Parents' Guide to the New Curriculum
See what the curriculum looks like for each year group in our school.
At Bagthorpe, we LOVE learning outside! Click the link below to read all about our outdoor education programme, Let's GLOW! which has now been running for 7 years.
At Bagthorpe, the 'forest' was here long before the school! We are not sure how old the 'Top Woods' are (at the rear of the school) but Plantation Wood, next to the school was established approximately 100 years ago, about the same time as the main school building.
Forest School is an inspirational process, that offers ALL learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a woodland or natural environment with trees.
Forest School is a specialised learning approach that sits within and complements the wider context of outdoor education. The ethos is shared by thousands of trained practitioners across the UK and beyond. Its roots reach back to early years pioneers in outdoor learning and across the sea to Scandinavia.
PSHE 2020 Curriculum
Assessing and Tracking your Child's Progress at Bagthorpe
Assessment is where teachers check children's understanding during daily lessons, or through a test, to work out where they are secure and where they need more help. By doing this, teachers can work out the next steps in children's learning. Also where necessary, teachers can intervene and explain things in a different way, to help children understand.
Tracking is where we record children's assessments each term, to keep track of their progress in reading, writing and maths. We check each child's attainment (how well they are doing for their age) and their progress (how well they are doing based on their previous results) to make sure they are achieving their potential. This means we can pick up if they are falling behind and work out how to help them get back on track. We can also see which children need targeting to push on further.
It is our aim that all children should make expected progress and that as many as possible should exceed this. We believe that achieving academic success is crucial; we also believe that the development of personal qualities as defined in our Core Values is crucial. It is our aim to achieve the best of both, remaining mindful that, "Not everything that counts can be counted and not everything that can be counted counts."
Working at greater depth within the expected standard:
On track to exceed national expectations. Almost always successful in understanding the key learning is able to apply their skills, in a range of contexts, making very few errors. Can explain or justify their ideas, with increasing confidence.
Working at the expected standard:
Meets end of year expectations. Usually a successful learner, at their year group level, showing good understanding of over 80% of the objectives taught. Usually able to learn and use new skills accurately and independently, though may make occasional errors in applying their learning in other contexts.
Working towards the expected standard:
Meets some, but not all, of the end of year expectations. Is successful at learning many new concepts and is starting to apply their skills independently, but not consistently. May make errors but will usually be able to improve work following feedback and support. May have some smaller gaps in learning.
Accesses the correct curriculum but has significant gaps in their learning. They struggle to embed concepts and nearly always need some scaffolding or support. Can often not apply their learning independently, or
Is not accessing the curriculum without heavily personalised support and scaffolding, which may be due to having EAL or barriers to learning. The child may be doing different tasks to the rest of the class and may be receiving, or needing, some intervention, or
Is assessed using B-Squared, which is a system used to record the progress of pupils with SEND.