Learning Experiences
In Brynhyfryd Primary School, we seek to minimise or remove barriers to all learners' learning. Learners' well-being is at the heart of all we do, and sometimes the very first barriers to children's learning are emotional, social and behavioural barriers. Therefore, as a school we have clear and high-expectations of all learners. These expectations are agreed with all children through our school and class charters.
Our school charter is based on shared values and those values are then reflected in how we all behave...
When learners follow charters in school, then everyone can be actively and fully involved in learning experiences!
On occasions when older learners may need extra time and support to reflect on their behaviour, as a Rights Respecting and Restorative Practice School, the school will support learners in considering:
In Brynhyfryd Primary School, we want to ensure that learning experiences are as rich, authentic, engaging and relevant as possible to every learner. We enable learning through the use of 12 key pedagogical principles outlined by Professor Donaldson in his Welsh 'Successful Futures' document...
Staff in school work with learners to progress in their understanding of the Curriculum for Wales''Statements of What Matters' from its 'Areas of Learning and Experience'. The school monitors pupil progress within and across these statements in order to provide learning experiences suitable to learners' ages and stages of development and record this in learners' individual profiles. Progress at different progression steps is then summatively assessed and fed back to parents/ carers throughout the academic year.
A wide range of opportunities for improving literacy, numeracy and digital competence are given to learners across their learning experiences. These are outlined in national curriculum 2022's cross-curricular skills frameworks. (Please see class pages for information about which topics learners are currently exploring.)
As a result, this is how learning experiences are planned, facilitated and evaluated across the school...
In BPS we use the following medium-term topic planner. This is to ensure both coherence and direct teacher led progression in learning AND to give opportunities to co-construct learning experiences appropriately for learners at different stages of development.
BREAKING NEWS!
Below is our whole-school, 2-year topic cycle. The cycle outlines both teaching and "assessment of learning" strategies designed to ensure progression of a broad and balanced curriculum throughout the school. This is a long-term plan that we have recently formulated through our Curriculum for Wales trials and innovations. We began Year 2 of this cycle in the Spring Term 2023...
The Role of Vocabulary in BPS:
The Words You Say Rewire Your Brain
Grown-ups: Click on the image below to watch a video about how words increase our ability to understand things and learn...
(you will need 22 minutes)
In BPS, we understand that there are 2 main ways to develop vocabulary:
1) extending the number of words used meaningfully by learners
2) developing learner's vocabulary through etymology
Grown-ups: Etymology is the study of the history and meaning of words. Click on the image below to learn about how our English language has developed and how we use it meaningfully now...
(you will need 5 minutes)
In BPS, we are constructing a progressive approach to developing learners' vocabulary in all Areas of Learning and Experience.
PROGRESSIVE THRESHOLD VOCABULARY ACROSS AREAS OF LEARNING AND EXPERIENCE
The following threshold vocabulary is taught in BPS in order to develop learners' conceptual understanding...
