Our curriculum aims to prepare our pupils for the next stage of their learning and enable them to achieve academically. It supports our pupils to be resilient, aspirational, culturally active and become valued members of society.
Our child-centered curriculum is built on the bedrock of the United Nations Conventions on Rights of the Child, underpinned by our Growth Mindset approach.
Based on this premise, our curriculum offer includes:
- A strong emphasis on pupil wellbeing through the offer of a breakfast club, a Learning Mentor as well as Specialist Therapeutic Services provided by SideBeSide which includes art and play therapy.
- Early interventions for pupils with additional needs which include a Home School Liaison Officer, an Attendance and Welfare Officer, a specialist literacy difficulty support teacher, a speech and language therapist as well as occupational therapy and educational psychology support.
- A focus on personal development and social mobility through a range of programmes such as Young Leaders, Rights Respecting ambassadors, Pupil Parliament, attendance ambassadors, intra and interschool sporting competitions, sports ambassadors, and residential trips.
- A chance to participate in cultural experiences including Artist Residence days and creative after school clubs; music education programmes, projects and instrument tuition through THAMES, Spitalfields Music and Royal Academy of Music; intergenerational projects, themed weeks and days, trips to museums and galleries and after school creative clubs.
- Opportunities to be inspired and taught by subject specialists and experts in Spanish, PE and Sports, Performing Arts and Music.
- Opportunities to engage with the world of work through high caliber volunteering programmes and business partnerships with organisations including Reeds School, Blackrock, Clyde & Co, Aon, Nuveen Global, who facilitate enterprise and financial projects, lunchtime numbers sessions, reading and chess sessions.
A thematic approach
There is evidence that teaching subject knowledge and skills as part of a wider topic based curriculum allows pupils to make useful links between areas of learning, and consolidate skills. Children are also likely to be more engaged in their learning if it has a context and theme that runs through it.
Osmani Primary School has therefore developed a thematic curriculum to deliver the National Curriculum and other aspects of the school curriculum, including PHSE, Religious Education and Citizenship.
Enrichment opportunities at Osmani Primary School are integral to the complete, holistic development of every child. We want to equip children with the knowledge and cultural capital they need to succeed in life. All children have the right to develop new skills, confidence and leadership; working independently, or within a group to enhance their learning experience. Commitment to a team, skill, project or performance aids each child’s sense of pride, self-worth and achievement, whilst building a platform for academic accomplishment.
Please click here for examples of Enrichment activities offered by Osmani.
This list is not exhaustive.
Early Years Foundation Stage
The ethos in Early Years is to incorporate as much learning as we can through play, both inside and outside
- Continuous provision follows the children’s interests and encourages talking, questioning and the development of curious and open minds.
- Sustained play gives them time to engage in extended activities and develop and revisit their ideas.
- We offer problem-solving activities (eg building a bridge for the troll to live under).
- Children can choose to be inside or outside for the majority of their time in EYFS.
- We provide open-ended resources to stimulate collaborative play and for developing teamwork.
- Teachers use SSTEW (Sustained Shared Thinking and Emotional Wellbeing) techniques to support children in furthering their own learning, playing alongside, questioning and commenting rather than directing.
Adults support children's play through effective questioning, scaffolding, and modelling. Alongside this play-based approach, the enjoyment of learning is fostered by:
- introducing the principles of a growth mindset to develop resilience, tenacity and encourage perseverance.
- having the highest expectations of achievement and success.
- monitoring children's progress and taking action to provide activities that build upon and extend children's knowledge and experience.
- supporting children to develop their self-esteem and confidence and begin to take ownership of their own learning.
- planning challenging activities to support all children to achieve and exceed their goals.
In a literate society, the ability to communicate effectively, both orally and in the writing and to read a wide range of texts, is essential if children are to reach their potential throughout all stages of their education and in adult life. Literacy is at the core of learning, and our ambition is for all our children to have a strong foundation in English which will prepare them for the next stage in their learning journey.
Our aim in teaching English is that all children will:
Speaking and Listening
- speak confidently, clearly and fluently in a range of contexts across the wider curriculum.
- listen to the spoken word attentively with understanding and pleasure.
- acquire a sound grasp of crucial phonics skills to support their early reading.
- begin to take responsibility for their own learning by developing and using a range of reading strategies.
- read a variety of diverse texts with understanding, for enjoyment and for information.
- write effectively for a variety of audiences and a range of purposes.
- use spelling, punctuation and grammar accurately and confidently.
- work together to share feedback and peer review to improve their work.
- develop the confidence and resilience to write, revisit and edit their work and meet their learning targets.
The school follows the Read, Write Inc Phonics programme for teaching basic decoding skills.
