Junior School Curriculum Guide

Junior School CURRICULUM GUIDE

2025

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Contents Introduction

4

The Early Years Foundation Stage (EYFS) English Mathematics Science Computer Science Digital Learning and Online Safety Art and Design Design and Technology (DT) French Geography History Music Physical Education (PE) Personal, Health, Social and Economic Education (PSHE) Examples of Year Group Topic Maps Co-Curricular Programme Assessment Homework

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Introduction This guide is designed to give you an overview of the curriculum that The British School of Paris offers children between the ages of 3 and 11.

Our programmes are based on the National Curriculum of

In the Early Years Foundation Stage, the curriculum is

England and the Early Years Foundation Stage, modified where

organised into seven ‘Areas of Learning’.

necessary to allow for our particular position as an international school in France.

For Key Stages 1 and 2, the ‘Core Subjects’ comprise English, Mathematics and Science. Computing, Art, Design and

We hope you find the information contained in this guide

Technology, Geography, History, French, Music and Physical

interesting and useful. Our aim is to help you to better

Education make up the other ‘Foundation Subjects’.

understand the learning being undertaken by your children, which they will undoubtedly come home and discuss. We hope you will see how this learning forms part of the much broader programme making up a varied whole-school curriculum with considerable breadth and depth.

French, Music and Physical Education are taught by specialist teachers throughout the school. The other subjects are taught by each child’s class teacher, who also delivers the children’s Personal, Social and Health Education (PSHE) programme.

An Integrated Approach

Our Curriculum The National Curriculum sets out the body of knowledge and range of skills which our children both need and deserve in all subjects. It emphasises the breadth, both across the primary curriculum and within each subject, which provides one of the traditional strengths of a British education.

Although each subject has its own key objectives, teachers will often deliver these in lessons as part of a more thematic and cross-curricular approach. Subjects are combined wherever appropriate to emphasise links and make the learning more meaningful for the children. For example, English will often be taught as part of a History lesson,

In some areas, however, we go well beyond the requirements of the National Curriculum, for example in offering a daily French programme throughout the primary years. In Music and

Mathematical skills may be introduced in a Science or Design and Technology lesson, while a particular topic may often involve both historical and geographical aspects.

Physical Education, our use of specialist staff means that we

Contained within this guide are simplified versions of our

can offer a programme which exceeds National Curriculum

‘Topic Maps,’ indicating the themes currently covered in

expectations.

each year group and for each subject.

In addition, for subjects such as History and Geography, the ‘Anglo-centric’ nature of the National Curriculum does not always prove suitable for our situation. We have made adaptations wherever necessary to produce more meaningful learning opportunities for our children.

In the National Curriculum, the years of compulsory education are divided into five Key Stages. The first three relate to the Junior School:

This should give you a clearer idea of the topics and associated activities which your child may be working on at any given time. Please note that this topic list is being continuously reviewed and updated: details of the map sometimes change as our curriculum delivery evolves.

Enrichment and Extension of the Curriculum The curriculum is enriched and extended by a diverse programme of intellectual, creative, sporting and fun

STAGE

CHILD’S AGE

YEAR GROUP

activities. These are viewed as essential.

We aim to provide children with a wealth of first-hand

EARLY YEARS FOUNDATION

3-5

STAGE

Nursery Reception

experiences and we place a strong emphasis on educational and residential visits. We aim for each year group to experience at least one educational visit per term as we believe that day visits for all year groups further enhance the

KEY STAGE 1

5-7

Years 1 and 2

curriculum and enable us to make the most of our culturally rich local environment. The school has a residential visit for children in Years 5 and 6, with the aim of increasing the

KEY STAGE 2

7-11

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Years 3 to 6

children’s educational experiences and developing their independence.

If you would like further information on any aspect of the curriculum, we will be happy s.

Multilingual Pupils All lessons (besides the daily French lesson) are taught

to assist in any way we can.

There is a supplementary charge for EAL support.

Mr M Potter, Head of Junior School

in English. We encourage, welcome, and respond to a diverse range of language strengths, needs and identities.

Our teachers help the children access the curriculum and are supported in this by the Head of EAL. We achieve high levels of English proficiency and mastery of age related expectations whilst encouraging proficiency in the home languages and broad cultural understanding.

Where children have little or no English language initially or would find it difficult to access the level of class with lowerlevel literacy skills there is support available either within the classroom or withdrawal with small group tuition. Each child is supported individually according to their need and feedback on the children’s development is regularly shared with parents.

Junior School Curriculum Guide • 5

The Early Years Foundation Stage Our aim in the Early Years is to develop confident, happy children who are eager to learn and who can share their experiences with others so that they may lay a firm foundation for the years of learning to come.

The Early Years Foundation Stage (EYFS) describes the years of education up to the end of the Reception Year.

Staff use the EYFS framework as the basis of our youngest children’s learning and personal development.

A series of Early Learning Goals set out what most children are

comfortable with numbers, undertaking practical activities

expected to achieve by the end of the Reception Year. They are

involving sorting, measuring, shape and space, whilst developing

arranged in seven broad Areas of Learning, three ‘prime’ and

ideas such as ‘heavier than’ or ‘bigger.’

four ‘specific’: UNDERSTANDING OF THE WORLD

Prime Areas of Learning PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT

Exploring and finding out about the world around them learning to observe and ask questions.

Learning to be self-confident and increasingly independent (such

Children will investigate the natural world, build with different

as being able to dress and undress themselves); showing respect

materials, be introduced to everyday technology and learn

for themselves, for others and for the environment; telling the

what it is used for. They will find out about past events in their

difference between right and wrong. Developing an awareness

lives and their families’ lives and learn about different cultures.

of needs in regard to keeping healthy.

COMMUNICATION AND LANGUAGE

EXPRESSIVE ARTS AND DESIGN Exploring colours and shapes, trying out dance, making things in a range of materials, and making and appreciating music.

Learning to express themselves effectively, showing awareness of listening needs. Learning to follow instructions. Answering questions ‘how’ and ‘why’ related to experience and in response

Enrichment

to stories or events. Learning to listen in a range of situations and

The above busy programme of learning is enriched by the

responding appropriately with comments, questions or actions.

same range of additional lessons as enjoyed by the older years These include a daily French session, PE lessons and Music, all

PHYSICAL DEVELOPMENT Learning to move confidently, controlling their body and handling equipment, and in doing so, developing their gross and fine motor skills.

Specific Areas of Learning LITERACY Learning to talk confidently and clearly, enjoying stories, songs and poems whilst appreciating the importance and pleasure of books, hearing and saying sounds, and linking them to the alphabet. Children will develop early reading skills and ascribe meaning to marks using a range of mark making tools.

MATHEMATICS Developing an understanding of maths through stories, songs, games and imaginative play. Children will become increasingly

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with specialist staff.

Throughout the Early Years Foundation Stage, there is an emphasis on personalised learning. Each child is unique and ‘is a competent learner who can be capable, confident and self-assured’ (Practice Guidance for the EYFS). Each child has their own personal learning journeys.

It is the aim to provide an environment that allows for their unique learning and development to be achieved.

Planning is play and activity based, taken from an active awareness of individual children’s interests. ‘Play underpins all development and learning for young children’ and ‘underpins the delivery of all of the EYFS’ (Practice Guidance for the EYFS).

Assessment is ongoing and embedded in our planning for the children’s next steps. Topics are planned, following continuous observational assessment which informs the EYFS team where the child is in their learning and where they need to go next, while ensuring balance across the seven areas of learning.

We endeavour to use the full range of indoor and outdoor resources to benefit the child’s learning, providing wellplanned experiences based on children’s spontaneous play. In particular, teachers use their understanding of their children’s needs to allow flexibility in ‘getting out’ for those who’s learning indoors will be improved by outdoor experiences.

We see parents as partners in each child’s learning and development. Parents have the opportunity to talk to the EYFS staff at the beginning and end of the day. This allows for an enriched understanding of the child and informs learning and development in the classroom.

Leadership of The Early Years Foundation Stage Mr Phil Watson is the Assistant Head EYFS and the main point of contact for all matters regarding The Early Years Foundation Stage.

Junior School Curriculum Guide • 7

English The purpose of our teaching and learning in English is to develop our children’s ability to communicate confidently and effectively in speech and writing and to listen and read with understanding. We aim for them to become competent, enthusiastic and creative users of the English language.

Many of our children speak several languages, and we

At the British School of Paris Junior School, teachers will

recognise the benefits of multilingualism in terms of cognitive

encourage children to express themselves confidently

and linguistic development as well as for communication.

and clearly, and to be attentive, courteous and

Pupils are encouraged to make use of their home or other

thoughtful listeners. These skills will, of course, also be

languages as part of their overall language development.

consolidated in each child’s home environment.

Our English programme of study takes full account of the requirements of the National Curriculum of England, which aims to ensure that all pupils: • read easily, fluently and with good understanding • develop the habit of reading widely and often, for both pleasure and information • acquire a wide vocabulary, an understanding of

Reading Becoming a successful reader is ultimately about developing the ability to make meaning from a piece of text. This requires decoding and word-recognition skills, knowledge of vocabulary and syntax, understanding of text structure, activation of prior knowledge of the context, the skills of inference and deduction, and monitoring of comprehension.

grammar and knowledge of linguistic conventions for reading, writing and spoken language • appreciate our rich and varied literary heritage • write clearly, accurately and coherently,

In the EYFS and KS1, opportunities are given daily to share and enjoy a range of fiction and non-fiction books, rhymes, poems, songs and stories from a wide range of interesting and diverse reading material.

adapting their language and style in and for a range of contexts, purposes and audiences • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas • are competent in the arts of speaking and listening,

Focusing on speaking and listening skills ensures the development of phonological awareness and the ability to blend and segment orally. A multi-sensory, synthetic phonic programme is used to teach a clear progression of sounds, alternative graphemes and common exception words to the children.

making formal presentations, demonstrating to others and participating in debate.

