Curriculum
Our approach to curriculum design
In September 2022 we set about a journey, refining our curriculum to ensure it met the needs of our school community. We are determined that every child has the best possible start. We have drawn on the expertise, knowledge and experience of our staff to identify barriers to learning amongst our children. In the light of this we have then reviewed how we enrich the curriculum so it inspires our children, builds character, provides a broad range of experiences and a breadth of opportunity.
We believe our curriculum is unique, personalised and designed for the needs of all our children. As our learners progress through Broughton, they can be assured of a consistent knowledge-based curriculum which allows them a breadth of opportunities and experiences.
Subject leaders
Each class teacher is responsible for leading and developing subject areas across the primary age range. Regular staff meetings and other professional development events allow Subject Leaders to continually improve their subject area whilst also providing a forum to share useful resources and other findings. Subject Leaders have clear action plans giving them a strategic overview whilst linking into the annual whole school development plan drivers. Subject Leaders have time away from their class teaching commitment to allow for monitoring and evaluation of the impact of their subject plans. Individual subject data is available for Subject Leaders to analyse and this is made available annually. This allows Subject Leaders to investigate at an individual pupil and cohort level, the percentages of children working at, towards or beyond the expected National Curriculum standards for each year group, whilst supporting teachers in planning the next steps in learning.
Curriculum Intent, Implementation
and Impact
Curriculum Lead Mrs Laura Graham
The National Curriculum.
The National Curriculum sets out the programmes of study and attainment targets for all subjects at all 4 key stages.
All local-authority-maintained schools in England must teach these programmes of study. The majority of this national curriculum was introduced in September 2014, with English and maths coming into force for all year groups from September 2016.
For more information on the primary curriculum please click the link below:.
How SCARF addresses SMSC and British Values
At Broughton in Furness we use SCARF as our foundation for SMSC.
SCARF and SMSC
SCARF provides a strong foundation for children’s spiritual, moral, social and cultural education (SMSC) and development; it is at the heart of the SCARF curriculum.
SCARF resources have been carefully planned to a structured series of lessons that follow a spiral curriculum. Children’s Spiritual, Moral, Social and Cultural development are a core part of this. SMSC themes threads throughout the resources (lesson plans, Assemblies and additional whole-school approach tools). providing a strong foundation for SMSC education.
SCARF and British Values
SCARF provides a robust framework for promoting a positive ethos and values cross the school community, contributing significantly to British Values education, both explicitly and implicitly. The focus across the three themes of Health and Wellbeing, Relationships and Living in the Wider World foster and develop children’s responsibility for their own actions; respect for the actions and beliefs of others; an understanding of how each individual is protected by the rule of law; and how everyone can make a positive contribution to society through the democratic process.
Many SCARF lessons relate directly to one or all of the British Values’ themes of:
- Democracy
- The rule of law
- Individual liberty and
- Mutual respect and tolerance of those with different faiths and beliefs.