Learning Challenge Curriculum
All children follow a broad and balanced curriculum in accordance with the requirements of the National Curriculum.
We use the ‘Learning Challenge Curriculum’ (LCC) as a framework for teaching and learning. The LCC recognises the importance of deeper levels of knowledge and understanding to underpin pupils’ thinking, promoting working at greater depth. The LCC is built around deep thinking and encourages pupils to learn using a question as a starting point.
Our broad and balanced curriculum is effectively planned and delivered. Article 29 of the United Nations Convention on the Rights of the Child explains that every child’s personality talents and abilities must be developed to their full potential. Teachers recognise the need to continually reinforce English and Maths teaching across the curriculum. However, they are equally committed to ensuring that pupils’ learning is deep in subjects beyond English and Mathematics. Staff plan different aspects of the curriculum around a number of broad enquiry questions that are designed to spark pupils’ curiosity. This diverse and engaging curriculum plays a vital role in sustaining pupils’ thirst for knowledge while greatly expanding their understanding of the world.
Article 12 of the UNCRC says that all children have the right to express their views and opinions. The curriculum is interesting, exciting and engaging for pupils. Subjects are brought together in themes and questions that are interesting, relevant and engaging for pupils. Each new topic is introduced by an opportunity for pupils to consider ‘what they already know’ and ‘what they would love to find out’. Each topic ends with time to reflect. The imaginative curriculum successfully builds on pupils’ skills and knowledge as they move through the school. It meets the needs and interests of all pupils because it is effectively linked to national and local events.
Personal, Social, Health Education
The personal development of the children at Brixton St Mary’s, is further enhanced by our teaching of Personal, Social and Health Education (PSHE). We use a whole-school approach to the teaching of PSHE using the Jigsaw scheme of learning. This provides a well-structured, progression of learning, with the aim of preparing our children for life. We teach them to understand and value themselves as individuals, relate to other people and understand how to stay safe and healthy, both physically and mentally.
Throughout the year, the children learn at age-appropriate levels through the study of, and reflection in, the following topic areas:
- BM(Being Me in My World) – Who am I and how do I fit?
- CD(Celebrating Difference) – Respect for similarity and difference, anti-bullying and being unique.
- DG(Dreams and Goals) – Aspirations, how to achieve goals and understanding the emotions that go with this.
- HM(Healthy Me) – Being and keeping safe and healthy.
- RL(Relationships) – Building positive, healthy relationships.
- CM(Changing Me) – Coping positively with change
This mindful approach to PSHE also further enhances our MindUp Curriculum. More information about our MindUp curriculum, and the ways in which we support our children and families’ emotional health can be found by clicking on the link below.
Relationships and Sex Education (RSE)
RSE is about the emotional, social and cultural development of our pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity. It involves a combination of sharing information and exploring issues and values.
At Brixton St Mary’s, our curriculum encompasses many aspects of the Personal, Social, Health Education (PSHE) curriculum as well as contributing to promoting the spiritual, moral, cultural, mental and physical development of our pupils. Our policy on RSE is based on the Department for Education (DfE) Relationships Education, Relationships and Sex Education (RSE) and Health Education (2019).
To deliver our RSE curriculum, we follow the Christopher Winter Project (CWP) ‘Teaching RSE with Confidence in Primary Schools’. Through our Relationships and Sex Education programme, we aim to help and support young people through their physical, emotional and moral development. We believe that a successful programme, firmly embedded in PSHE, will help young people learn to respect themselves and others and move with confidence from childhood, through adolescence into adulthood.
The programme units are as follows:
Reception: Family and Friendships
Year 1: Growing and Caring for Ourselves
Year 2: Differences
Year 3: Valuing Difference and Keeping Safe
Year 4: Growing Up
Year 5: Puberty
Year 6: Puberty, Relationships and Reproduction
Our programme aims to provide the basis for an ongoing programme of RSE that begins in Reception and continues through to Year 6. The aims of relationships and sex education (RSE) in our schools:
- Is a partnership between home and school.
- To prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene.
- To create a positive culture around issues of sexuality and relationships.
- To teach pupils the correct vocabulary to describe themselves and their bodies.
- Starts early and is relevant to pupils at each stage in their development and maturity.
- Includes the acquisition of knowledge, development of life skills and respectful attitudes and values.
- Has sufficient time to cover a wide range of topics with a strong emphasis on relationships, consent, rights, responsibilities to others, negotiation and communication skills, and accessing services.
- Helps pupils understand on and off-line safety, consent, violence and exploitation and how to keep themselves safe.
- Is both medically and factually correct and treats sex as a normal fact of life.
- Is inclusive of difference, gender identity, sexual orientation, disability, ethnicity, culture, age, faith or belief, or other life experiences.
- Promotes equality in relationships, recognises the challenges, gender inequality and reflects girls’ and boys’ different experiences and needs.