Children are given books from a structured reading scheme following the coloured book band system which

Of course, children’s language development is not confined to the learning they acquire in English lessons. We endeavour to make appropriate links between all curriculum subjects and learning across the curriculum provides a wide range of experiences to support the development of all aspects of language.

support their level of confidence and phonics skill to make maximum progress in reading fluency and comprehension until they are capable, fluent, independent readers.

In KS2, there is a strong emphasis on developing reading fluency and development of vocabulary. Children are exposed to a wide variety of fiction and non-fiction texts.

They learn to make increasing use of comprehension skills

Spoken Language

such as deduction and inference, to summarise and make

Our children’s progress in reading and writing will

and opinion and to recognise persuasive techniques.

connections between texts, to differentiate between fact

ultimately be built upon their development of their spoken language. The skills of speaking and listening

Our ultimate aim is for children to develop a love of books

are therefore crucial to success in other areas of

and a real enjoyment of reading. They have access to a wide

language. Classroom experiences in all subject areas are

variety of published reading schemes, giving the necessary

designed to develop oracy and stimulate discussion and

breadth and interest required at each stage of their progress,

explanation of what has been learned and discovered.

and to a very well-stocked school library. Children read in guided reading groups in class as well as independently

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at every stage. They will bring books home to read, both from the reading schemes and from the school library.

The reading children undertake at home is also an integral part of their reading development providing an opportunity for valuable practice and to share this wonderful activity with others. We very much encourage and appreciate parental support and effective communication as we develop a love of reading in all children.

Writing In the EYFS and KS1, children learn that writing is a means of communication and all mark making is valued. They are given opportunities to make marks in a variety of different ways to share their experiences, observations and ideas, and their independence is encouraged.

Writing develops naturally out of activity and the spoken word: children will have a purpose in writing if they have interesting experiences to relate and are used to articulating these experiences orally. Explicit teaching of vocabulary is an integral part of our curriculum.

Children will be led to understand the value of writing as a means of remembering, organising and communicating ideas and information, and as an opportunity for creativity and enjoyment. Links with reading texts and other experiences across the curriculum are used to provide inspiration and purpose for writing.

Junior School Curriculum Guide • 9

and learning of spelling in line with the requirements of the National Curriculum. Children learn to identify and apply rules and patterns, as well as developing their understanding of word roots and morphology. Children are taught to use the full range of punctuation and to understand and make use of the grammar points covered at each stage of the National Curriculum.

Learning Support Formative and summative assessment of reading, writing and spelling takes place throughout the year. Where these assessments indicate that further support is necessary, children may take part in small-group or individual interventions with class teachers or teaching assistants, or receive support from the Learning Support department. Parents will always be consulted if Learning Support is deemed necessary.

Children who are working well above the overall level of their class or group will be given opportunities to add breadth and gain enrichment from their learning and be encouraged to increase the depth of their learning, extending their output through complexity.

Leadership of English Ms Lisa Lucca (EYFS & KS1) and Mrs Janet Fox (KS2) lead English at the Junior School and are the main points of contact for all matters regarding the English curriculum.

Handwriting In the EYFS and KS1, teaching concentrates on the development of fine motor skills to establish an effective and comfortable pencil grip. There is also a strong focus on effective core and upper body movements to support muscles that help with writing. Children are taught correct letter formation and learn about the size and orientation of letters, writing on lined paper when appropriate and developing the use of joined (cursive) script as they move through the school.

Spelling, grammar and punctuation In the EYFS and KS1, as children develop greater knowledge of phonics and common exception words, writing becomes more phonetically plausible. Specific spelling patterns and alternative sounds are taught alongside the teaching of the standard conventions of language such as punctuation and grammar, supported by the use of published schemes.

In KS2, we use research-backed programmes for the teaching

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Mathematics At The British School of Paris our aim is for all our children to see themselves as mathematicians and to be excited to explore all areas of the subject. To support this, we aim for all children to be fluent with their mathematical skills, both conceptually and procedurally so that they can apply their skills flexibly and creatively.

We aim for our children to be able to use their knowledge for problem solving, reasoning and nurturing a love of number.

It is important to our school that all children have a growth

Key-Stages One and Two

mind-set to the subject and that we develop confidence and

To support the teaching of mathematics in Key Stages One

resilience for life-long enjoyment. We scaffold and challenge

and Two, teachers use a mastery approach and plan using

all children to achieve confidence and independence in

the White Rose Maths or in Key Stage 2, “Power Maths-

mathematics using manipulatives, vocabulary and language,

White Rose edition”. This develops a deep understanding of

repetition and rapid intervention where appropriate.

mathematical concepts and encourages “deep thinking” to promote learning. However, teachers focus on the needs of their pupils and when extra or different learning experiences

The Early Years Foundation Stage

are required, adapt teaching to the needs of the learners so that all children are supported and challenged.

During these year groups, much of the learning experiences

The use of these schemes promotes both challenging thinking

are delivered through play and child -led activities, with

and problem solving, allowing teachers to plan learning

more adult-led learning occurring as the stage progresses.

experiences to develop fluency. The concrete-pictorial-abstract

In EYFS, children learn about counting and understand

approach is used extensively, and children are provided with a

numbers to 10 in depth by learning how these numbers

wide range of concrete resources with which to develop their

are related to one another and looking for patterns within

understanding and ability to explain their reasoning. They learn

them. This is supported by practical, meaningful contexts

how to represent numbers or problems with concrete materials

and realistic materials. Concrete manipulatives and models

or pictorial representations and partition flexibly and creatively,

for counting are introduced to develop familiarity.

to understand relationships or patterns between representations.

By mastering and exploring number, the children acquire

Throughout these Key Stages, there is a strong focus on vocabulary

a strong foundation on which their future mathematical

development and the correct mathematical vocabulary for each

knowledge can build. They do this using real objects to

unit, is taught explicitly, modelled and encouraged.

apply and deepen their understanding. Their vocabulary development is supported and planned for to both help them and allow time for them to describe and explain their

Key Stage One

ideas. The emphasis is on developing understanding and

Children’s understanding of number develops significantly

mental reasoning, in meaningful contexts, rather than written

through KS1 so that by the time they reach the end of Year

outcomes, although this is developed throughout the stage.

2, children are confident and fluent with whole numbers,

CHILDREN WILL DEVELOP: • Counting skills beyond 20 • A deep understanding of all numbers to 10 • Automatic recall of pairs of numbers that make 5 and beyond to make 10 • Vocabulary of greater than, less than and equal to by comparing quantities • Language linked to shape, length, weight, height, capacity, position, time and money

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counting and place value. This approach means they can confidently apply their understanding of number to other areas of mathematics such as measure where they study length, mass, capacity/volume, time and money. They become increasingly knowledgeable about the properties of different shapes and the vocabulary used to describe them and they apply their knowledge of them to compare and sort them.

Although our main focus in the early stages is to develop the basic skills and concepts of number which will be essential for later progress, there is also an introduction to a broader range of mathematical understanding. Children undertake practical work in shape and space, learning the names

and properties of common shapes and using appropriate

multiplication are directly taught and explored. This also includes

vocabulary to describe position and movement.

the relationships between addition and multiplication and those

They compare and measure the properties of objects, and are introduced to the standard units of length, weight and capacity. They are introduced to the units we use for the passage of time and begin to make estimates using them.

Children develop an understanding and picture of what happens at different times of the day and are taught the basics of telling the time with both digital and analogue clocks.

with division and subtraction. The children can then progress to developing connections with fractions, decimals, percentages and ratio so that they can apply a deep understanding to a wide range of increasingly complex problems.

Leadership of Mathematics Mrs Tracey De Lisle leads Mathematics at the Junior School

Children are encouraged to communicate their ideas,

and is the main point of contact for all matters regarding the

talking with peers and adults about the mathematical skills

Mathematics curriculum.

and knowledge they are acquiring. In parallel, they begin setting down mathematics on paper from an early stage.

Standard methods of setting out (digits, signs and columns etc.) are introduced progressively with the development of the language of mathematics emphasised at all stages of learning. Having the vocabulary necessary to communicate their mathematical ideas and findings is essential in developing the conceptual base children require. Correct mathematical vocabulary is therefore explicitly taught and encowuraged.

Key Stage Two Number work throughout Key Stage Two, includes all aspects of arithmetic as well as the consolidation of concepts of number. Children practise and apply the operations of addition, subtraction, multiplication and division. They learn to use decimals, common fractions and percentages, and are introduced to negative numbers. The children are expected to learn by heart the addition and subtraction bonds (e.g. that 7+8=15 and 15-7=8) and multiplication tables to 10x10. Ideally, children should ‘know their tables’ by the end of Year 4, although further consolidation may well be necessary in future years.

There is a continued emphasis on mental mathematics. Daily practice and the teaching of strategies for dealing with mental work allow children’s skills to develop progressively. We encourage children to make connections based on known facts so that they realise they have access to an infinite number of other facts.

Number concepts are further developed through KS2, as the calculation strategies for the four operations are extended.

