Our Curriculum

Our Approach:

We have devised a knowledge rich curriculum, based on the National Curriculum programmes of study, which sequences knowledge, concepts and skills. We believe it is vitally important that children develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage as insecure, superficial understanding will not allow genuine progression.

We view knowledge as encompassing not only established facts, but also concepts, ideas, themes and theories. These different forms of subject specific knowledge interlink and are mutually dependent.

Through our curriculum, children:

• learn key subject specific facts and vocabulary

• build knowledge developed through the understanding of concepts and generalisations, enabling pupils to identify processes, different perspectives and values

• experience high quality enquiry, having the opportunity to make decisions and problem solve

• have the opportunity to engage mentally with questions about people, society, environment and the planet. This means they identify, assimilate, analyse and communicate data of various kinds, and learn the skills to do so productively

• learn how to think and act like a subject specific practitioner

Reflecting on ‘Learning strategies: a synthesis and conceptual model John Hattie and Gregory M Donoghue’, through our curriculum, we plan to move children through the three phases of the learning process - surface, deep and transfer, with children first acquiring knowledge and then consolidating it.

During the acquisition phase, information is taken into short-term memory. During the consolidation phase, a learner then needs to actively process and rehearse the material and this increases the likelihood of moving that knowledge to longer-term memory. Deep learning allows children to seek meaning, relating and extending ideas, looking for patterns and underlying principles, checking evidence and relating it to conclusions, examining arguments cautiously and critically Transferring knowledge and understanding from one situation to a new situation is a process that requires learners to actively choose and evaluate strategies, consider resources and surface information.

The OECD recognises that knowledge and skills are both interconnected and mutually reinforcing. Researchers have emphasised the growing importance of being able to understand, interpret and apply knowledge and skills in various situations. Over the past few decades, there has been growing emphasis on thinking of the world as made up of inter-related systems, rather than solely as a series of discrete units. Education systems around the world have been moving from defining subjects and required curriculum knowledge as collections of facts, towards understanding disciplines as interrelated systems (OECD Future of Education and Skills 2019). This is why we link some of our subject specific teaching through an enquiry question.

Our use of an enquiry question and built-in opportunities for children to identify aspects of learning they wish to develop, secures pupil engagement and supports knowledge being embedded in long term memory.

Phonics 

We teach phonics using Read, write inc. Phonics is taught daily in Early Years and Key Stage 1. This is followed in Key Stage 2 by regular spelling lessons . (See below for more details about the teaching of phonics)
Spelling lists are given to pupils in year 1 - 6 every half term. 

 

Reading 

Reading: Pupils follow the reading scheme in the early years based on Read, write in and Oxford Reading Tree. Pupils are encouraged to read daily in school and out of school. In school all pupils are taught the skills of reading using VIPERS (Vocabulary, Inference, Prediction, Explanation, Retrieval, Summarise/ sequence). Classes engage in regular guided reading sessions where pupils work in small groups with an adult to read texts together and engage in discussions and activities about the text. Pupils are rewarded for engaging in wider school and home reading using our 'Raffle ticket' scheme. Children receive a raffle ticket every 10-reads and at the end of each term a ticket is pulled out for each Key-stage and the winners receive book tokens.
We have a small library that pupils can access to explore and enjoy books. Most importantly - we want pupils to enjoy reading. 

Writing  

We use Babcock planning and assessment to guide our sequence of learning. We believe it is important for pupils to have something engaging to write about and to have a purpose; therefore we try and use the wider curriculum as our stimuli for writing. We teach SPAG as part of every lesson to build children's understanding of grammar and punctuation.
Pupils are taught to join by using pre cursive  We continue to develop pupils' writing style and speed through regular handwriting sessions. 

Maths 

We use White Rose to structure the sequence of mathematics teaching. We all start the year by looking at Place Value as this is fundamental to the skills for calculation. We block our planning to build skills and knowledge. We plan mathematics to help pupils to master the skills. We achieve this by building through fluency activities to reasoning and problem solving. We give pupils some control of their learning by selecting their starting point and giving all pupil's the opportunity to access the higher level work. To compliment our maths curriculum we use 99 Club. We run this weekly to develop number bonds, times table facts and mental arithmetic. All pupils in year 1 - 6 have 10 minutes to complete their activity. If they make no mistakes they move to the next club. 

