Our curriculum aims to prepare our pupils for the next stage of their learning and enable them to achieve academically. It supports our pupils to be resilient, aspirational, culturally active and become valued members of society.
Our child-centered curriculum is built on the bedrock of the United Nations Conventions on Rights of the Child, underpinned by our Growth Mindset approach.
Based on this premise, our curriculum offer includes:
There is evidence that teaching subject knowledge and skills as part of a wider topic based curriculum allows pupils to make useful links between areas of learning, and consolidate skills. Children are also likely to be more engaged in their learning if it has a context and theme that runs through it. We believe that children learn better when they can make connections between what they are learning.
We have therefore developed a new thematic curriculum in line with our previous topic-based approach that has been successfully used over the past five years.
The themes have been updated and modified to deliver the new Programmes of Study for the National Curriculum 2014 and other aspects of the school curriculum. We carry out an ongoing review of our curriculum to ensure it continues to be well structured and sequenced in order to allow our children to make progress by knowing more and remembering more.
All children in Osmani receive high quality first teaching in the classroom targeted at their needs. All children in the class use resources such as class visual timetable, numbered success criteria, language structures and Communication in Print (Widgit) word banks.
There is strong evidence to show that improving high quality teaching for all pupils will improve outcomes for children with SEND.
Children with SEND may require additional targeted support in class to enable them to access the curriculum. Support may include; scaffolding, explicit instruction, flexible focus groups, cognitive and metacognitive strategies such as chunking work, simplified instructions and support to organise their tasks. Pre-teaching concepts and vocabulary in small groups, overlearning, repeated modelling of the task, simplified word banks, number lines and concrete objects, now and next boards/ and task schedules and the use of technology all support children to access our broad and balanced curriculum.
We believe high quality first teaching is the first step in responding to pupils who have or may have SEN. At Osmani, staff working in the class have high expectations for the progress and attainment of all children, including those with SEND. Class teachers are responsible for the progress of all children in their class, including children with SEND.
Our curriculum reflects the diversity of our world and is flexible to respond to local projects. We expect the children to take part in all the learning opportunities provided. At least twice a year, each class celebrates good learning, with families invited to their class assemblies on Thursday at 10.30am.
Enrichment opportunities at Osmani Primary School are integral to the complete, holistic development of every child. We want to equip children with the knowledge and cultural capital they need to succeed in life. All children have the right to develop new skills, confidence and leadership; working independently, or within a group to enhance their learning experience. Commitment to a team, skill, project or performance aids each child’s sense of pride, self-worth and achievement, whilst building a platform for academic accomplishment.
Please click here for examples of Enrichment activities offered by Osmani.
This list is not exhaustive.
The ethos in Early Years is to incorporate as much learning as we can through play, both inside and outside
Adults support children's play through effective questioning, scaffolding, and modelling. Alongside this play-based approach, the enjoyment of learning is fostered by:
The school teaches early reading and basic decoding skills using RWInc, a systematic synthetic phonics programme.
In a literate society, the ability to communicate effectively, both orally and in the writing and to read a wide range of texts, is essential if children are to reach their potential throughout all stages of their education and in adult life. Literacy is at the core of learning, and our ambition is for all our children to have a strong foundation in English which will prepare them for the next stage in their learning journey.
Our aim in teaching English is that all children will:
Speaking and Listening
Reading
Writing
We have developed a skill-based scheme of work that promotes problem solving and resilience, using the National Curriculum as our core.
Many of our children have English as an additional language and this can be a barrier to learning. We provide language structures and speaking frames to support mathematical language. We ensure mathematical vocabulary is displayed and modeled by staff and used by children during lessons. Symbols (Communication in Print) are also used to support some mathematical concepts. We support children that are completely new to English with intervention groups and individual support when needed.
Our school is close to the City and the business center of the UK. We want children to feel able to engage with this and have access to these life opportunities so we offer an enterprise week where children come up with a product they will sell at the school fete in order to make a profit. In maths lessons, they will learn budgeting skills and discuss the cost of materials and agree on a suitable selling price. This is relating maths to real life.
We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically.
In Science, we want to develop curious, enthusiastic, articulate and independent learners. We want children to:
History and Geography are fundamental areas of the curriculum, giving children a framework for studying the world they live in, the events and people who have shaped our lives and culture, and the forces and processes that have shaped the world around us. Through History and Geography, children learn about and begin to understand the world around them, how it came to be this way, and how it continues to change.
Our Humanities curriculum will enable pupils to:
Article 29 of the United Nations Convention on the Rights of the Child states that “education must develop every child’s personality, talents and abilities to the full as well as respect for their own and other cultures” Article 31 states that “Every child has the right to join in a wide range of cultural and artistic activities.” We recognise that our provision is at the heart of ensuring our learners enjoy these Rights.
Our Art and Design curriculum is designed to:
Our Design Technology curriculum is planned to ensure that all pupils:
Article 29 of the United Nations Convention on the Rights of the Child states that “education must develop every child’s personality, talents and abilities to the full...as well as respect for their...own and other cultures...” Article 31 states that “Every child has the right to...join in a wide range of cultural and artistic activities.” We recognise that our provision is at the heart of ensuring our learners enjoy these Rights.
We believe that music is important because it is a powerful form of communication, which can change the way children feel, think and act. We want music, dance and drama to be fun, interesting and relevant, and to link with other curriculum areas.
Our Music curriculum is designed to:
‘Physical education develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and knowledge of the body in action.’
In PE we want to develop enthusiasm and confidence.
We want children to:
We believe it is essential for children to learn about and respect religious and non-religious faith and beliefs as it provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self, the nature of reality, issues of right and wrong and what it means to be human.
It also encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community.
Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular, those whose faith and beliefs are different from their own.
Our Personal, Social and Health Education (PSHE) programme helps to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives. At Osmani, children’s wellbeing, happiness, and safety are our first priority and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of the whole curriculum; it is central to our approach and at the core of our ethos. Our PSHE curriculum is broad and balanced, ensuring that it promotes the spiritual, moral, cultural, mental and physical development of our children. We strive to encourage our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the world around them.
In PSHE the emphasis is on encouraging individual responsibility, awareness and informed decision making to promote healthy lifestyles. We want children to:
The ways we learn, communicate, gather news and information, participate in society and spend our leisure time have all been transformed as technology and computers have increasingly become part of everyday life and work. We want our pupils to be able to live and learn safely, confidently and successfully in this rapidly developing society, acquiring the skills and knowledge they need to fully participate in the 21st Century.
We offer a broad and balanced curriculum that prepares pupils to use computational thinking and creativity to help them reach their full potential and ‘to understand and change the world’ (NC).
We want children to:
Other elements of the wider ICT curriculum will be taught alongside other curriculum areas, as a part of topic work. This will include Digital Publication and Presentation, Digital Research, Data Handling and the use of Digital Media.
We believe it is essential for children to learn a MFL language and to provide children with an opening to other cultures. Spanish is the modern foreign language that we teach in our school.
Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfillment. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world.
Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with an understanding of the structure of language, lay the foundations for future study of Spanish or other languages and support the development of literacy skills in a pupil’s own language.
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