Curriculum Aims
The ethos of our federation is to create a positive culture that has high expectations of pupils and staff. Our core values of respect, kindness, honesty, friendship, perseverance and self-belief under pin our approach. They are designed to ensure we develop well-rounded pupils who are well prepared for the next step in their education and life journey.
The aims of our behaviour curriculum is to embed these core values and associated desired behaviours within all aspects of learning.
Behaviour in Schools, DFE advice Feb 2024
Schools are advised to develop a behaviour curriculum for the following reasons:
“Positive behaviour reflects the values of the school, readiness to learn and respect for others. It is established through creating an environment where good conduct is more likely and poor conduct less likely. This behaviour should be taught to all pupils, so that they understand what behaviour is expected and encouraged and what is prohibited.”
“ A behaviour curriculum does not need to be exhaustive, but represent the key habits and routines required in the school. Routines should be used to teach and reinforce the behaviours expected of all pupils. Repeated practices promote the values of the school, positive behavioural norms, and certainty on the consequences of unacceptable behaviour. Any aspect of behaviour expected from pupils should be made into a commonly understood routine, for example, entering class or clearing tables at lunchtime. These routines should be simple for everyone to understand and follow. Adjustments can be made to routines for pupils with additional needs, where appropriate and reasonable, to ensure all pupils can meet behavioural expectations. These adjustments may be temporary. Adjustments should be made proactively and by design where possible. “
The federation of Shillington and Stondon share this purpose in the aims, implementation and impact of their behaviour curriculum.
EYFS (Reception)
The curriculum aligns with the EYFS Statutory framework, focusing on Personal. Social and Emotional Development.
Activities also draw on guidance from Development Matters (non-statutory) 2023, which states the important of PSED for future success with young children. “Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.”
The curriculum introduces foundational knowledge, skills and behaviours that prepare children for the National curriculum in KS1 and beyond.
Continuity of learning from EYFS to KS1
The curriculum aligns with the statutory EYFS guidance.
Key themes and skills introduced in EYFS (Reception) are revisited and developed further in KS1, ensuring continuity and progression.
Progression
The units of work and lesson within each unit planning adopts a spiral curriculum model; this is where key knowledge and skills are revisited and built on at a level appropriate to children’s development. The behaviour curriculum is embedded within our school curriculum and as such progresses at the age-appropriately.
A spiral curriculum enables us to introduce complex topics to young children in a way that is both accessible and engaging. This method builds a strong pedagogical foundation, which can be developed further as children progress through primary school.
Inclusion and diversity
It is important that all pupils see themselves reflected in the curriculum and are introduced to a broad range of artists, styles and cultural traditions.
Our curriculum’s diversity helps to challenge stereotypes, build respect for different perspectives and celebrate the richness of human creativity across time and place and allows all children to see themselves within the curriculum.
Specific opportunities to teach children how to challenge stereotypes and prejudice are built into the curriculum.
Implementation
Timetabling
The behaviour curriculum is embedded within all aspects of the school day from expected daily routines, to assemblies and during lessons.
Full details of our curriculum and the long-term overview can be found below.