We aim to deliver an excellent 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 links across subjects;
- has a local, national and international dimension where appropriate
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 (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.
Our subject progression ladders form the basis of our coverage of objectives, ensuring teachers deliver a broad, rich content that builds progressively year on year. You can find our progression ladders attached below. Once the children have generated the further questions which will shape the enquiry, teachers use the ladders to guide their planning. Pupils' ongoing progress is recorded alongside these ladders and passed on to the next class teacher at the end of the summer term. Pupil’s self-assessment through referring to the learning journey adds another dimension to the learning.
Visitors and trips enhance the curriculum and are used to provide first hand experiences which help support real life outcomes. Children will feedback on their Learning Journeys to staff, guardians and Governors; ensuring that they are key drivers for improvement.
Leaders review the curriculum regularly using pupil’s work, progression ladders and pupil conferencing to ensure it remains language rich, diverse and develops the whole child.
The needs of EYFS children at Brunel
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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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