We have developed a skill-based scheme of work that promotes problem solving and resilience, using the National Curriculum as our core.
- In EYFS, we ensure that children are given a good foundation in basic skills from the EYFS Development Statements, to have fluency to be ready for Year 1.
- We have high expectations in line with our core values that include supporting all children towards striving and success.
- Our children work independently and assess their own attainment by taking responsibility for their own learning. Children develop a growth mind-set as a result of deeper learning and increased risk-taking – this builds resilience.
- Children confidently discuss their work and are able to work together in pairs and small groups to support each other to identify next steps through peer assessment.
Many of our children have English as an additional language and this can be a barrier to learning. We provide language structures and speaking frames to support mathematical language. We ensure mathematical vocabulary is displayed and modeled by staff and used by children during lessons. Symbols (Communication in Print) are also used to support some mathematical concepts. We support children that are completely new to English with intervention groups and individual support when needed.
Our school is close to the City and the business center of the UK. We want children to feel able to engage with this and have access to these life opportunities so we offer an enterprise week where children come up with a product they will sell at the school fete in order to make a profit. In maths lessons, they will learn budgeting skills and discuss the cost of materials and agree on a suitable selling price. This is relating maths to real life.
We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are also able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically.
In Science, we want to develop curious, enthusiastic, articulate and independent learners. We want children to:
- acquire a body of appropriate scientific knowledge.
- be able to ask scientific questions and suggest lines of enquiry to find answers.
- make links to the wider world of science and technology.
- evaluate their work and be able to take responsibility for their own learning.
- develop resilience and work systematically, striving to solve problems and achieve success.
- be able to work cooperatively in teams with others and share their learning.
- be ready to move on to the next phase of their learning journey.
- know about the contributions made to science by diverse cultures and groups.
Humanities (Geography & History)
History and Geography are fundamental areas of the curriculum, giving children a framework for studying the world they live in, the events and people who have shaped our lives and culture, and the forces and processes that have shaped the world around us. Through History and Geography, children learn about and begin to understand the world around them, how it came to be this way, and how it continues to change.
Our Humanities curriculum will enable pupils to:
- develop a secure chronological understanding of significant events and people in British and world history.
- begin to understand some of the processes, forces and systems that make our planet the way it is.
- know about the history and geography of their local area, London and the wider world, including places that reflect the diversity of our school community.
- gain an appreciation of how diverse cultures and civilisations have contributed to today’s world.
- make connections and identify historical and geographical patterns and trends across time periods, locations and places.
- use the enquiry approach to ask and explore historical and geographical questions, and work collaboratively to find and communicate the answers.
- use observation, research, fieldwork, evidence, data and analysis with increasing success as they build a body of historical and geographical knowledge.
- develop the confidence to use the skills and knowledge they have learned to begin to take responsibility for their own learning.
- Explore history and geography from different perspectives and viewpoints, and share and begin to justify their own opinions.
Art and Design
Article 29 of the United Nations Convention on the Rights of the Child states that “education must develop every child’s personality, talents and abilities to the full as well as respect for their own and other cultures” Article 31 states that “Every child has the right to join in a wide range of cultural and artistic activities.” We recognise that our provision is at the heart of ensuring our learners enjoy these Rights.
Our Art and Design curriculum is designed to:
- enable all children to have access to a varied range of high-quality art experiences.
- provide a creative art curriculum that will foster enthusiasm for art and design amongst all the children.
- develop an enjoyment and appreciation of the visual arts.
- develop children’s understanding of colour, form, texture, pattern and shape.
- support the use of a range of media, materials and processes to communicate ideas, feelings and meanings with increasing success.
- provide a foundation in art skills and concepts that will support children to begin to take responsibility for their artistic choices.
- develop children’s ability to work together collaboratively on art projects.
- support children in learning to evaluate their own artwork and strive to make it better.
- support children to respond critically and imaginatively to a range of artistic ideas, images and objects.
- value the contribution made by artists, craft workers, and designers from a diverse range of cultures.
Our Design Technology curriculum is planned to ensure that all pupils:
- develop the creative, technical and practical expertise needed to succeed in their design projects.
- take part successfully in a world where technology plays an increasingly important role.
- learn key skills, techniques and processes in a range of contexts.
- apply their growing bank of skills, concepts and knowledge to design and make high-quality products.
- use their imagination to approach problems creatively.
- develop the confidence in their design skills to begin to take responsibility for their own projects.
- test and evaluate their ideas and products against the original criteria and make improvements.
- work collaboratively as a part of a design team to solve problems and challenges.
- be aware of the contribution of a diverse range of designers, engineers and architects from the world today and through history.
- understand the principles of healthy nutrition and learn how to cook simple meals.
