Qualities and Concepts
We are also finding opportunities to add to our children's repertoire of skills and attributes to help them to develop into well-round responsible global citizens. As such, each week we have an assembly focus where we explain a quality that we are looking out for across the week. We then spend assembly times discussing what these qualities are, and why they are important, as well as reflecting whether they are qualities we already have or ones we need to develop. On Fridays we then celebrate children who have been 'caught' demonstrating these qualities in an assembly where parents are also invited in to celebrate with us.
These are examples of some of the qualities that we include:
- Taking responsibility for our actions
- Making healthy choices
- Supporting others
- Demonstrating confidence
- Helping out a friend
- Showing respect
When planning for our curriculum, teachers consider a range of concepts that they would like to cover that will support the development of a child's character and their emotional wellbeing. Each term the teacher, with the support of the children, chooses key concepts which filter through as many areas of the curriculum as possible. The concepts are taught through the children's project work (the foundation subjects) as well as the core texts, such as studying the book Wonder when learning about adversity.
Please find below a list of concepts that the children may learn about, experience and be inspired by. The list also includes our school values: Equality, Pride and Success. The concepts covered are shared with parents via the termly curriculum newsletter. If you have any questions about the concepts covered in your child's class, please speak to your child's class teacher.
Once concepts are decided upon, an overarching open question is generated by the children and teacher. This question acts as a doorway to enquiry led learning from the children. From this question, many other questions are born and the children create them. The children enquire into the subject and through these questions we can create a termly curriculum map allowing teachers to deliver lessons which cover the National Curriculum content but is led by the children. The children take ownership of their learning as it is born from their questioning and their thirst for knowledge.