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Bethany CE Junior School

Inspiring learning for life - hope for the future

Coastal learning Partnership

Bethany School Curriculum

Brief Whole School Curriculum Overview

Curriculum Intent 

 

Intent

 

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 (see T&L policy for more details). 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 three fundamental drivers to our curriculum:

  • Communication
  • Collaboration
  • Enquiry
  •  

Further information about how we ensure that these are embedded into our curriculum can be found in our teaching and learning policy.

Implementation

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. This practice may be guided at first, but should become more independent. 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. Scaffolds may be provided initially, but eventually withdrawn.

 

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. Teachers to review recent learning and check for understanding.

 

 

Impact

 

We use three broad overarching forms of assessment: day-to-day formative assessment, in-school summative assessment and where appropriate, nationally standardised summative assessment.

 

High quality teaching and learning is supported and informed by regular, day-today formative assessment leading to appropriate summative judgements being made about achievement.

In English and Mathematics, we use a range of in-school summative assessments including:

 

Reading: End of term NFER Reading test scores are used to inform teacher assessments. Teachers refer to the milestones within our trust reading skills document when assessing also.

 

Writing: Termly writing moderation using our trust writing assessment grid informs teacher assessment. This document supports assessment of writing from EYFS – Y6. End of term GPAS test scores and spelling test scores inform these assessments also.

 

Maths: Short end of unit tests in Maths (White Rose end of block assessments) are used to inform teaching of identified gaps. End of term NFER Maths test scores are used to inform teacher assessments and planning of consolidation weeks.

 

Nationally standardised summative assessments include:

  • National Curriculum tests and teacher assessments at the end of Key Stage 2
  • Multiplication check at the end of Year 4

 

In non-core subjects, as well as Science, our expectations of pupil achievement are equally as rigorous. At the end of each unit of work, our anticipated outcomes are shown clearly as key learning.

 

For each unit of work within every non-core subject, there are clearly articulated expectations for pupils to achieve, which we have identified as being key learning. These outcomes identify both the knowledge that a pupil should have gained over the course of the unit of work and the skills that a pupil should have mastered in order to understand the significance of what they now know.

 

In reaching judgements against these outcomes, teachers draw upon the wide range of formative assessment that they have undertaken throughout each unit of work.

 

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.

Y3 Bethany's Curriculum in Action!

Y4 Bethany's Curriculum in Action!

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