Following on from the “fact family” work done in Key Stage one, connections between addition and subtraction or

Junior School Curriculum Guide • 13

Science Our aims in teaching science are to:

Approach to Science The fundamental skills, knowledge and concepts of

• Encourage the development of positive attitudes to science.

• Help our children develop a growing understanding of the world through scientific knowledge, ideas and concepts.

• Develop the skills of investigation – including observing, measuring, predicting, hypothesising, experimenting, interpreting and evaluating.

the subject are set out in The National Curriculum for England. Each key stage has the following components: working scientifically, plants, animals including humans, everyday materials, seasonal changes, living things and habitats. In Key Stage Two this is extended to also include; rocks, light, forces and magnets, properties and change of materials, states of matter, earth and space, electricity and evolution and inheritance.

• Encourage an open-minded, enquiring attitude in approaching scientific issues and investigations.

• Develop the appropriate use of scientific language, recording and practical techniques.

• Enable our children to become effective communicators of scientific ideas, facts and data.

• Foster a concern about, and active care for, our environment.

• Prepare our children for life in an increasingly scientific and technological world.

Early Years Foundation Stage Children will explore science through making predictions, using their senses and investigating materials and their properties. Science is taught through the strand of ‘Understanding the World’. Science teaching is also linked to other strands of the EYFS framework for learning.

Children are encouraged to be creative and inquisitive as they participate in activities. They are encouraged to use their natural inquisitiveness, whilst taking part in exploratory play in specific scientific areas as well as areas which link across the EYFS framework. The practical experiences in EYFS lay the foundations for future learning in science.

Key Stage One (Years 1 and 2) During Key Stage one, pupils observe, explore and ask questions about living things, materials and the world around them. They begin to work together to collect evidence to help them answer questions, find patterns, classify and group objects, research using a variety of sources and become familiar with the concept of a fair test. Children will use reference material to find out about scientific ideas. They will share their ideas and communicate them using scientific language, drawings, charts, and tables. Key areas of science to be covered include: Everyday Materials, Plants, Animals, including humans, Seasonal Change and Living Things in Their Habitats.

Lower Key Stage Two (Years 3 and 4) Children are encouraged to extend the scientific questions which they ask and answer about the world around them.

They will explore everyday phenomena and the relationships between living things and familiar environments and begin to develop their ideas about functions, relationships and

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interactions. Children will make some decisions about

Living Things in Their Habitat, Animals, including humans,

which types of enquiry will be the best way of answering

Earth and Space, Light, Forces, Electricity, Properties and

questions including observing changes over time, noticing

Changes of Materials and Evolution and Inheritance.

patterns, grouping and classifying, carrying out simple comparative and fair tests, finding things out using secondary sources. They will make systematic and careful

Working Scientifically

observations and, where appropriate, take accurate

Working scientifically is a thread that progresses throughout

measurements using standard units, and a range of

each year group; children learn the skills required for scientific

equipment, such as thermometers and data loggers.

enquiry and are familiar with the different enquiry types.

Children will begin to look for naturally occurring patterns

Leadership of Science

and relationships and decide what data to collect to identify them and help to make decisions about what

Mrs Daisy Jarvis leads Science at the Junior School and is the

observations to make, how long to make them for and

main point of contact for all matters regarding the Science

the type of simple equipment that might be used. Key

curriculum.

areas of Science to be covered include: Plants, Animals, including humans, Living Things in Their Habitat, Rocks, Light, Forces and Magnets, Electricity and States of Matter.

Upper Key Stage Two (Years 5 and 6) The principal focus of Science teaching in Upper Key Stage 2 is to enable children to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically.

In Upper Key Stage 2, children should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. Children will take measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings where appropriate, choosing the most appropriate equipment and explaining how to use it accurately. They will identify patterns that might be found in the natural environment. They will make their own decisions about what observations to make, what measurements to use and how long to make them for and whether to repeat them.

Key areas of Science to be covered include: Plants,

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Computer Science The purpose of Computer Science in the primary curriculum is to provide pupils with opportunities to develop skills, knowledge and attitude to enable them to make effective use of ICT and to extend their learning throughout the curriculum.

Early Years Foundation Stage

Key Stage 2 children will:

The children in the EYFS are provided with the

• Design, write and debug programs that

opportunity to learn through play using a variety of

accomplish specific goals, including controlling

equipment: controllable cars, coding caterpillars,

or simulating physical systems; solve problems

voice recorders, and interactive games.

by decomposing them into smaller parts

Key Stage 1

• Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

A more structured approach is used with planned lessons

• Use logical reasoning to explain how some

building skills to create and present, type, and begin to

simple algorithms work and to detect and

consider how to code with robots and online programs.

correct errors in algorithms and programs

Key Stage 2 Building on the knowledge and understanding from Key Stage 1, children are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that children become digitally literate and are able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world.

OUR COMPUTER SCIENCE PROGRAM OF STUDY INVOLVES THE FOLLOWING MAIN AREAS OF LEARNING: • Computer Science • Digital Literacy • Information Technology

Key Stage 1 children will: • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions • Create and debug simple programs • Use logical reasoning to predict the behaviour of simple programs

•

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• Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web • Appreciate how [search] results are selected and ranked

Information Technology Key Stage 1 children will: • Use technology purposefully to create, organise, store, manipulate and retrieve digital content

Key Stage 2 children will: • Use search technologies effectively • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that

Resources currently include: • A Computer Suite, comprising of 24 networked computers with internet access.

• Laptops for all teachers, used in lesson preparation and with the interactive whiteboards.

• A wide variety of battery-operated items including Talking tins, microphones, recorder pens, talking books and recordable speech bubbles to enable children to record their own voices.

• Controllable vehicles.

• A wide range of software specifically designed

accomplish given goals, including collecting, analysing,

for primary school use to support the teaching

evaluating and presenting data and information

of the computer science programme, but also

Digital Literacy

to enhance subjects across the curriculum.

• Subscriptions to a range of websites including Busy things and Purple Mash.

Key Stage 1 children will: • Recognise common uses of information technology beyond school • Use technology safely and respectfully, keeping personal information private; identify where to go for help and

Leadership of Computer Science Mrs Marianne Richards leads Computer Science at the Junior School and is the main point of contact for all matters regarding the Computer Science curriculum.

support when they have concerns about content or contact on the internet or other online technologies

Key Stage 2 children will: • Understand the opportunities that networks offer for communication and collaboration • Be discerning in evaluating digital content • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Computer Science Facilities and Resources The school has a wide range of computing facilities and equipment to support the teachers and children in their teaching and learning. This provision is constantly evolving to enhance our delivery of the curriculum.

Junior School Curriculum Guide • 17

Digital Learning and Online Safety Digital Learning

Online Safety As a school we follow the UK government guidance

The purpose of digital learning at the Junior School is to enhance education through the effective use of technology. The aims for teaching children digital competences include: 1. DIGITAL LITERACY: Develop foundational digital literacy skills, ensuring pupils can use digital tools effectively, responsibly, and ethically.

2. CRITICAL THINKING: Foster critical thinking and problem-solving skills by

for teaching online safety using the ‘Framework for a Connected World’. Our online safety areas of learning are: • Privacy and Security • Copyright and Ownership • Online Relationships • Online Bullying • Managing Online Information • Health, Well-Being and Lifestyle • Self-Image and Identity • Online Reputation

incorporating technology into learning activities that

We celebrate Safer Internet Day and run workshops

require analysis, evaluation, and decision-making.

and assembles for Digital Citizenship Week and AntiBullying Week. Online Safety is embedded into the school

3. CREATIVITY:

curriculum and in the day to day running of the school.

Cultivate creativity through the integration of digital

The aims of our digital learning and online safety

tools, allowing pupils to express themselves and explore

curriculum collectively contribute to a comprehensive

innovative approaches to problem-solving.

and well-rounded digital learning curriculum that prepares our primary school children for the challenges and

4. COLLABORATION: Promote collaborative learning experiences using digital platforms, enabling pupils to work together on projects, share ideas, and communicate effectively in a digital environment.

5. ADAPTABILITY: Equip pupils with the ability to adapt to emerging technologies, preparing them for a constantly evolving digital landscape.

Many of the experiences that children will have with digital technology will be embedded in other subjects and through STEM projects. Children in Key stages 1 and 2 have access to: • iPads • Bluetooth controllable devices for robotics and coding • Micro: Bit minicomputers • LEGO® Education

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opportunities they will encounter in the digital age.

Junior School Curriculum Guide • 19

Art and Design The British School of Paris delivers a rich, broad, balanced, diverse and engaging art curriculum.

The subject of Art and Design is approached through a wide range of activities involving many different media.

It aims to equip the children with the knowledge and skills to experiment and create their own works of art, craft and design and evaluate and analyse the works of others.

We aim for our pupils to become proficient in drawing, painting, sculpture and other artistic media whilst learning about great artists, craft makers and designers from a range of cultures and nationalities.

The children are given many opportunities throughout the year to display their art, to enter competitions and to visit galleries and museums.

The subject of art is highly valued in the Junior School and is celebrated biennially with a whole school art exhibition.

• Printing – with fingers, leaves, corks etc., developing pattern and texture.

• Creating collage – using a variety of papers and scrap fabrics.

• Sewing and weaving – using different threads and materials.

• Making models from assorted scrap material.

• Creating models from clay, plasticine, papier-mâché and salt dough.

Key Stage 1

• Making simple puppets.

PUPILS ARE TAUGHT:

Key Stage 2

• to use a range of materials creatively to design and make products.

• to use drawing, painting, and sculpture to develop and share their ideas, experiences, and imagination.

• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form, and space • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

• To use a sketch book to develop ideas, experiment, and record observations.

These are taught to the children through a wide range of art activities and media, including the following: • Drawing – the use of line and tone, using a variety of media (pencil, crayon etc.)

• Painting and colour mixing – primaries and secondaries; tints and shades.

• Experimenting with textures (blow painting, splatter effects).

20 • Junior School Curriculum Guide

Pupils in Years 3 to 6 expand on the objectives from Key Stage 1 and are taught to develop their techniques, improve their skills and increase their knowledge of different kinds of art, craft and design.

THE CHILDREN ARE TAUGHT: • to create sketch books to record their observations and use them to review and revisit ideas.

• to improve their mastery of art and design techniques, including drawing, painting, and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] • about great artists, architects, and designers in history.

THIS IS ACHIEVED THROUGH: • Drawing – both observational and imaginative, using a variety of media (pencil, charcoal, pastel etc.).

• Painting – experimenting with different qualities of paint and texture.

• Colour mixing - Primaries, secondaries, and tertiaries; the colour wheel and complementary colours; tints and shades; tone and mood.

• Printing – using a variety of tools and a variety of patterns.

• Textile crafts – sewing and weaving; designing and creating.

• Collage – exploring a range of materials and effects.

Not all children will necessarily develop into accomplished artists. However, all will gain pleasure and satisfaction from artistic activity and learn to appreciate the creations of others and their own.

Junior School Curriculum Guide • 21

Design and Technology Design and Technology prepares children to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life.

The subject calls for children to become autonomous and creative problem-solvers, as individuals and as part of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and by making products and systems.

The Early Years Foundation Stage In the Early Years Foundation Stage, Design and Technology forms part of the learning children acquire under the ‘Knowledge and Understanding of the World’ branch of the Foundation Stage curriculum, which also covers geography, history, ICT, and science. The children learn through first-hand experiences and are encouraged to explore, observe, solve problems, think critically, make decisions and to talk about why they have made their decisions.

DESIGN AND TECHNOLOGY OFFERS OPPORTUNITIES FOR OUR CHILDREN TO:

Key Stages 1 and 2

• develop their designing and making skills;

Through a variety of creative and practical activities

• develop knowledge and understanding; • combine their designing and making skills with their knowledge and understanding to

children across both Key Stages are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making in a range of relevant contexts.

create high quality products when faced with problem solving tasks with ‘real` contexts; • explore values about and attitudes to the made world and how we live and work within it; • recognise that through their ideas they can bring about changes; • develop an understanding of technological

Design There is a basic design process (shown in the diagram) that we follow when approaching a task. As children progress through the school, what they are expected to do at each of these stages becomes more complex.

Some activities entail a more limited version of this full

processes, products, and their manufacture,

process, involving just one or two of the stages as children

and their contribution to society;

investigate specific aspects of designing and making.

• engage in design activities which bring together Science, Technology, Engineering and Maths; • make use of IT applications wherever appropriate as an integral part of their designs and the designing process.

THE LEARNING CARRIED OUT BY OUR CHILDREN IN THEIR DESIGN AND TECHNOLOGY LESSONS CAN BE DIVIDED INTO FOUR BROAD AREAS: • Design • Make • Evaluate • Technical Knowledge

22 • Junior School Curriculum Guide

program, monitor and control their finished products.

INVESTIGATIVE, DISASSEMBLY AND EVALUATIVE ACTIVITIES (IDEAS)

By the end of Key Stage 2, we aim for all of our children to be able to operate as effective technologists.

Children should be able to work on their own and as part of a team on a range of designing and making activities.

They will be able to think about what products are used for

FOCUSED PRACTICAL TASKS

and the needs of the people who use them. They will plan what must be done and identify what works well and what

(FPTS)

DESIGN AND MAKE ASSIGNMENTS (DMAS)

could be improved in their own and other people’s designs.

Leadership of Design & Technology Mr Simon Lockwood leads Design & Technology at the Junior School and is the main point of contact for all matters regarding the Design & Technology curriculum.

IDEAs These should provide the children with opportunities to acquire knowledge and understanding about how manufactured products work.

FPTs These provide opportunities to learn and practise particular skills and knowledge. This is when we can show the children how certain things work or are done; then they can have a go at it to practise their skills before they start to make the final product.

DMAs These provide an opportunity for children to combine their skills, knowledge and understanding to develop products that meet a real need. They are open-ended activities whereby children can select and apply skills, knowledge and understanding in a creative way.

This work should have an outcome which can be tested, evaluated and if appropriate, modified.

Design and Technology activities will sometimes take place in the classroom, but there is also a suitably equipped Technology Room where children can use a wide range of equipment in realising their designs.

In all practical activities, children are shown how to use tools and materials safely, and how to recognise and control potential hazards to themselves and others. Children will also develop their understanding of using electrical systems in their products (for example, series circuits incorporating switches, bulbs, buzzers and motors) and will be able to apply their understanding of computing to

Junior School Curriculum Guide • 23

French The French course provides an enjoyable study of the French language and life in France. A high-quality languages education nurtures children’s curiosity and deepens their understanding of the world. Our goal is for children to express their ideas and thoughts in French, and to comprehend and respond to its speakers, both verbally and in writing in Key Stage 2

We also provide communication, thinking skill development and reading in the target language. Our French language teaching aims to lay the foundation for communication and to expand children’s knowledge of French culture.

OUR LANGUAGE WORK IS TOPIC-BASED. TOPICS, SELECTED CONSIDER THE AGE, LANGUAGE ABILITY AND INTERESTS OF THE GROUP, AND ARE DRAWN FROM THE FOLLOWING AREAS OF EXPERIENCE: • Everyday activities • Personal and social life • French traditions and culture

OUR AIMS ARE: • to develop the ability to communicate competently and confidently in French; • to provide opportunities to use the 4 attainment targets: listening, speaking, reading and writing; • to offer enjoyment and intellectual stimulation; • to foster positive attitudes towards language learning and speakers of other languages; • to help children adapt to life in France by providing insights into its language, civilisation, and culture, and enabling them to observe and appreciate cultural similarities and differences; • to develop awareness of the nature of language and language learning.

The French classrooms provide a safe and friendly environment where children feel secure and confident in their participation. All children have a daily French lesson of 30 minutes from Nursery to Year 4, and of 45 minutes in Years 5 and 6.

In each year group, children are grouped according to their previous experience of French. There is a group of beginners each year and a group of more fluent French speakers. Movement between groups is based on the recommendation of the French teacher, in consultation with the Head of French and parents.

The Early Years Foundation Stage In the Early Years, French teaching is closely integrated with class teachers. French teachers follow the EYFS recommendations to inform their planning and

THE OBJECTIVES CONSIST OF FOUR CLEARLY PROGRESSIVE

activities. Teaching methods include songs, stories,

CORE STRANDS OF TEACHING AND LEARNING:

puppet shows, interactive stories and videos, workshops,

• Oracy

cooking, and art. French teachers actively participate in daily activities both inside and outside the classroom,

• Literacy

communicating in French with the children.

• Language study

We have a partnership with a local French school,

• Intercultural understanding IN ADDITION, TWO CROSS-CURRICULAR

Ecole Maternelle Les Cerisiers de Croissy sur Seine, where the children engage in exchange visits.

STRANDS ARE INCLUDED:

Key Stage 1

• Knowledge about language (KAL)

At Key Stage 1, our primary focus is on developing

• Language learning strategies (LLS)

24 • Junior School Curriculum Guide

oral communication skills in a way that is relevant and

engaging for young learners. We emphasize listening

Throughout Key Stage 2, French is the primary language of

and speaking skills, teaching children to listen attentively,

instruction, and children are encouraged to communicate

use visual and auditory cues to understand, respond

in French with their teacher and peers. We maintain a

clearly and coherently, ask and answer questions, follow

partnership with a local French school, Ecole Primaire

instructions and discuss their daily life and interests.

Jules Verne de Croissy sur Seine, engaging in letter

Language is introduced through contexts, using a wide range

exchanges and participating in exchange visits.

of resources. New vocabulary and structures are extensively practiced, facilitating clear, accurate communication and spontaneous use of French. Presentation and practice

Leadership of French

methods are diverse and interactive, including games,

Mme Muriel Lachaise is the Head of French at the Junior School

songs, rhymes, role-play, puppets, flashcards, real objects,

and the main point of contact for all matters regarding the

videos, stories, interactive whiteboard activities and mime.

French curriculum.

Formal French reading instruction is introduced to individual children as appropriate, recognizing that many children of this age are still acquiring reading skills in English. Children who are already proficient readers in English are encouraged to apply their skills to French reading. Resources such as interactive whiteboards, tailored activities, songs, and poems are utilised to present language learning imaginatively.

Key Stage 2 At Key Stage 2, the primary purpose of learning French is communication, with oral skills remaining the focus.

Children are taught to listen for general and specific details, respond with correct intonation and pronunciation and use French in context. Vocabulary and structures are practiced extensively to facilitate clear communication.

A variety of activities are used to maintain high interest and participation, including games, songs, rhymes, role-plays, puppets, IT, interactive whiteboards, iPads, videos, stories, and mimes. Reading and writing are introduced progressively as children gain confidence in French. Teachers employ various activities to encourage independent reading and develop writing skills.

In the group of more fluent French speakers, reading skills are developed to promote autonomous reading.

Individual reading schemes are utilised to accommodate varying reading abilities. Children are encouraged to produce clear, correct written work, apply grammatical rules and utilize reference materials.

