Curriculum

Wider Curriculum Intent, Implementation and Impact

It is our intention to create lifelong learners who have enthusiasm and curiosity. This is achieved by using an enquiry based approach where learners are required to taking an active role in their learning by thinking deeply, asking and answering questions and building knowledge.

Our wider curriculum is largely based on the Learning Challenge Curriculum. It follows the programmes of study from the National Curriculum and aims to provide a balance between using History and Geography as the main drivers, with the creative subjects of Art, DT and Music as enhancers, taught using a cross-curricular approach.

Consequently, each Learning Challenge begins with a prime question as the starting point. A series of subsidiary learning challenges are then planned. Teachers may need to change these questions depending on the outcomes of the prior learning tasks. These can include written tasks like KWL grids and mind maps but could also be a discussion time with the teacher scribing the children's thoughts and ideas. Planning to use some pre-learning tasks as home learning will help to get parents and carers directly involved in their child's learning.

Each subsidiary learning challenge is expected to last for one week although there can be flexibility here. For example, the creative learning challenges may require 2 weeks of sessions. Each of these learning challenges have been carefully planned to develop knowledge, skills and understanding that in turn ensure learning is progressive and continuous. Every opportunity should be made to help children apply their literacy (reading, writing and oracy), numeracy and computing skills throughout the learning challenge.

Every attempt has been made to ensure that all content absolutely meets our context. It is hoped that by taking starting points from the children's context, History and Geography will be brought to life and be viewed as exciting and interesting.

Time for learners to reflect or review their learning is central to the Learning Challenge process. Therefore, the final subsidiary learning challenge is handed over to the learners to reflect on their learning. The idea is that they present their learning to an appropriate audience making the most of their oracy and ICT skills. Initially, learners may require a great deal of direction, but as they become more confident and skilled this should lessen. This concludes the learning challenge, however regular opportunities to reflect should be included over the weeks of the enquiry. Also, continued enquiry should be encouraged for example, through books being made available in class book areas, access to the academy library, knowledge organisers displayed in class and sent home, learning revisited in consequent learning challenges and year groups. This style of delivery will allow pupils to transfer key knowledge to long-term memory. Our medium term planning documents are sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points.

Additionally, we have identified trips, visits and visitors to further bring learning to life.
To this end our curriculum will equip our pupils with the knowledge and cultural capital they need to succeed in life.

'It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.'

National Curriculum

Example of prime learning challenge, pre-learning tasks, subsidiary learning challenges and reflection.

For more information about our curriculum, please contact Mr Watson, our Primary Phase Leader - 01204 332533 or email primary@boltonstcatherinesacademy.org.uk