Article 29 of the United Nations Convention on the Rights of the Child states that “education must develop every child’s personality, talents and abilities to the full...as well as respect for their...own and other cultures...” Article 31 states that “Every child has the right to...join in a wide range of cultural and artistic activities.” We recognise that our provision is at the heart of ensuring our learners enjoy these Rights.
We believe that music is important because it is a powerful form of communication, which can change the way children feel, think and act. We want music, dance and drama to be fun, interesting and relevant, and to link with other curriculum areas.
Our Music curriculum is designed to:
- offer opportunities for expression, reflection and emotional development.
- help children to understand themselves and relate to others.
- play an important part in developing children’s’ ability to listen, appreciate and perform a wide variety of different genres and from different cultures.
‘Physical education develops pupils’ physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and knowledge of the body in action.’
In PE we want to develop enthusiasm and confidence.
We want children to:
- develop confidence in the different areas of physical education.
- develop resistance and stamina so that children strive to challenge themselves.
- to understand their role in teams and co-operate with others.
- develop independence and work both independently and as part of a team towards success.
- develop positive attitudes toward healthy and active lifestyles.
- develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing control.
- develop an increasing ability to select, link and apply skills, tactics and compositional ideas.
- develop an understanding of the effects of exercise on the body, and an appreciation of the value of safe exercising.
- develop the ability to work as a team player, taking the lead and learning to work collaboratively.
- have an understanding of safe practice, and develop a sense of responsibility towards their own and others’ safety and well-being.
We believe it is essential for children to learn about and respect religious and non-religious faith and beliefs as it provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self, the nature of reality, issues of right and wrong and what it means to be human.
It also encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community.
Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular, those whose faith and beliefs are different from their own.
Personal, Social, Health Education (PSHE)
Our Personal, Social and Health Education (PSHE) programme helps to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives. At Osmani, children’s wellbeing, happiness, and safety are our first priority and PSHE is the key vehicle through which we share this with children. We regard PSHE as an important, integral component of the whole curriculum; it is central to our approach and at the core of our ethos. Our PSHE curriculum is broad and balanced, ensuring that it promotes the spiritual, moral, cultural, mental and physical development of our children. We strive to encourage our children to understand how all actions have consequences and how they can make informed choices to help themselves, others and the world around them.
In PSHE the emphasis is on encouraging individual responsibility, awareness and informed decision making to promote healthy lifestyles. We want children to:
- know how to recognise and manage emotions within a range of relationships.
- know how to recognise risky or negative relationships, including all forms of bullying and abuse, and ask for help.
- develop and maintain a variety of healthy relationships within a range of social and cultural contexts.
- know how to respect equality and diversity in relationships.
- develop skills that strive to challenge negative thought processes.
- understand their role in teams and co-operate with others, taking their feelings into account.
- develop independence and work both independently and as part of a team towards success.
- know how to maintain physical, mental and emotional health and wellbeing.
- be aware of safety issues, including how to respond in an emergency.
- know how to manage change, including puberty, transition and loss.
ICT and Computing
The ways we learn, communicate, gather news and information, participate in society and spend our leisure time have all been transformed as technology and computers have increasingly become part of everyday life and work. We want our pupils to be able to live and learn safely, confidently and successfully in this rapidly developing society, acquiring the skills and knowledge they need to fully participate in the 21st Century.
We offer a broad and balanced curriculum that prepares pupils to use computational thinking and creativity to help them reach their full potential and ‘to understand and change the world’ (NC).
We want children to:
- use ICT confidently to support their learning across the wider curriculum.
- understand key concepts of Computing, making progress through the key areas of computational thinking, logical reasoning and programming.
- gain a good practical understanding of computer programming, and apply this to plan, write and correct programs that efficiently and creatively solve problems.
- develop a resilient and reflective approach to programming, being prepared to try different approaches and strategies as they work through a task or problem.
- work collaboratively together to create, evaluate and improve programs and other computing outcomes.
- talk about their use of technology with confidence and appropriate vocabulary.
- develop a secure understanding of the role of technology in the wider world, and to know about significant people and events in the history of computing.
- navigate the online world safely and respectfully, with a clear understanding of when and how to get help and advice if they encounter something that makes them uncomfortable.
Other elements of the wider ICT curriculum will be taught alongside other curriculum areas, as a part of topic work. This will include Digital Publication and Presentation, Digital Research, Data Handling and the use of Digital Media.
Modern Foreign Language - Spanish
We believe it is essential for children to learn a MFL language and to provide children with an opening to other cultures. Spanish is the modern foreign language that we teach in our school.
Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfillment. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world.
Learning languages gives pupils opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The development of communication skills, together with an understanding of the structure of language, lay the foundations for future study of Spanish or other languages and support the development of literacy skills in a pupil’s own language.