Key resources, depending on each group’s French proficiency level, include Actif 1 & 2, Rigolo, Linguascope, and Wordwall. Individual reading skills are practised using Galaxie and A la Carte. French is also integrated across the curriculum through Integrated Language Learning, reinforcing topics studied in class with French vocabulary and additional learning opportunities: the Vikings, Ancient Egypt, Auvergne, Paris, Versailles, François Ier and Fontainebleau…

Junior School Curriculum Guide • 25

Geography “The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.” BARACK OBAMA, 2012

The British School of Paris aims to not only instil a curiosity

and marine world. By studying maps, graphs, and data the

and fascination about the world around us, but to equip

children are learning analytical skills that allows them to

our children with the knowledge and skills they will need

interpret and analyse data; and therefore, communicate

to deal with the changing world around them. These skills

more effectively their understanding of the world.

will allow children to develop a deeper understanding of both the physical and human impact we have on our world today. As a multi-cultural school, it is important that we teach our children to appreciate the diversity of cultures both within our school community as well as worldwide. Starting with our Around World Day, which allows parents from our school community to share their culture, language and traditions therefore developing an understanding and appreciation for the differences and similarities within our immediate environment.

The purpose of teaching geography is to ensure that all our children can think critically to have a deeper knowledge of the world around them. This enables them to understand the human impact that they have on both the terrestrial

26 • Junior School Curriculum Guide

Our geography curriculum begins from day one of nursery.

Our EYFS gives children the opportunity to explore the world around them in a fun and educational way thus setting the foundation for further learning as the children pass through the varying key stages. Field trips feature highly on our agenda as we believe these experiences lead to a deeper embedding of these aims, and the skills, we wish our children to take forward as they go through life.

The four main areas of the English national curriculum for Geography are: Locational knowledge; Place Knowledge; Human and Physical geography; geographical skills and fieldwork. The implementation of these skills is set out as follows:

EYFS

KEY STAGE 1

KEY STAGE 2

• Locate the world’s countries

• Locate the world’s countries using

• Identify key geographical features of

on a map, with a particular

maps, atlases, and globes with

France and show an understanding

interest to pupils.

a focus on Europe and countries

of how some of these aspects

of particular interest to pupils.

have changed over time.

• Investigate seasonal changes along the river and within the school grounds.

• Investigate the local environment in which they live.

• Create simple maps (E.g. to find treasure).

• Compare aerial photographs with their perspective of an object.

• Investigate the diverse world in which they live through stories and presentations from the parents in our community.

• Investigate the world’s

• Investigate the key features

continents and oceans.

of world maps to identify the

• Investigate the countries and capitals of the United Kingdom.

• Compare and contrast a small area of the United Kingdom with that of a non-European country.

• Explore weather and climate in our local area and around the world.

• Investigate our local area.

• Understand the four points of a compass.

• Devise a simple map and create a key using basic symbols.

• Read and understand a 2-digit co-ordinate on a map.

• Use aerial photographs and plan perspectives to recognise landmarks.

position and significance of latitude, longitude, equator, the Hemispheres, the Tropics, polar regions, and time zones.

• Understand and use the 8 points of a compass.

• Read and understand OS maps using 4- and 6-digit co-ordinates, symbols and keys so as to understand France and the wider world.

• Investigate the physical and human changes of settlements over time.

• Identify key features of physical geography including rivers, mountains, volcanoes, the water cycle, climate zones and biomes.

• Understand the impact of natural disasters and climate change on our world today.

The places studied and the themes investigated, including field trips, are summarised on our Topic Map. We have drawn our aims from the National Curriculum requirements however, they have been adapted to suit our situation here in Paris so that the children’s learning remains relevant and meaningful to them. If our children can leave The British School of Paris and use their knowledge and understanding to build bridges across our diverse world then we have succeeded in our aims.

Leadership of Geography Mrs LJ Desmeulles leads Geography at the Junior School and is the main point of contact for all matters regarding the Geography curriculum.

Junior School Curriculum Guide • 27

History “History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future.” ROBERT PENN WARREN

Interestingly, history has only been part of the National

centuries,with Versailles and Louis XIV, Fontainebleau

Curriculum since 1991 however, the discipline of history

and Francois I to mention just a few opportunities.

goes back to ancient times. As a school that welcomes all cultures, we inspire to teach our children about the past while preparing them for the future. It is fundamental that our children gain a deep appreciation for the complexity of peoples’ lives, the diversity of societies, both past and present, and the relationship between different groups of people in the past and how it impacts the present. Children learn that history is all around us and we can discover the past by looking at cave paintings, pottery, coins, Skara Brae, Pompeii, the historic monuments of Ancient Greece, Egypt, Central America, Paris and . These are all clues to past civilizations and how they have impacted on our world today.

Starting in the EYFS, our history curriculum has been tailored to equip children to ask perceptive questions, think critically, weigh up evidence and develop perspective and judgement. We live in an historically rich environment here on the banks of the River Seine; our children learn about Paris through the

28 • Junior School Curriculum Guide

Enquiry based questioning is developed over time.

Throughout KS1 and KS2 the children’s understanding of various concepts are built upon. In KS1 we might ask: How does my life differ from that of a Victorian Child? By the end of KS2 the question might be: What impact did the Industrial Revolution have on the lives of children? These questions are then substantiated by researching and using primary and secondary sources, such as diaries, censuses, and artefacts.

Encouraging the children to create arguments and develop reasoning to the cause and effect of many significant historical events and then placing them in chronological order are all higher order skills that we are continually trying to instil at the BSP from the day the children start with us.

The table gives you an example of how each skill is reinforced at each stage within the Junior school:

EYFS

KEY STAGE 1

KEY STAGE 2

DEVELOP CHRONOLOGICAL

CHRONOLOGICAL KNOWLEDGE

CHRONOLOGICAL KNOWLEDGE

KNOWLEDGE AND UNDERSTANDING BY:

AND UNDERSTANDING

AND UNDERSTANDING

• Using everyday language

• Develop an awareness of the past

• Continue to develop chronologically

related to time.

• Ordering and sequence familiar events.

relating to the passing of time.

• Know where all people/events studied

• Describing main story settings, events and principal characters.

secure knowledge of history.

• Use common words and phrases

fit into a chronological framework.

• Identify similarities / differences

• Talking about past and present

•

Establish clear narratives within and across periods studied.

• Note connections, contrasts, and trends over time.

between periods.

events in their own lives and in lives of family members.

HISTORICAL ENQUIRY

HISTORICAL ENQUIRY

HISTORICAL ENQUIRY

• Be curious about people and

• Ask and answer questions.

• Regularly address and sometimes

show interest in stories.

• Understand some ways we

• Answer ‘how’ and ‘why’ questions … in response to stories or events.

find out about the past.

• Choose and use parts of stories and

• Explain own knowledge and

other sources to show understanding.

devise historically valid questions.

• Understand how knowledge of the past is constructed from a range of sources.

understanding and asks

• Construct informed responses

appropriate questions.

by selecting and organising relevant historical information.

• Know that information can be retrieved from books and computers.

• Record, using marks they can interpret and explain.

INTERPRETATIONS OF HISTORY

INTERPRETATIONS OF HISTORY

• Identify different ways in which

• Understand that different

the past is represented.

versions of the past may exist.

The next time you visit a museum or a place, look at the artefacts or the buildings and try to ask questions like a historian: who, what, where and why? Can the children place it on a timeline or locate where in the world it was discovered? When something becomes more real, then the desire to learn increases. Thus, our aim at the BSP is that our children use their knowledge of discovery to improve their own future and the futures of others.

Leadership of History Mrs LJ Desmeulles leads History at the Junior School and is the main point of contact for all matters regarding the History curriculum.

Junior School Curriculum Guide • 29

Music The aim of our Music programme in the Junior School is to develop children’s understanding and enjoyment of music in exposing them to a wide variety of artistic experience from a very young age. Every class has two music lessons each week, one of which is usually a singing lesson.

WITHIN THIS FRAMEWORK ALL CHILDREN FOLLOW A

other performers. Playing and singing with accuracy

PROGRAMME BASED ON THE FUNDAMENTAL ACTIVITIES OF:

of pitch, pulse and dynamics, reading musical symbols

• performing

and using musical vocabulary. Increased use of music technology features in later years with the use of electronic

• composing

keyboards and applications such as Garage Band.

• listening and appraising

Children are exposed to a variety of musical genres including

• movement

The Early Years Foundation Stage

classical, jazz, modern, rock and global music as well as developing knowledge of the instruments of the orchestra. As their listening skills become more developed, they are led to become more conscious of musical concepts such as timbre.

It is in the Early Years Foundation Stage that motivation and

In Years 3 and 4, many children will have taken up an

interest in music is born. At the heart of the music lesson lays the

orchestral instrument and, for some, perhaps even two.

song and a wide repertoire is built up over the year. In addition,

Children regularly reach the standards of Grades 1 to 5 of

children listen to musical stories, learn about composers and

the Associated Board of the Royal School of Music and Rock

add simple percussive accompaniments to their singing.

School examinations during their time at the Junior School.

Children in the EYFS discover music through movement and song and the use of untuned percussion instruments.

Key Stage 1 This strong foundation is built upon through Key Stage1.

