- is underpinned by aims, values and purpose;
- is fun, enjoyable and memorable;
- is flexible and responsive to the children’s needs and interests;
- develops the whole child;
- has clear progression in subject knowledge and skills;
- offers purposeful experiences;
- uses environments beyond the classroom;
- makes strong cross curricular links;
- has a local, national and international dimension where appropriate
Our Curriculum Statement:
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
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 (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.
English is linked to the termly topic where appropriate and we use high quality texts as models to promote progression e.g. the use of 'Carrie's War' in a Second World War topic. Following a 'Storytelling' or 'Talk for Writing' approach, children often learn part of these texts by heart to give them a framework to improve their writing. They then innovate on these texts.
Spelling, grammar and punctuation are taught and then practiced in different written contexts, where possible linking with the genre of writing being taught. These links can be seen in the 'Learning Journeys' created for each unit.
Phonics is taught daily in EYFS and Key Stage 1 using Letters and Sounds through the 'Phonics Play' programme. We also ensure that all children who are require additional support with their phonics receive it regularly to support our children in becoming confident and fluent readers. We have a structured approach to the teaching of reading and this is taught through both guided reading sessions and reading on an individual basis with an adult.
We use the White Rose Hub and AET planning for mathematics. This places greater emphasis on spending more time teaching ensuring that key mathematical themes are embedded e.g. place value in Key Stage 1. It also encourages learners to explore different areas of mathematics in greater depth and requires them to explain their reasoning and combine lots of different maths learning to solve problems.
Science is taught where possible, integrated into the topic, although some concepts areas are taught discretely.
Our 'approach is outlined below and we have attached our curriculum ladders of progression which help us ensure we teach age appropriate knowledge and skills. Because at Trenode our classes contain a number of year groups, we use a rolling programme to support us in delivering this curriculum.
We have recently added tier 3 vocabulary to our progress ladders to support children's vocabulary development.
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We are inspired by the awe and wonder of the world.
We are bold and innovative in our approach to find new solutions to the challenges we face.
We are the best we can be.
We take responsibility for our actions in an environment of mutual respect.
We overcome all barriers to reach our potential, developing a capacity to improve further.
We are passionate about learning.
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