' Learn Together, Achieve Together'
Our curriculum gives opportunity for the cross-curricular, cooperative learning that we embrace at Brookside Primary School. We always ensure that children can see the connection between subjects within a relevant and exciting context. This approach to teaching provides opportunities for real, hands-on experiences to excite and engage. Furthermore, it allows us to continue to place emphasis on creativity and immersive learning experiences.
The key curriculum drivers (values) for our school, cooperation, empathy for others, and enquiry, thread through our planning, teaching, and learning across the whole school. This ensures that our ethos is consistent and progressive from Reception to Year 6. These values prepare our pupils for modern Britain and as such, we feel that they play an integral role in shaping our curriculum and approach to life at Brookside Primary School.
Co-operative learning is a form of collaborative learning, in which the group works together to maximise their own and each other's learning. In co-operative learning, the development of social skills is very important.
The groups are formally structured, and each person in the group is assigned a certain role
We plan for our children to learn through being actively involved in their learning through investigation of key questions and lines of enquiry.
We aim to nurture confident, independent children who are able to make responsible choices, understand and maintain positive relationships and have the ability to show empathy and compassion towards others.
Topics or themes are organised into 3 blocks approximately 11 weeks long. The timings of these may vary. The remaining weeks of the year will include whole school topics on ‘All about Me’, Faith Week, and Maths Week. There are also 3 termly assessment weeks.
Our curriculum Reading Spine allows model-reading of classic and essential reads. Model-reading of literature is powerful because it serves so many instructional purposes; to motivate, encourage, excite, build background, develop comprehension, assist children in making connections, and serve as a model of what fluent reading sounds like. Studies show having a teacher read aloud to students helps increase their reading level, because it models fluent reading for students. By following along and seeing how the teacher emphasises different words, pauses at commas and full stops, and pronounces difficult words, students can increase their own reading fluency.
Our structured learning approach, appeals to children and excites their interests. Each year group teaches through a number of termly topics which acts as a stimulus for other curriculum areas. Where learning is more suited to discrete teaching (e.g the teaching of phonics, PSHE, Maths and Science) the learners will be taught in this way.
Throughout our curriculum we place a huge importance on providing long term opportunities for children to be outside, connecting with nature and themselves. The children direct their own learning in each session, truly supporting their individual needs, wellbeing and risk awareness as well developing a deep sense of self. Every child in our school has Forest School for half a day every week. During this time, they learn personal skills such as resilience, problem-solving and relationship centred social development. They also learn skills such as fire building, cooking, den building and stick whittling.
Along with Forest School we seek to create opportunities for children to experience and excel in a range of activities that enhance and extend the Curriculum. All children learn at least two instruments as part of their music curriculum. Children have opportunities both inside and outside the classroom e.g. Nurture Groups, Motorskills groups, Residential trips, Zones of regulation, visiting theatre companies and art projects. We use our local area to enhance our curriculum, each class visits Lyme Park each year. The visits to Lyme Park are themed and linked to our topics. As a school we are known as ‘The Guardians of Lyme Park’.
We also recognise gaps in pupil’s knowledge and skills, based on the local context. Through our work on Faith, pupils develop a good understanding of their own and other’s cultures, developing positive attitudes to a wide range of different ethnic and faith groups including those not represented in the wider community. We hold a Faith week each year where each class focuses on a different religion. During this week we have guest speakers from each of the six main religions come into school to speak to the children. During their time at Brookside the children have the opportunity to link with another class in another school with a differing set of demographics.
We enhance our curriculum through circles work which happens weekly in each class. This, along with restorative and cooperative approaches to learning, helps to develop pupil’s voice with regards all aspects of their curriculum.
At the beginning of each topic we share the topic Knowledge Organiser. This explains the key information the children will learn in each topic, and the relevant links to previous learning, and future learning opportunities.
Our progression ladders show how the work children do in each class links to previous learning and future learning and make clear the end points the curriculum is building towards.
Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. All our class assemblies are mini shows linked to the theme or topic the children are learning. This gives them the opportunity to share their learning in an exciting, dramatic and creative way. We believe Oracy, the ability to speak well, is one of the biggest indicators of a child’s success later in life. Our Knowledge Organisers have assessment questions based on the Topic or Themes of the class. The children have the opportunity to choose a question and prepare an assessed presentation for the last week of term. The sharing of their understanding through presentations will deepen the children’s learning and share their ability to apply their knowledge as skills.
Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning. When children leave Brookside Primary School at the end of Year 6, they should be equipped with the full range of skills that enables them to become lifelong learners.
EYFS- Our Hoot Owl Class
In EYFS at Brookside we pride ourselves in giving our children an exciting and stimulating curriculum which enables each child to develop from their own starting point and reach their full potential. We use a balance of whole class teaching, learning through structured play and opportunities for the children to be creative and independent. Our children use the outdoors as part of their daily learning experience which creates challenge through the use of problem solving, exploration and environmental awareness.
By the end of the year we aim for our Reception children to be confident, independent and eager learners who display positive characteristics of learning.
For further information about EYFS see our EYFS curriculum and Policy below.
Brookside Primary School is on the edge of Lyme Park, our school playground looks up to the hills and Lyme Cage. For many years the pupils at Brookside Primary have had a special relationship with the Lyme Park - The children are Guardians of the Park.
Over the years we have worked together with Lyme Park staff on numerous projects from planting trees to river studies. Our school Brass Band and Choir perform at the Hall at Christmas, and each class has at least one trip a year to the park finding out about its history and geography. Even the first Highland Cattle born at Lyme was named Brookie by the children of Brookside.
The Forest Schools philosophy is to inspire individuals — whether children, young people or adults — through positive outdoor experiences. The aim is to provide them with the opportunities to appreciate the wider, natural world and to encourage responsibility for nature conservation in later life.
Throughout our curriculum we place a huge importance on providing long term opportunities for children to be outside, connecting with nature and themselves. The children direct their own learning in each session, truly supporting their individual needs, wellbeing, and risk awareness as well developing a deep sense of self. Every child in our school has Forest School for half a day every week. During this time, they learn personal skills such as resilience, problem-solving and relationship centred social development. They also learn skills such as fire building, cooking, den building and stick whittling.
Through our Forest School sessions at Brookside Primary School, we hope to encourage independent, enthusiastic and creative learners who develop holistically through a well-planned and interesting child-centred approach. Our sessions take place in two areas of our school grounds. Our enclosed Nature Meadow with path, pond area and well-established trees, and an open playing field surrounded with hedges, bushes, trees and outdoor classroom.
The Forest School Leader is Mrs Arnfield, a qualified Forest School Practitioner.
Please have a look at our Forest School Handbook
At Brookside Primary School we aim to ensure that every child reaches their full potential. We aim to provide an effective and appropriate learning programme rich in opportunities and wide in experience for every child in school.
If individuals need further intervention and support we offer further support and guidance where needed. Please read our SEND Information Report for more details.
If you have any concerns regarding special educational needs, please contact your child’s class teacher. Further help can be sought from the Inclusion/Special Educational Needs Co-ordinator (SENCo) , Lindsay Warner (please contact the School Office on 0161 763943 if you would like to speak to our SENCo)
Our commitment to Special Educational Needs is further enhanced by being one of only three mainstream primary schools in Stockport with inclusive resourced provision, this means we receive additional funding to provide extra teaching and support staff for nine children with Severe/Complex (CLD/SLD) and Profound/Multiple Learning Difficulties (PMLD) across the primary age range.These children are taught alongside our mainstream children. . This fully inclusive approach has tremendous benefits for every member of the school community in terms of understanding, achievement and confidence.