Children acquire their practical experience using both tuned and untuned percussion instruments. In Year 2

Apart from the deep satisfaction of making progress on an instrument and ultimately being part of the orchestra, or indeed the choir, learning an instrument is proven to support the development of children’s ability to concentrate as well as impacting positively on their personal and interpersonal skills. Success in music does increase the likelihood of success in other subjects too.

there is an opportunity to take group woodwind and

During Key Stage 2, all children take part in one of our

string classes. They become aware of pulse and contour

major musical productions. Many of them perform in the

of melody and learn to recognise rhythmic patterns and

choir and in one of our school orchestras or Jazz Band.

notation. Children are expected to be able to both sing and play from memory as well as perform in public.

By the time our children leave the Junior School, it would be fair to say that in most cases they will have

Children are encouraged to recognise obvious features

gone well beyond the expectations of a Year 6 child,

in music and to use simple dynamics. They are given

as set out in the National Curriculum for England.

opportunities to experiment with musical sounds imaginatively - the beginnings in fact, of composing.

By the end of Key Stage 1, all of our children will have had

Leadership of Music

some experience of singing and dancing on stage in a

Mr Simon Lockwood is the Head of Music at the Junior School

musical production. Some may also have started to learn

and the main point of contact for all matters regarding the Music

an orchestral instrument. All should have a firm grounding

curriculum.

in the basics of music, along with an enthusiasm for the subject, upon which they can build in later years.

Key Stage 2 During Key Stage 2 activities undertaken include part singing, maintaining a melodic line with awareness of

30 • Junior School Curriculum Guide

Junior School Curriculum Guide • 31

Physical Education We aim for all of our children to succeed and excel in competitive sport and other physically demanding activities by providing opportunities for children to become physically confident in a way which supports their health and fitness.

We believe that opportunities to participate and compete in sport and other activities not only offer enjoyment to all but also build character and help to continually expose and embed our schools core values.

Key Stage 1 Key Stage 1 children will develop fundamental movement skills, become increasingly competent and confident and have opportunities to participate

PE follows the Programmes of Study of the English National

in a broad range of activities to extend their agility,

Curriculum and is taught by specialist teachers with full use

balance and coordination, individually and with others.

made of the range of facilities available; a multipurpose

They engage in competitive (both against self and

sports hall with a sprung floor and a synthetic Astroturf pitch.

against others) and co-operative physical activities,

Occasionally, the Senior school facilities and 2 local stadiums.

in a range of increasingly challenging situations.

THROUGH OUR PE PROGRAMME OF STUDY,

KEY STAGE 1 CHILDREN ARE TAUGHT TO:

WE AIM FOR OUR CHILDREN TO: • develop their determination and endeavour

• master basic movements including running, jumping, throwing and catching, as well as

by increasing their competence to excel in

developing balance, agility and co-ordination and

a broad range of physical activities

begin to apply these in a range of activities

• be physically active for sustained periods of time • engage in competitive sports and activities • lead healthy, active lives • show excellence and integrity, through their competence and display outstanding teamwork and problem-solving skills • Exhibit excellent communication skills including diplomacy, fairness and leadership qualities.

• participate in team games, developing simple tactics for attacking and defending • perform dances using simple movement patterns • develop their understanding of winning and losing • develop core control and simple sequence work in gymnastics.

Key Stage 2

• Contribute to community and service values

In Key Stage 2, children continue to apply and develop a

by helping each other to be better players

broader range of skills, learning how to use them in different

and coaching different age groups

ways and to link them to make actions and sequences of

• Utilise discovery and opportunity with all of the choice available to them.

The Early Years Foundation Stage In the EYFS, we follow the statutory EYFS framework; and enhance this by incorporating our own developmental, skills specific schemes of work. In the EYFS the children have more freedom to choose equipment within certain areas and focus on their fine and gross motor skills through fun activities and with our guidance. We expose the children to a range of activities to explore and develop, such as following instructions, gymnastics, dance, games, multi skills, exploring equipment and so on.

32 • Junior School Curriculum Guide

movement. They will learn to effectively communicate, collaborate and compete and will develop an understanding of how to improve in different physical activities and sports, learning how to evaluate and recognise their own success.

CHILDREN IN KEY STAGE 2 ARE TAUGHT TO: • use running, jumping, throwing and catching in isolation and in combination.

• play competitive games, modified where appropriate and apply basic principles suitable for attacking and defending.

• develop flexibility, strength, technique, control and balance.

• perform dances using a range of skills and movement patterns and gymnastics routines • take part in outdoor and adventurous activity challenges both individually and within a team • compare their performances with previous ones and demonstrate improvement to achieve their personal best.

PE Our gymnastics programme places emphasis on the development of movement patterns inherent in the different aspects of the PE programme. The aim is to develop body awareness and increasing control through the activities of travelling, turning, rolling, jumping and

Outdoor and Adventure Activities Key Stage 2 children begin to take part in outdoor activity challenges, developing a range of orienteering and problem-solving skills in activities around the school grounds and beyond. The children work together to meet the challenges set. There is a lot of discussion in these areas with links to the school values.

Co-curricular activities There is a large programme of co-curricular activities which complements and extends the teaching in PE and Games lessons.

balancing. Using floor work and apparatus, children

Children may be selected to play in school teams for sports

learn to make simple sequences and to link actions. As

where matches are played against local schools and clubs

they move through the school, children learn to create

and sometimes further afield. We welcome the involvement

and perform fluent sequences on the floor and using

of our children in local sports clubs as this offers them

apparatus. Increasingly, they will include variations

additional opportunities to develop their sporting skills as well

in level, speed and direction in their sequences.

as being an ideal way to integrate with the local community

In dance we ensure that the children develop an

and for them to practise their French language skills.

awareness of body parts, rhythm, fast and slow

In addition to its role in developing physical skills and fitness,

movement and stillness. Aesthetic responses are sought,

the PE programme is an important vehicle to promote

but children also learn set steps, dances and gestures.

the development of social skills, the understanding and

Children will learn to create and perform dances using

following of codes of conduct, and the attributes of

a range of movement patterns, often from a variety

confidence, ingenuity and independence. At our school

of places and cultures. They will be encouraged to

it is seen as a central part of the primary curriculum.

respond to a range of stimuli and accompaniments.

Games Initially, the focus is on the individual learner: tasks set match the individual will each child achieving at their own level.

Leadership of Physical Education & Sport Mrs Lyndsay McNabb is the Head of Physical Education & Sport at the Junior School and the main point of contact for all matters regarding the Physical Education & Sport curriculum.

Our maxim is, ‘Success breeds success.’ Basic skills are learnt using a large variety of equipment. Correct manipulative skills are taught, including travelling (dribbling), receiving and sending. Awareness of space, dodging and marking is also developed. Children will initially begin to play simple competitive games, learning to follow rules and to work cooperatively, first in pairs and then in small groups. In athletics, children are introduced to running, jumping and throwing.

Our children are then progressively introduced to a range of specific sports, their rules and associated skills and tactics.

Most team sports are initially modified and played with small sides to encourage participation and accessibility for all. Teamwork is emphasised, as children work together to organise and keep games going. Social skills are constantly reinforced: how to include and encourage others, how to win with dignity and how to lose with good grace.

Junior School Curriculum Guide • 33

Personal, Social, Health and Economic Education (PSHE) As well as providing opportunities for all children to learn and achieve, we also promote a child’s moral and cultural development and prepare pupils for the responsibilities and experience of life.

Through our PSHE and Citizenship programme lessons, our pupils are given the knowledge, skills and understanding they need to lead confident, healthy, independent lives.

Our children are encouraged to develop their sense of self-worth by taking part in a wide range of activities and experiences across and beyond the curriculum. This ensures that they play a positive role in contributing to school life and the wider community. They learn how society is organised and governed and experience the process of democracy in school through the School Council.

Protected Characteristics We want to ensure that our children are able to live alongside, and show respect for, a diverse range of people. It is extremely important that our children grow up to be respectful and empathetic children and young adults who respect the world in which they live. The way in which we provide our children with the knowledge and skills to do this is by reference to the protected characteristics in our PSHE curriculum.

We provide opportunities for the children to learn about

THE 9 PROTECTED CHARACTERISTICS ARE:

rights and responsibilities and for them to appreciate what

• Age

it means to be a member of a diverse society. They learn

• Disability

to understand and respect Fundamental British Values,

• Gender reassignment

our common humanity, diversity and differences so that

• Marriage and civil partnership

they can go on to form effective, fulfilling relationships

• Pregnancy and maternity

that are an essential part of life and learning.

• Race • Religion or belief

PSHE and Citizenship curriculum planning Many of the objectives are covered through other areas of the school’s curriculum e.g. assemblies, science and the ‘hidden curriculum’, attitudes and expectations of behaviour promoted by adults in the school.

• Sex • Sexual orientation The protected characteristics are discussed with children at an age-appropriate time/level of understanding, and we use our professional judgement to plan the PSHE curriculum appropriately. We teach respect, diversity,

PSHE is an all-encompassing area where pupils enrich

equality and inclusivity across the school curriculum through

their knowledge, skills and understanding of the world

the children’s learning in English, humanities, assemblies,

in which they live, as well as showing empathy for the

group work and sporting activities, for example.

diversity which a school such as ours has to offer.

