Curriculum Drivers

1. Literature.
2. Outdoor Learning.
3. Real-life Experiences.
4. Headspace - positive and proactive.
5. Rights, Respecting, Responsibilities.

These drivers were decided by staff, when evaluating the needs of the children and investigating the barriers that the children encounter to their learning.

The learning drivers are intended to enrich learning experiences and provide opportunities for interacting in a variety of ways.

Outdoor Learning

• Meets the needs of all the children including those that find learning in classrooms challenging.
• Enables the children to experience greater freedoms, whilst exercising self-control.
• Has positive health benefits for all!
• Allows opportunities to integrate subjects and skills.
• Makes use of our rich environment.

Head-space

• This driver recognises the importance of developing our children’s awareness of the mind, in terms of self-awareness, self-regulation and interaction with others.
• It aims to give children tools to use as they move through education, to help them with stress, worry and anxiety.
• It aims to promote a culture of openness about how we feel and how this has an impact on our ability to learn, create and socialise.
• Head-space reflects our commitment to promoting how important positive attitudes to mental health are.

Rights , Respecting, Responsibilities

• We are on our ’journey’ as a Rights Respecting School. It adds much needed context to our priority that the children should develop understanding and knowledge of the cultures, religions, and communities that make up the world.
• Our rights, respecting work helps us to identify the ‘sames’ and the ‘differents’. It helps to develop deep appreciation of the lives of others and we hope will awaken a wander-lust to travel widely.
• Rights, respecting is a driver that can empower the children and develop their ‘voice’. It can align them to others and allow them to explore concepts and ideas outside their direct sphere of experience.

Literature

• This needs little or no explanation - a good literary experience, base or grounding will open up a world of possibility and wonder that will last a lifetime.

Real Life Learner

• Much of our learning is based in ‘real life’ scenarios. Promoting the value of the ‘why?’ alongside the ‘what?’ and the ’how?’
• We want to ensure that the children have real-life contexts in which to work.
• Putting learning into context provides interesting and exciting opportunities.
• At Broughton, we focus on looking forward! We look at careers and jobs. Our bi-annual careers day allows children to ask questions about different jobs. It helps them to focus on what they enjoy and how to motivate themselves towards achieving goals. We want to open up the world to our children, so that they can see what is out there for them.