Our Curriculum Aims and Intent
At Blue Gate Fields Junior School, pupils develop a world-view that reflects the true diversity of Britain and the world we live in. By ensuring that our curriculum is carefully and purposefully designed to promote inclusive, diverse and accurate narratives, pupils foster an understanding of the varied identities and experiences that encompass the global human experience. They are taught to foster positive relationships, challenge discrimination and promote equality and community cohesion.
The principle of visibility and promotion of diverse narratives is woven throughout our curriculum. This enables pupils to develop a deep and nuanced understanding of different cultures, identities and needs.
Pupils are provided with windows and mirrors: windows to explore the differing experiences of other people in order to foster the understanding and acceptance of others; and mirrors to see themselves in their learning experiences and to reflect on their own lives. This develops the children’s sense of belonging and allows them to see that their identities are valued, their needs recognised and seen as part of the broader human experience (after Rudine Sims Bishop).
By comparing their own experiences alongside experiences of others, whilst accepting and valuing both, pupils are provided with a curriculum that develops their sense of belonging. They are able to deepen their understanding of their own identities in order to build confidence and self-belief in themselves. This enables pupils to understand their ability and responsibility to ensure a fairer and more equal world, and encourage them to engage in their communities as local, national and global citizens.
Since 2014, we have followed the programmes of study outlined in the revised National Curriculum, which all local authority maintained schools are required to teach.
Whilst following local and national guidance, we have developed our curriculum specifically to meet the needs of our school community. Due to the large percentage of pupils with EAL, there is a focus on literacy and numeracy skills so that pupils can access a wider cultural curriculum.
Whilst there is a focus on Literacy and mathematics, this is not at the expense of a broad and balanced curriculum.
We utilise the skills of artists in residence and specialist teachers to ensure exemplary teaching of all subjects.
We ensure our children are not limited by social, economic or cultural disadvantages: we organise a broad range of cultural experiences, which we believe add value by contextualising learning. As a result, a range of activities and trips are organised to enrich the curriculum and to provide a cultural education, encompassing theatre, art and design, music, literature and sports. We regularly invite ‘expert adults’, such as established authors and poets to raise aspiration.
Research from Carol Dweck (2006) on growth mindsets underpins the way in which we develop pupil’s learning attitudes and teach pupils the skills to overcome barriers in their learning. It is part of our belief that teaching qualities like resilience and perseverance will help all pupils to become successful lifelong learners.
We believe that creating external partnerships with other schools helps us to share and discuss best practice with the wider educational community. We are part of the Mcubed partnership and THEP (Tower Hamlets Education Partnership), which allows us to learn more from other school settings and in the light of this reflect on our practice. Our curriculum leaders work in partnership across the Mcubed network in order to improve and refine our curriculum.
The principle of visibility and promotion of diverse narratives is woven throughout our curriculum. This enables pupils to develop a deep and nuanced understanding of different cultures, identities and needs.
Pupils are provided with windows and mirrors: windows to explore the differing experiences of other people in order to foster the understanding and acceptance of others; and mirrors to see themselves in their learning experiences and to reflect on their own lives. This develops the children’s sense of belonging and allows them to see that their identities are valued, their needs recognised and seen as part of the broader human experience (after Rudine Sims Bishop).
By comparing their own experiences alongside experiences of others, whilst accepting and valuing both, pupils are provided with a curriculum that develops their sense of belonging. They are able to deepen their understanding of their own identities in order to build confidence and self-belief in themselves. This enables pupils to understand their ability and responsibility to ensure a fairer and more equal world, and encourage them to engage in their communities as local, national and global citizens.
Since 2014, we have followed the programmes of study outlined in the revised National Curriculum, which all local authority maintained schools are required to teach.
Whilst following local and national guidance, we have developed our curriculum specifically to meet the needs of our school community. Due to the large percentage of pupils with EAL, there is a focus on literacy and numeracy skills so that pupils can access a wider cultural curriculum.
Whilst there is a focus on Literacy and mathematics, this is not at the expense of a broad and balanced curriculum.
We utilise the skills of artists in residence and specialist teachers to ensure exemplary teaching of all subjects.
We ensure our children are not limited by social, economic or cultural disadvantages: we organise a broad range of cultural experiences, which we believe add value by contextualising learning. As a result, a range of activities and trips are organised to enrich the curriculum and to provide a cultural education, encompassing theatre, art and design, music, literature and sports. We regularly invite ‘expert adults’, such as established authors and poets to raise aspiration.
Research from Carol Dweck (2006) on growth mindsets underpins the way in which we develop pupil’s learning attitudes and teach pupils the skills to overcome barriers in their learning. It is part of our belief that teaching qualities like resilience and perseverance will help all pupils to become successful lifelong learners.
We believe that creating external partnerships with other schools helps us to share and discuss best practice with the wider educational community. We are part of the Mcubed partnership and THEP (Tower Hamlets Education Partnership), which allows us to learn more from other school settings and in the light of this reflect on our practice. Our curriculum leaders work in partnership across the Mcubed network in order to improve and refine our curriculum.
Please see our Curriculum Map in the Overview Page, and subject specific maps in the subject pages.