Our curriculum has been carefully designed to ensure that all of our children, including the SEND and disadvantaged, achieve to their full potential.
We have carefully planned and sequenced our curriculum at Bethany CE Junior School. This ensures that there is continuity in areas of learning, so that children build on their prior knowledge and understanding in a logical order.
We aim to deliver an ambitious curriculum, which is progressively challenging in terms of both knowledge acquisition, as well as the development of cognitive skills. This will ensure that our children understand the significance of what they are learning and that learning becomes long lasting for them.
Our teachers utilise an extensive range of tools and methods to support the development of knowledge and understanding across the curriculum.
Our curriculum follows the statutory requirements of the national curriculum, but also takes into account the rich diversity of our local environment and the cultural background of our children.
We recognise the centrality of both English and Mathematics as vehicles for ensuring children can access the curriculum and achieve well. These core subjects are taught both discretely, as well as being key integrated elements across the non-core subjects.
We rigorously assess our children in all areas of the curriculum to ensure that all children make good progress.
Our curriculum is regularly monitored and evaluated by the senior leadership team and our subject leaders to ensure that our expectations are being delivered.
There are four fundamental drivers to our curriculum:
Further information about how we ensure that these are embedded into our curriculum can be found in our teaching and learning policy.
As a consequence of the above, our teaching and learning principles ensure that our children not only achieve their full academic potential, but also develop the skills of being autonomous learners.
Challenge: Learning across the curriculum is progressively more challenging for every pupil. All our pupils have high expectations of themselves as learners and all staff have these same high expectations for every pupil and their learning journey.
Explanation, Modelling and Questioning: Teachers break down new knowledge and skills into small steps, so explanations are clear to pupils. Clear, precise modelling and careful questioning from the teacher enables pupils to develop their understanding. New vocabulary is taught explicitly and modelled correctly by the teacher.
Practice: Pupils are set rich, varied tasks requiring them to apply this new knowledge & practise their acquired skills. During these tasks, pupils think carefully and are productive. Tasks increase with difficulty, as knowledge and skills become embedded and as pupils gain confidence. Tasks are personalized to suit individual needs.
Coherence: Relevant connections are made between and across areas of learning. These links are made explicit to pupils, so that they understand how to apply knowledge and skills from one context to another and so that they understand the significance of what they are learning.
Feedback: Teachers give regular feedback to enable our children to deepen their understanding and develop their cognitive skills further.
If you wish to find out more about our curriculum, please speak to your child's teacher in the first instance. If you wish to speak further, please speak to Mr Bielby, Mrs Molyneux, Mrs Winston or Mr Woodward.