Curriculum

Please see the individual pages for information regarding each indivdual subject area

Curriculum Statement

 

Curriculum Intent

 

At Broughton Jewish we recognise the importance of teaching a curriculum that is both broad and balanced. Following the strengths and adaptations made during the Covid closures we have reflected on our successes and created new timetables for smaller learning groups. As a result, we are reshaping our curriculum to enhance our thematic approach, we have used English as our main focus to create meaningful links with the broader curriculum. The programmes of study are the basis of pupils’ learning and have been adapted to fit the needs of all pupils in the school. Our ambition is that all pupils follow the full range of subjects with an enhancement and embedding of skills through their Kodesh studies. We ensure that our pupils have the opportunity to learn lots of additional skills and develop their knowledge and understanding fully through the curriculum, Kodesh curriculum, STEM enrichment project, and well-being project and through other enrichment including extra-curricular activities. We aim to deliver an inclusive curriculum which celebrates citizenship and diversity in working together to prepare our children for lives in modern Britain. In preparation for this, pupils are encouraged to think independently and are taught to question and query. We have a shared responsibility in our ambition for pupils to be ‘ambassadors for change’. As a Jewish school we are deeply committed to developing pupils’ faith with Jewish studies embedding and enhancing our curriculum offer. We aim to develop within the pupils a positive commitment and passion for Judaism and British values as well as preparing them for the next stage of their education. Our Jewish ethos and values permeate all aspects of school life and the learning within it.

 

Curriculum Implementation

 

The curriculum in place for all learners is organised through the Early Years Curriculum and the programmes of study of the National Curriculum for all subjects from Years 1 – 6. Learning is sequenced to enable progression through age-related expectations for each year group (Years 1 – 6) in all subjects – to at least meet National Curriculum expectations in English, mathematics and science and to meet school expectations in all other subjects. The Kodesh curriculum supports the implementation of the RE and SRE programmes of study.  

We have used the English programmes of study to create meaningful links to the curriculum continued to promote the Jewish festivals through our STEM work. The approach to teaching and learning supports the curriculum by ensuring that progression is met by children while they progress through our school. To further enhance our provision we are developing the

The key features of learning are that pupils are:

  • content and happy in the school environment
  • encouraged to problem solve, challenge themselves and reflect on their learning
  • expected to build on their prior knowledge and understanding
  • encouraged to ask questions about their learning
  • given opportunities to engage in independent, peer supported and active learning
  • provided with different approaches used to stimulate pupils and meet their different learning needs
  • expected to use subject specific vocabulary correctly
  • provided with opportunities to apply their skills and knowledge in all their learning
  • taught the power of yet and the importance of mistakes
  • supported to build their emotional literacy and find strategies to support their feelings

Assessment, both formative and summative, is used to inform teaching and learning and to ensure that all pupils are building on their prior learning and make progress appropriate to their ability. Regular assessments are undertaken in core subjects to gauge pupils’ progress and to adjust the curriculum and teaching and learning. In non-core subjects, informal assessments, quizzes and learning tasks are carried out to inform next steps and ensure coverage as children move through school.

 

Curriculum Impact

 

As a result of these strategies, most children:

  • are well prepared for the next stage of their education as independent, confident and enthusiastic learners who apply Torah in the modern world
  • can respect diversity in the modern world they live in
  • are happy, well-rounded individuals who can articulate how their Jewish education has impacted on their beliefs and values
  • can close the gap within learning as a result of any vulnerabilities (including but not exclusively SEND, FSM, PP, LAC, EAL)
  • produce good quality work across the curriculum, which they are proud of
  • make progress in all aspects of the curriculum
  • develop detailed knowledge and skills across a range of curriculum areas
  • apply their reading, writing and mathematical skills appropriately for their age
  • show good middos in their relationships with others
  • demonstrate good learning behaviour
  • challenged to achieve well in all aspects of their learning