We intend to make every moment count through an enriched and innovative curriculum that extends beyond the physical classroom and school day. Every child will have the opportunity to explore and develop their strengths and participate in new learning experiences.

Our curriculum will be delivered through the International Baccalaureate (IB) Primary Years Programme (PYP) framework and the development of the IB learner profile attributes.

Literacy

At Bearsted Primary Academy our English Curriculum has been designed to ensure all children develop the necessary skills in reading and writing as quickly as possible. There is a particular focus on Phonics and Early Reading Skills in the Early Years and Key Stage 1. This forms a solid foundation for our children to become independent readers and therefore be able to take full advantage of an engaging wider curriculum, based around the International Baccalaureate Primary Years Programme (IB PYP). At Bearsted Primary Academy we believe that reading opens the window to the world. Children are supported and encouraged to become independent readers, in order to access meaning and information from the written world around them. We are passionate about developing readers who have a love for reading and read for pleasure. This also encourages and supports the natural development of writing, immersing children in a world of rich language and influencing the way they write, encouraging both quality and quantity of writing. Literacy lessons are designed with a clear pathway of progression, as children advance through the Primary National Curriculum, which is delivered, where appropriate, through the IB PYP.

Numeracy

At Bearsted Primary Academy we believe that the development of mathematics skills and knowledge are vital, not only for children to succeed at school, but also to become successful adults. Being fluent with numbers, understanding patterns and using logic and problem solving skills are all essential parts of everyday life and help us to understand and change the world around us. We aim for all children to leave us as competent and confident ‘masters’ of maths, with deep conceptual and procedural knowledge and an enjoyment of the challenges that mathematics provides.

Core Aims in Mathematics

  • To offer a broad and balanced curriculum based on the National Curriculum.
  • To allow pupils to see how mathematics is relevant to their everyday life.
  • To provide opportunities for pupils to use and apply their maths skills outside of discrete maths teaching time – both in cross-curricular and in real-life contexts.
  • To promote a positive attitude towards mathematics and to enable pupils to develop their confidence in the subject and a motivation to succeed.
  • To ensure that all children achieve their highest potential in mathematics and that all pupils are challenged.

Mathematical Mastery

A mastery approach of learning is used to ensure continuity, sequenced teaching of skills, rigorous coverage of the curriculum, and challenge. Lessons are carefully planned to provide learning opportunities that address the three key aims of the National Curriculum: fluency, problem solving and reasoning. In order to achieve mathematical mastery, we follow a three phase approach to teaching and learning, which ensures all children have the opportunity to develop fluency in the particular skill that they are learning (phase 1); apply their newly learnt skill by problem solving in a real-life context (phase 2) and tackle higher-order challenges in which they investigate multiple solutions and explain their reasoning (phase 3). Mastery is further supported in the following ways:

  • Providing a concrete-pictorial-abstract approach, to enable pupils to make links between manipulatives, pictorial representations and written methods.
  • Encouraging pupils to be as independent as possible in accessing and selecting appropriate resources to help them with a task.
  • Pupils are taught in whole class sessions and all have the opportunity to access all three phases of learning, with staff having high expectations for all.
  • Misconceptions are addressed through immediate verbal feedback wherever possible
  • Pupils who struggle to pick up or apply a new skill are immediately identified and have a ‘response to maths’ session on the same day to provide additional support
  • A high priority is set on the learning of both number bonds and times tables. The acquisition of basic number facts to a standard where there is accurate and rapid recall is paramount, thus forming the strong foundations of a fluent mathematician.

ICT Provision

ICT is both fully embedded throughout the curriculum, and is separately delivered in discrete lessons from KS1 upwards. Our facilities provide excellent opportunities to deliver digital learning which is outlined by the National Curriculum but is also delivered to benefit and develop individual learners, building upon their prior knowledge. Children have access to mobile technology, giving them the necessary skills to thrive in a technology advanced society.

Our digital curriculum provides both motivation and engagement, and prepares every student for life as they move forward in the digital world giving them the necessary skills needing to access a digital world. It will also focus on teaching pupils how to be safe and IT smart- recognising the positive and negatives aspects of using technology and being online.