Our Curriculum

We aim to deliver an outstanding curriculum that : 

- 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:

Teachers and other adults create a positive climate for learning in which pupils are interested and engaged. Teaching strategies, together with support and intervention, match individual needs.

Teachers, pupils and parents are aware of our high expectations and have equal ambition to reach them. The organisation of teaching and learning ensures children have a rich and varied experience which enthuses, motivates and engages them in their learning.

Teachers inspire the pupils to learn through their energy, enthusiasm, the creative use of resources and the creation of wonderfully inviting learning environments both indoors and outdoors. Teachers are skilled at making learning interesting, using their knowledge of the pupils to plan lessons that closely meet individual learning needs. Skilled and well-planned questioning is used to probe the pupils’ thinking by requiring detailed answers.

From the Trust Visible Learning Programme schools have developed approaches to teaching the children the skills of being a successful learner.

The curriculum offers real experiences that include trips, visitors, outdoor learning and practical elements to engage children in a concept learning approach. Concepts have been developed and applied across the range of subjects - requiring a cross-curricular skills approach. The children enjoy and are motivated by this approach. The emphasis throughout is on a broad and balanced ‘language-rich’ curriculum, delivered in an innovative and engaging manner, with English and Mathematics at its core. At every opportunity pupils are challenged, questioned and encouraged to think. Teamed with memorable experiences and a stimulating learning environment, we aim to nurture a life-long love of learning.

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 to follow throughout a unit.

Phonics is taught in EYFS and Key Stage 1 to teach pupils how to read and spell and this reading is practiced individually or in groups during guided reading sessions. Letters and Sounds and Phonics Play are used in teaching this.

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.

We are developing and Enquiry-Based Learning approach to the curriculum. Our 'approach is outlined below and we have attached our curriculum ladders of progression which ensure we teach age appropriate knowledge and skills.

We select an enquiry question and use our progression ladders (below) to select age appropriate skills and knowledge from the National Curriculum to teach through it.

Here are some examples of enquiry questions which have been inspired by the learning children wish to pursue.

We have chosen this approach because children have greater ownership over the direction of the learning journey. It helps us to plan thought provoking and multi-faceted learning. Our skills ladders ensure progression in skills and knowledge.
Using this approach we hope to embed knowledge in long term memory.

Documents

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

Art and Design progression ladder.docx
Art and Design progression ladder.docx
Computing progression ladder.docx
Computing progression ladder.docx
D and T progression ladder.docx
D and T progression ladder.docx
Geography progression ladder.docx
Geography progression ladder.docx
History progression ladder.docx
History progression ladder.docx
Languages progression ladder.docx
Languages progression ladder.docx

 

 

Music progression ladder.docx
Music progression ladder.docx
Religious Education KS1.docx
Religious Education KS1.docx
Religious Education Lower KS2.docx
Religious Education Lower KS2.docx
Religious Education Upper KS2.docx
Religious Education Upper KS2.docx
Science progression ladder.docx
Science progression ladder.docx

 

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.

All Bridge Schools are now closed. We are operating a reduced service only for children of key workers and vulnerable groups.


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