Our approach to PSHE allows different year groups

We use the PSHE Association thematic programme

to work on similar themes at the same time,

for planning the curriculum. This takes a thematic

building a spiral programme year on year.

approach to primary PSHE education, covering all three core themes of the Programme of Study over the school year which are covered on a termly basis: 1. RELATIONSHIPS

Relationships and Sex Education At The British School of Paris, part of our PSHE programme

(Families and Friendships; Safe Relationships;

is called RSE (Relationships and Sex Education). Through

Respecting Ourselves and Others)

RSE we help children to learn about their bodies including the changes that take place at puberty and teach them

2. HEALTH AND WELLBEING (Physical health and Mental Wellbeing; Growing and Changing; Keeping Safe) 3. LIVING IN THE WIDER WORLD

the knowledge and skills which will help to keep them safe and form healthy relationships (friendships) with others, now and in the future. Relationships education teaches the fundamental building blocks of positive relationships, focusing on friendships, family relationships, and relationships with other peers and adults. Our

(Belonging to a Community; Media Literacy

RSE curriculum complements and is supported by our

and Digital Resilience; Money and work)

policies on behaviour, anti-bullying and safeguarding.

34 • Junior School Curriculum Guide

EYFS For our EYFS children, personal, social and emotional development (PSED) is crucial if they are to lead healthy and happy lives and is fundamental to their cognitive development. In addition to practitioner-led and play based activities, we also have access to the 1Decision Early Years portal which has been designed to support children to reach the expected goals within the Early Years framework for PSED • Making Relationships • Self-Confidence and Self-Awareness • Managing Feelings • Behaviour We also support Citizenship Education in the Early Years Foundation stage through other areas of learning such as Understanding the World, Communication and Language and Literacy. We relate the PSHE and Citizenship aspects of the children’s work to all the areas of learning set out in the statutory EYFS framework. Alongside this we also use the non-statutory ‘Development Matters’ document as guidance which gives us more freedom to develop the broad curriculum for the children we work with.

Junior School Curriculum Guide • 35

Examples of Year Group Topic Maps YEAR 1

SUBJECT TERM 1

TERM 2

TERM 3

ART

Access Art – Spirals Access Art – Simple printmaking

Access Art – Playful making Access Art – Exploring watercolours

Access Art – Making birds Access Art – Flora and fauna

DESIGN AND TECHNOLOGY

Creation station Balloon squish monsters Design & build a space vehicle Making gingerbread

Creation station Paper folding Making vehicle with moving wheels

Creation station Fruit kebab Minibeast t-shirt Garden diorama First Lego League Explore

FRENCH LINKS

Boucle d’Or Christmas

Space Light and Dark

Minibeasts Plants

GEOGRAPHY

My country/countries Our world from space Weather and seasons

Own and other countries Oceans and continents Weather and seasons

Our local area Maps Weather and seasons

HISTORY

Where we come from The history of Space

Rail travel and significant individuals Should we call Grace O’Malley a pirate?

History of our school Maps – old and modern

ICT

Logging on/off Mouse Control Opening & closing programs in Purple Mash Saving and opening documents iPad Apps

Daisy the Dino algorithms BeeBot coding Purple Mash coding Photographs – take and delete Filming – record and delete, change volume iPad apps

Purple Mash pictograms Create an interactive story Inserting sound Animating an image iPad apps First Lego League Explore

MUSIC

Singing Rhythm and movement Vivaldi

Percussion and dance Music around the world

Singalong Festival Dance

PSHE

Families and friendships Safe relationships Emotions Respecting ourselves and others

Physical health and mental wellbeing Growing and changing Keeping safe

Belonging to a community Media literacy and digital resilience Money and work

SCIENCE

Humans – All about me Space (Moon, Sun and planets) Space travel Seasonal changes

Exploring everyday materials Transport Seasonal changes

Plants Minibeasts Seasonal changes

PE & SPORT

Dance Dodging games Target games Gym Making up games Developmental games 1

Dance Dodging games Target games Gym Making up games Developmental games 2

Multiskills Sports day activities Summer sports

VISITS

Cité des Sciences

Le Bourget Space Museum

Butterfly Farm Parc Corbière

36 • Junior School Curriculum Guide

YEAR 2

SUBJECT TERM 1

TERM 2

TERM 3

ART

Access Art – Collect and sketch

Access Art - Tree house project

Access Art – Painting moods with acrylics

DESIGN AND TECHNOLOGY

Making a Christmas tree decoration

Growing plants for food – making pizza

Mouse houses

FRENCH LINKS

Farm animals Self-portraits Christmas show

The town

Plants and zoo animals

GEOGRAPHY

Continents and oceans

Maps and plans An island home

Local study Forests and habitats of Northern Europe David Attenborough Jane Goodall

HISTORY

What is an explorer? – Ibn Battuta remembrance Walter Tull Florence Nightingale

Croissy high street since 1950

Louis Braille Samuel Pepys and the Great Fire of London

ICT

Creating pictures Scratch Junior

BeeBots Spreadsheets

Presenting and communicating Information Word processing

MUSIC

Singing Rhythm and movement Vivaldi

Dabble Doo programme Percussion and orchestra

Music around the world Dance Singalong Festival

PSHE

Rights, rules and responsibilities Family and friends

Personal safety Anti-bullying

Relationships education Financial capability Managing change

SCIENCE

Changing materials

Healthy eating Life cycles

Habitats Animal variations

PE & SPORT

Dance Dodging games Target games Gym Making up games Developmental games 1

Dance Dodging games Target games Gym Making up games Developmental games 2

Multiskills Sports day activities Summer sports

VISITS

Ferme de Gally – Making recycled paper

River walk

Thoiry

Junior School Curriculum Guide • 37

Examples of Year Group Topic Maps YEAR 3

SUBJECT TERM 1

TERM 2

TERM 3

ART

Ocean art Monoprinting

Nile paintings on calico Storytelling through making

Impressionism – Investigating techniques

DESIGN AND TECHNOLOGY

Boats

Magnetic games

A healthy sandwich

FRENCH LINKS

L’Egypte

Le pain Atelier mosaïque

Croissy – la ville

GEOGRAPHY

Continents and climates Polar regions Climate action

-

Mapping Skills Maps of our local area

HISTORY

Stone Age to Iron Age

Overview of ancient civilisations Ancient Egyptians

Local History – Croissy and the Impressionists

ICT

Touch typing Saving on PWP e-Safety booklets

Mazes and simulations Programming in Logo

Algorithms Pattern

MUSIC

The orchestra Glockenspiel melodies

Boomwhackers Pitch

Percussion

PSHE

Relationships

Health and wellbeing

Living in the wider world

SCIENCE

Rocks and soils Human body

Forces and magnets Light

Plants

PE & SPORT

Fitness Netball Dance Gym Hockey

OAA Gym Football Dance Basketball

Athletics – track and field Heats Summer sports

VISITS

Le Louvre Egyptian day

Mosaic workshop

Croissy museums Île des Impressionnistes

38 • Junior School Curriculum Guide

SUBJECT

YEAR 4 TERM 1

TERM 2

TERM 3

ART

Dragon eyes & lairs Tone/perspective

Portraits Frida Kahlo Rainforest art Kayapo patterns

Paris as seen by its artists Delaunay

ICT

Patterns Scratch jokes

Scratch music box AI Purple Mash

Databases

DESIGN AND TECHNOLOGY

-

STEM Micro:bit project

Bridges

FRENCH LINKS

Greetings Descriptions

Environment

Paris

GEOGRAPHY

Why do people migrate?

European Focus

Rainforests

Map work Paris

HISTORY

Ancient Greeks Anglo-Saxons Invaders/settlers

-

Changing faces of Paris Versailles

MUSIC

The orchestra Glockenspiel

Pentatonic scales Melodic compositions

Glockenspiel jazz Boomwhackers

PSHE

Rights, rules and responsibilities Working together Relationships

Drug education Safety contexts Education Financial capability

Family and friends My emotions

SCIENCE

Electricity States of Matter

Living things Animals (including humans): - teeth - skeletons

Habitats

PE & SPORT

Fitness Netball Dance Gym Hockey

OAA Gym Football Dance Basketball

Athletics – track and field Heats Summer sports

VISITS

Greek day Shelter building

Biotropica zoo Rouen

Versailles Paris Seine Notre-Dame

Junior School Curriculum Guide • 39

Examples of Year Group Topic Maps YEAR 5

SUBJECT TERM 1

TERM 2

TERM 3

ART

Fashion Design

-

Urban sketching Masks

DESIGN AND TECHNOLOGY

Bread-making

Sphero mazes

-

FRENCH LINKS

Portrait description

Les montagnes de France

Sports Space

GEOGRAPHY

The Vikings in France

Mountains and volcanoes

Our moving Earth

HISTORY

The Vikings in France

-

The Mayas

ICT

Touch typing Word-processing Skills Graphic modelling

Scratch: Maths quiz Scratch controller

Computer networks Audacity

MUSIC

Rhythmic dictation & notation

Glockenspiel Boomwhackers

Rhythmical raps

SCIENCE

Healthy bodies Digestive system Circulatory system Respiratory system Drugs

The Earth in Space

Properties of materials

PE & SPORT

Fitness Netball Dance Gym Hockey

OAA Gym Football Dance Basketball

Athletics – track and field Heats Summer sports

VISITS

Musée des Arts Décoratifs

Auvergne

Musée Branly – Mayas Sketching Le Vésinet

40 • Junior School Curriculum Guide

YEAR 6

SUBJECT TERM 1

TERM 2

TERM 6

ART

2D to 3D Sculpture

Clay

-

DESIGN AND TECHNOLOGY

DT skills

-

STEM fairground

FRENCH LINKS

Presentations Autumn Remembrance French regions

New Year resolutions Holidays School subjects

Describing one’s routine The weather Residential trip Activities

GEOGRAPHY

-

-

Rivers

HISTORY

The Industrial Revolution

Historical migration since 1066

-

ICT

Publisher Excel

Flowol

Python

MUSIC

Eric Satie The blues

Music history 1450-1900

GarageBand Pop music

PSHE

Relationships

Health and wellbeing

Living in the wider world

SCIENCE

Forces and Electricity

Evolution and inheritance

Living things and their habitats

PE & SPORT

Fitness Netball Dance Gym Hockey

OAA Gym Football Dance Basketball

Athletics – track and field Heats Summer sports

VISITS

France Miniature

Year 6 show River fieldtrip

Residential trip Stem week Senior School transition

* These topics are reviewed annually and updated as required; the grids are for illustrative purposes only.

