again, sometimes themes are grouped to develop and connect knowledge, for example the water cycle, rivers and Peru in year 4. To provide balance historical knowledge is retrieved as part of the study, children reflect on the Nile and Egyptian society as well as early settlements in Britain to know why people settled around rivers and how this affected trade, which is a common thread through our European and non European studies.
Throughout their curriculum journey children are given opportunities to extend their learning through experiences such as educational visits to Thackray Museum to study medicine, a visit to the coast to study physical geography, Tropical world as part of rainforests, Jorvik to immerse themselves in the study of vikings and Eden camp in Yorkshire where year 6 step back in time and experience World War 2. The children also have the opportunity to take part in virtual field trips to Mount Everest and Antarctica.
Teaching and learning through the curriculum design is achieved through both discrete subject lessons alongside crossing subject boundaries to ensure both breadth and balance. Children are given the opportunity to develop schema; organising knowledge through core concepts and connecting concepts from prior learning alongside retrieval to commit learning to long term memory.
Please find our Curriculum Booklet outlining our curriculum intent, implementation and impact alongside our teaching and learning rationale and subject specific detail on the curriculum subjects tab under information.
Personal development is a school focus on key aspects of PSHE, British Values and SMSC, which enables pupils to make links across the wider curriculum. Within the wider curriculum all subjects make a link back to PD, PSHE, British Values, SMSC with consistent language used by all staff. Whole school, Key Stage and class assemblies always make a link to PSHE, British Values and aspects of SMSC. Please find more detail on personal development in the subjects menu.
The documents that underpin our curriculum are shown on the chart below
Below is our enrichment offer which outlines how our visits, visitors in school, exploration days and local walks support children's learning throughout school.
More information is on the PSHE/Personal Development page
At Beaumont every child has access to the sessions being taught. Our fundemental values, which come through our RRS approach, are well established and share the belief that every child has the right to learn.
Approach to teaching and adaptation of curriculum and environment
Class teachers plan and adapt lessons according to the needs of children in their class. Curriculum Leaders have high expectations of what SEND pupils can achieve. The curriculum is not diluted or unnecessarily reduced for SEND learners. Sometimes this means simplifying a task by breaking component knowledge down into smaller chunks, arranging alternative methods of recording, providing additional equipment or resources, grouping children carefully, and/or deploying support staff to give extra help. A child may also benefit from personalised programmes delivered in a small group, a pair, or on an individual basis.
Our SEN policy and Equality policy outline our core offer and how meet the Equality Act 2010 and the SEND Regulation of 2014.
SEND Information (Our Academy menu tab)
Please feel free to look through all of our subject content on our website.
If you would like any further information on our curriculum please do not hesitate to contact the school : emergencycontact@beaumontprimary.org.uk
