Our Curriculum

Our curriculum is designed with our Four Big Curriculum Ideas at the centre of all we do. We have developed a curriculum statement which highlights what we want as a community for our children.

We believe that these aims are fulfilled within our curriculum in both the implicit and explicit elements so our children develop their full potential in all aspects of their learning and personal development.

The curriculum at Alexander First School is broad, balanced and rich in experiences and is carefully designed to ensure all children experience a breadth of education built on principles of excellence and equality.

Curriculum Aims

Our curriculum is designed with our Four Big Curriculum Ideas at the centre of all we do. We have developed a curriculum statement which highlights what we want as a community for our children.

We believe that these aims are fulfilled within our curriculum in both the implicit and explicit elements so our children develop their full potential in all aspects of their learning and personal development.

The curriculum at Alexander First School is broad, balanced and rich in experiences and is carefully designed to ensure all children experience a breadth of education built on principles of excellence and equality.

Curriculum Statement

Our curriculum statement sets out the core values and aims that underpin the content and delivery of learning at Alexander First School.

All aspects of our curriculum are accessible to all children, irrespective of their ethnic background, gender, disability, religious or linguistic background. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those who are more able, those with special gifts and talents and the children who are learning English as an additional language. We provide a rich, challenging curriculum, which stretches all of our children. Staff are aware of children who have exceptional talents and gifts and monitor or track their progress carefully to ensure their academic potential or talent is continually developed. For further details see separate policies page.

If you have any questions about our Curriculum please speak with your child's class teacher or our Headteacher Miss Khokar.

Why do we teach subjects in blocks?

At Alexander First School, we teach the majority of our foundation subjects in blocks. There are a number of reasons why we choose to take this method of curriculum implementation. These are outlined below:

1. Previously, subject delivery was being hindered by the fact that time was having to be factored in for setting up and packing away activities. As a result of this, 60 minute sessions were often in effect no longer than 50 minutes.

2. This meant that the planning for 60 minutes of learning was not always being consistently delivered and the curriculum for foundation subjects was sometimes not fully completed. This resulted in some outcomes being of a lower standard than we would have desired.

3. Children found that just as they were beginning to use and apply new knowledge, skills and understanding, they were having to pack up and transfer their thinking and effort to a new curriculum area. This resulted in many consecutive sessions having to recap on what the children had learned the previous week. This slowed the pace of progress for the children and often made learning feel disjointed. This was particularly true for more practical subjects like Design and Technology and Science. 

4. This was particularly evident for our Service children who often join Alexander First School at various times during the school term. Through our case-based research it was clear that some Service children were expected to undertake learning in subjects with little or no prior knowledge or experience to draw upon. This meant that knowledge acquisition was inconsistent.

5. Resourcing was often a challenge for teachers when having to juggle four or five different curriculum subjects in one day. It meant that often breaks and lunchtimes were spent setting up resources for the next session. This was felt to have a negative impact on staff workload and well-being.

Block teaching does not have the desired outcomes for all areas of the curriculum; some of these are outlined below:

1. Whilst PSHE was taught in blocks for 2019 – 2020, it was felt on reflection that the children would make greater progress if they were taught on a regular weekly basis. This enables children to build upon skills on a more regular basis. We feel this is in the best interest of our pupils and school community. 

2. PE has never been blocked and has a dedicated 120 minutes a week based on the children needing regular and consistent exercise every week.

Overall, through our teaching of subjects in blocks, we feel that the children receive a more focused and immersive learning experience, one which enables their knowledge to become more deeply embedded as part of our Knowledge Led Curriculum.

Research and Development

Using research to understand and develop the best teaching and learning practices.

A key principle of in-school research is that there must be real benefits for students. Research must focus on improving student outcomes and must be forward thinking, improving skills and experiences of teachers to sustain great teaching.

All good teachers reflect on their own classroom practice and will often take intuitive action as a result. Research gives us the opportunity and tools to analyse if new approaches work or not. It helps us to consider both the short and the long term implications of any changes that we make on student outcomes. We can make informed decisions about the merits or otherwise of particular aspects of our approach to teaching and learning both in our own school and more widely. We are then in a position to confidently share outcomes and conclusions with other colleagues.

We work with Brunel University Education Department as well as Exeter University to support action research at Alexander First School.

Research areas covered at Alexander First School to date:

• STEM Education Research Group and Discovery Education: A multidisciplinary approach to STEM curriculum design

(Brunel University)

• Maths Mastery: Limitations and benefits of a mastery approach to teaching and learning for Service (Army) pupils

(Brunel University)

• Understanding Education: Global Perspectives Through Education Change 

(Exeter University)

• Education Theory- Nurture

(Exeter University)

Research group membership:

• Service Children’s Progression Alliance
• Brunel University Maths Steering Association
• The National Centre for Excellence in Mathematics (NCETM) Maths Hub
• Aspire to STEM
• Nurture UK
• Army Families Federation 

Curriculum Mapping

Our curriculum aims to provide all of our children with the very best education. Through the highest expectations academically, strong values embedded and opportunities for the application of skills, our children are well prepared for the future, love learning and ultimately have the confidence to become happy and successful adults. 

Our curriculum aims to ensure that all children:

• Strive to be the best they can be and are well-prepared for changes they will face

• Have a passion for learning, a thirst for knowledge and a desire to succeed

• Know how to keep safe

• Have the confidence to speak out and be proud of who they are

• Have high aspirations and happy memories through the experiences we provide

• Are ready for the real world