*These topics are reviewed annually and updated as required; the grids above are for illustrative purposes only.

Junior School Curriculum Guide • 41

Co-Curricular Programme We firmly believe that education extends beyond the classroom. Our co-curricular programme is designed to be inclusive, enriching and enjoyable, offering every pupil the opportunity to reach their potential, develop new skills and pursue passions, whether in sport, music or the arts.

Our co-curricular programme is a vital part of our holistic approach to education, helping children grow into wellrounded individuals with a lifelong love of learning.

A wide range of activities is offered throughout the year, led by our dedicated teaching staff and experienced external providers. These sessions support well-being, build confidence and foster a sense of belonging within the school community. Pupils are encouraged to explore new interests and deepen existing ones, with opportunities to compete against other schools, perform in concerts and exhibitions and collaborate in team-based projects.

Whether joining a lunchtime choir, participating in a computer club or training with a sports team, every child is supported to thrive in a safe and stimulating environment.

42 • Junior School Curriculum Guide

Junior School Curriculum Guide • 43

Assessment At the British School of Paris, assessment is a fundamental component of the learning journey, serving as a guiding light for educators and learners alike. It is an ongoing process deeply embedded within the fabric of our curriculum, fostering continuous growth and achievement. Our assessment framework is designed to empower students, inform teaching practices and drive excellence.

Purpose of Assessment

Assessment methodologies prioritise understanding of how students learn, promoting inclusivity

ASSESSMENT SERVES MULTIPLE PURPOSES WITHIN OUR SCHOOL: 1. INFORMING INSTRUCTION: Teachers utilise assessment data to tailor their instruction, ensuring alignment with learning objectives and facilitating personalised learning pathways.

2. PROMOTING PROGRESSION: Assessment practices facilitate the seamless progression of individual students, guiding them towards mastery and academic success.

3. IDENTIFYING STRENGTHS AND AREAS FOR IMPROVEMENT: Through assessment, teachers identify both the strengths and weaknesses of students, enabling targeted interventions and support mechanisms.

4. ENHANCING TEACHING STRATEGIES:

and personalised learning experiences.

3. PROFESSIONAL EMPOWERMENT: Assessment is recognised as a cornerstone of professional development for teachers, empowering them with valuable insights to enhance their practice.

4. CONSTRUCTIVE AND MOTIVATING: Assessment feedback is delivered in a constructive and motivational manner, nurturing children’s intrinsic motivation and commitment to their learning journey.

5. PROMOTING SELF-ASSESSMENT: Assessment fosters the children’s capacity for self-reflection and self-assessment, nurturing lifelong learning skills and autonomy.

Formative Assessment

Assessment outcomes inform pedagogical approaches, fostering a culture of reflective teaching and continuous

FORMATIVE ASSESSMENT SERVES AS A DYNAMIC PROCESS,

improvement among the teaching team.

CONTINUALLY

INFORMING

TEACHING

AND

PRACTICES: 5. ENGAGING STAKEHOLDERS: Assessment outcomes are communicated transparently

1. CONTINUOUS MONITORING:

with stakeholders, fostering a collaborative environment

Teachers gauge children’s progress and

focused on pupil achievement and well-being.

achievements in real-time, adapting instructional strategies to meet evolving needs.

Principles Guiding Assessment OUR ASSESSMENT PRACTICES ARE UNDERPINNED BY THE FOLLOWING CORE PRINCIPLES: 1. INTEGRAL TO TEACHING AND LEARNING: Assessment is seamlessly integrated into the teaching and learning process, enriching educational experiences and outcomes.

2. STUDENT-CENTRIC:

44 • Junior School Curriculum Guide

2. PERSONALISED FEEDBACK: Children receive timely and constructive feedback, empowering them to set targets for improvement and take ownership of their learning journey.

3. PUPIL INVOLVEMENT: Children actively participate in self-assessment activities, developing metacognitive skills and deeper insights into their learning progression.

LEARNING

1. CORE SUBJECT FOCUS:

Summative Assessment

Formal testing prioritises core subjects, providing SUMMATIVE ASSESSMENT ENCAPSULATES BOTH IN-SCHOOL EVALUATIONS AND STANDARDISED ASSESSMENTS:

a comprehensive understanding of children’s proficiency levels in key areas of learning.

2. DIAGNOSTIC INSIGHTS:

1. COMPREHENSIVE EVALUATION: In-school assessments comprehensively evaluate each child’s learning outcomes at the culmination of teaching units, providing valuable insights for future planning.

Testing protocols result in actionable insights, enabling teachers to diagnose areas of strength and areas for improvement with precision.

3. ADHERENCE TO STANDARDS:

2. EXTERNAL BENCHMARKING:

Formal testing aligns with established educational standards,

Standardised assessments benchmark children’s performance against national and international standards, facilitating accountability and quality assurance.

ensuring validity and reliability in assessment practices.

In summary, assessment isn’t just a routine part of education, it is the guiding force that directs our educational

3. HOLISTIC APPROACH:

journey, leading us toward both academic success

Summative assessments encompass a holistic view of each child’s achievements, encompassing academic, social and emotional dimensions of learning.

and overall growth. By adopting a detailed and childfocused approach to assessment, we aim to unleash the complete capabilities of each learner, enabling them to succeed in a constantly changing world.

Formal Testing Arrangements

Assessment

OUR FORMAL TESTING ARRANGEMENTS ENCOMPASS A ROBUST

Miss Anna Wassell is the Assistant Head Academic at the

FRAMEWORK DESIGNED TO PRODUCE DIAGNOSTIC AND

Junior School and the main point of contact for all matters

SUMMATIVE DATA:

regarding assessment.

ASSESSMENT

DATE(S)

CHILDREN INVOLVED

FORMAT

September

New children (Y3 – Y6)

Computer

May/June

All children (Rec – Y6)

September

New children (Y3 – Y6)

May/June

All children (Rec – Y6)

PROGRESS TEST IN ENGLISH

PROGRESS TEST IN MATHS

CAT4 (VERBAL, NONVERBAL AND QUANTITATIVE

September

REASONING) NEW GROUP READING

Nov

TEST (NGRT)

Feb/Mar

NEW GROUP SPELLING

Nov

TEST (NGST)

Feb/Mar

PUPIL ATTITUDES TO

Oct

SELF AND SCHOOL

Apr

DYSLEXIA SCREENER

Any Time

New Children (Y3 – Y6)

Computer (paper for Rec and KS1) Computer Computer (paper for Rec and KS1)

Computer / iPad

All Children (Y3 – Y6)

iPad (Computer)

All Children (Y3 – Y6)

iPad (Computer)

Years 5&6

iPad

Pupil Specific

iPad/Computer

Junior School Curriculum Guide • 45

Homework Here at the British School of Paris Junior School we feel that homework serves as a vital component in reinforcing classroom learning and fostering essential lifelong learning skills among children and young learners. It promotes independent learning habits, encourages inquiry and instils a spirit of investigation.

The British School of Paris Objectives of Homework:

Year 5

• Reinforce classroom learning.

• Weekly spelling list.

• Develop independent learning skills.

• Practice of times tables.

• Cultivate habits of inquiry and investigation.

• One French homework and two additional tasks per

The amount of homework that children receive each week depends on the age and learning stage of the child.

• Reading aloud to an adult daily.

week, each taking approximately 30 minutes.

Year 6

Early Years Foundation Stage (EYFS)

• Reading aloud to an adult daily.

• Pupils will be required to share a story or

• Weekly spelling list.

read aloud to an adult regularly.

• Sometimes, phonics activities and learning decodable/tricky words are assigned.

Years 1 and 2 • Reading aloud to an adult daily.

• Weekly spelling tasks.

• One additional task per week, taking approximately 20 minutes.

Year 3 • Reading aloud to an adult daily.

• Weekly spelling list.

• Practice of number bonds and times tables.

• One additional task per week, each taking approximately 20 minutes.

Year 4 • Reading aloud to an adult daily.

• Weekly spelling list.

• Practice of times tables.

• One French homework and one additional task per week, each taking approximately 25 minutes.

46 • Junior School Curriculum Guide

• Practice of times tables.

• One French homework and two additional tasks per week, each taking approximately 30/40 minutes.

Key Stage Two (KS2) • Pupils may receive extended tasks or projects with longer deadlines; such as over a fortnight or a half-term.

The Home-School Partnership Here at the British School of Paris we understand that: • Parents and carers play a crucial role in supporting their child’s education.

• Encouragement to complete homework tasks is essential, while ensuring a conducive environment for independent learning to take place.

• It is recommended to avoid answering questions for the child or providing excessive help beyond their capability.

• Homework will not be set for completion the following day or over weekends or holiday periods. However, children are encouraged to read regularly and practice their mathematical skills during holidays, with parents supporting activities such as keeping a holiday journal.

• There needs to be an emphasis on the importance of rest and play in children’s lives alongside their academic endeavours.

Junior School Curriculum Guide • 47

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