Our Curriculum
Our School Vision
Creating opportunities - Building aspirations - Inspiring success
Kobi Nazrul is a place where school is an experience; we are rich in opportunities which support children to; find their talents, develop confidence and independence or build friendships and relationships. Our work is principle-centred allowing adults and children to develop their own style and therefore be their best. High standards in maths and English are non-negotiable and these skills are applied to our wider curriculum. We work together in a happy, safe and stimulating setting but our learning goes well beyond the walls of the classroom or school building – something our families really value. By maintaining high expectations of ourselves and each other, our children will be equipped to see barriers as challenges and contribute positively in the wider community, now and in the future with curiosity, resilience and determination.
VALUES | |||||
Our values were developed with careful consideration of the needs of our children. They reflect the way we want our children to grow and develop. They shine through our school experience. We use them explicitly, particularly when reflecting on our learning. Below, you can see what they mean to us. | |||||
Independence | Confidence | Ambition | Respect | Reflectiveness | Enjoyment |
Capable Self-directing Intrinsically motivated Responsibilities Learning beyond the classroom Trust in the children Opportunity Self-selecting Appropriate | Clear communicator Expressive Performers Sense of humour Finding your talent Volunteering beyond your comfort zone Competitions beyond local Surveying-confident in different contexts Listened to – it’s worth speaking out | Active Informed Linking experiences to themselves Articulating what an experience has given them Purpose Meaningful links Referring to professions (artists) Celebrating mistakes Up for a challenge Self-identifying next steps Risk-taking Praise for improvement rather than outcomes What they say is valued Showing work to other adults (I am to be celebrated) Purposeful around the school | Valued Culturally literate Emotionally intelligent Assembly/Talk circles Emotionally intelligent | Ethical Understanding Grateful Self-aware ‘Juicy mistakes’ Guidelines for feedback Oracy/P4C/Critical thinking Equalities (recognising difference ALL adults and children) Change in the language we use to engage each other | Fulfilled today and for the future Healthy Visits-experiences Memorable learning Safe spaces Irresistable learning |
THE CURRICULUM |
Our curriculum is principle led. External elements influence, not dictate what we do. It is deeply underpinned by our core set of values and those of Britain. Oracy is placed at the heart of the curriculum, with children being given opportunities in a wide range of contexts both inside and outside of school to develop their skills. Our curriculum will give children the mathematical, literacy and life skills across a range of subjects and contexts. Adaptability: Children have opportunities to behave and adapt to different in a wide range of social and cultural settings. |
‘E’ CURRICULUM |
Our ‘E’ Curriculum was developed by leaders as a result of consultation with wider stakeholders. These 5 drivers, underpinned by our school vision and values are the foundation for our curriculum development alongside the national curriculum. Our curriculum has been built up over the last 6 years; but we are never happy and the focus for development now is fine tuning aspects of the curriculum to either respond to school self-evaluation processes or local or national issues identified. As the curriculum has become embedded, there has become less need for specialist days, weeks or months. For example, our work on Black History throughout the curriculum and racial literacy has meant that Black History month may be used as an opportunity for celebration rather than a dedicated month to teach Black History. However, we may use theme days or weeks as a tool to support the curriculum to highlight areas (particularly linked to our school development priorities) of focus or to address something collectively as a school. Children of all ages and staff of all year groups and roles having opportunities to work together is of vital importance to us as we believe the strength of relationships and a culture of psychological safety is essential for deep and impactful learning. |
KEY CONCEPTS | |||||
At Kobi Nazrul we ‘work with and through’ our six curriculum concepts to make links across the wider curriculum through which children develop their knowledge, skills and understanding across subjects, at a good pace, over their time at Kobi Nazrul. As part of our learning and teaching ethos, we create opportunities for children to commit their knowledge and skills to their long-term memories through the deliberate revisiting of concepts and topics. These concepts have been carefully identified as particularly important to our school context and are therefore used throughout school life, like our values, and are not limited to lessons. As a school, we work with the following definitions: | |||||
Change | Power | Legacy | Equality and Equity | Identity and belonging | Connections |
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If someone (or a system) has power, they have a lot of control over people and activities. Your power to do something is your ability to do it.
Power can be seen as a negative or a positive | A legacy of an event or period of history is something which is a direct result of it and which continues to exist after it is over | Equality: the same status, rights, and responsibilities for all the members of a society, group, or family Equity: recognises that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome | Identity: Your identity is who you are. The identity of a person or place is the characteristics they have that distinguish them from, and connect them to, others Belonging: Secure relationship. If someone belongs to a particular group, they are a member of that group |
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