Wider Curriculum 

We use skills progression ladders, which we have developed with the support of the Bridge Academy Trust. This ladders were developed by exploring successful curriculums, carrying our research and trialling ideas. The ladders show how skills and knowledge progress and develop over the years at Primary School. 

We start our learning with a question to engage pupils and give them a purpose for their learning. This then gives pupils the opportunity to devise their own questions to direct our learning. 

We plan our questions to be relevant, current and engaging. We also try to ensure a balance of local knowledge and broader knowledge. 

Forest School 

We believe the outdoors gives pupils the opportunity to develop responsibility, confidence, problem solving skills, learn from mistakes and find new interests/ skills. All pupils spend at least half a day in the forest school with our forest school leader. 
We have extracted key areas from the curriculum that can be developed in the forest school including - design technology, maths, science, geography, maths and literacy. 
Alongside this, pupils can also develop forestry skills including: fire making, knot tying, whittling and animal tracking. 

Documents

View the following documents within your web browser or download to read later

11-club.docx
11-club.docx
22-club.docx
22-club.docx
33-club.docx
33-club.docx
44-club.docx
44-club.docx
55-club.docx
55-club.docx
66-club.docx
66-club.docx
77-club.docx
77-club.docx
88-club.docx
88-club.docx
99-club-2.docx
99-club-2.docx
99-club.docx
99-club.docx
Art and Design skills knoweldge and vocabulary progress ladder June 2021.docx
Art and Design skills knoweldge and vocabulary progress ladder June 2021.docx
Autumn Term 2 Multiplication and Division.pdf
Autumn Term 2 Multiplication and Division.pdf
Blisland How we teach maths in our school.docx
Blisland How we teach maths in our school.docx
Computing skills knoweldge and vocabulary progress ladder June 2021.docx
Computing skills knoweldge and vocabulary progress ladder June 2021.docx

 

 

cornerstones plan.docx
cornerstones plan.docx
DT skills knoweldge and vocabulary progress ladder June 2021.docx
DT skills knoweldge and vocabulary progress ladder June 2021.docx
Geography skills knoweldge and vocabulary progress ladder June 2021.docx
Geography skills knoweldge and vocabulary progress ladder June 2021.docx
History skills knowledge and vocabulary progress ladder June 2021.doc
History skills knowledge and vocabulary progress ladder June 2021.doc
MFL skills knoweldge and vocabulary progress ladder June 2021.docx
MFL skills knoweldge and vocabulary progress ladder June 2021.docx
Music skills knoweldge and vocabulary progress ladder June 2021.docx
Music skills knoweldge and vocabulary progress ladder June 2021.docx
PSHE KEY STAGE 1 AND 2 PSHE KEY STAGE 1 AND 2.docx.docx
PSHE KEY STAGE 1 AND 2 PSHE KEY STAGE 1 AND 2.docx.docx
reading booklet for parents reading booklet for parents.docx.pdf
reading booklet for parents reading booklet for parents.docx.pdf
Reading leaflet (1).docx
Reading leaflet (1).docx
RE skills knoweldge and vocabulary progress ladder June 2021.docx
RE skills knoweldge and vocabulary progress ladder June 2021.docx
Science skills knoweldge and vocabulary progress ladder June 2021.docx
Science skills knoweldge and vocabulary progress ladder June 2021.docx
times table challenge grids.doc
times table challenge grids.doc

 

Our Values...

Curiosity

Curious

We are inspired by the awe and wonder of the world.

Creativity

Creative

We are bold and innovative in our approach to find new solutions to the challenges we face.

Excellence

Excellent

We are the best we can be.

Integrity

Responsible

We take responsibility for our actions in an environment of mutual respect.

Determination

Determined

We overcome all barriers to reach our potential, developing a capacity to improve further.

Enthusiasm

Enthusiastic

We are passionate about learning.


© 2021 Bridge Schools trust is a company limited by guarantee, registered in England and Wales. Registration number 7736425. It is an exempt charity.