Curriculum
Curriculum Intent
At BSCA Primary we intend to implement an inspiring curriculum rooted in our shared vision and values so that our children may have our Trust’s vision: Life in all its Fullness
At BSCA we will be: skilled readers, confident authors, mathematicians, scientists, historians, geographers, musicians, artists, linguists, theologists, computational thinkers, athletes, designers and technologists. We are inclusive and diverse.
To achieve this, we are committed to providing all our pupils with a broad and balanced curriculum that is ambitious for all. Through high quality teaching and well-planned lessons, children of all abilities will experience success, challenge and enjoyment across all subject areas. With our carefully designed curriculum (based on the requirements of the National Curriculum) and our school values, we aim to ensure that all pupils leave us with the necessary knowledge, skills and attitudes that they need to succeed in life. It is our goal for all our children to be confident learners who know more and remember more. Our curriculum engenders them with aspirations- they are the scientists, authors, historians etc of the future.
The fundamental skills in English and maths are at the centre of our teaching and learning, however, we feel very strongly that children should be given every opportunity to learn about, explore and develop personal interests and have a passion for different subject areas that they, as individuals, enjoy.
We want our children to thrive in an environment where they have a voice and know they are listened to. Mental health and well-being is important at BSCA and a range of strategies and support are offered to the school community. We ensure social, moral, spiritual and cultural development is central to our school ethos and is threaded purposefully throughout the school day. We want our children to be given opportunities to know what is happening in the wider world and be able to discuss them in a safe environment.
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 take an active role in their learning by thinking deeply, asking and answering questions and building knowledge.
Our core curriculum: English, maths, science and computing follows the National Curriculum. Further information is found on the individual curriculum pages.
Our wider curriculum is taught through Learning Challenges. It follows the programmes of study from the National Curriculum for History and Geography, Art, DT and Music.
PSHE (Personal Development) is based on the SCARF programme. Physical Education follows the Head, Heart, Hands model of delivery and meets the National Curriculum aims.
Religious Education is delivered using the Manchester Diocesan enquiry-based curriculum.
Curriculum Implementation
Our curriculum has been carefully built and the learning opportunities and assessment component knowledge for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills.
Our curriculum is rooted in the branch of cognitive science: ‘Schema Theory’. Begun by Piaget, we base our curriculum and teaching and learning approach around developing knowledge and his theory that all knowledge is clustered in schemata.
Schemas, or schemata, store both substantive (specific, factual content for the subjects- the ‘stuff’) and disciplinary knowledge (actions taken within a particular knowledge to gain knowledge e.g. in history using evidence to construct a claim). They are dynamic – they develop and change based on new information and experiences. Therefore, to use schemata in education, we activate prior knowledge, link new information to old information and link different schemata to each other.
For example, in geography, to build geographical schemas, we know that students' schemas comprise of what they already know about a concept. Gradually they build up schemas of geographical information as experiences happen and new information is presented. They develop new schemas with the new learning and the old schemas are changed or modified.
Developing rich, connected schemas in the minds of our children is a sure-fire way to be able to create, develop and embed knowledge. Once one branch of a schema has been forged, it acts as an arm which reaches out as a hook to welcome new knowledge.
However, there are factors that can block the development of these schemata and cause cognitive dissonance, for example cognitive overload- where too much information is presented at once and knowledge is not transferred to long term memory and therefore learning does not take place.
Our pedagogical approaches provide a range of opportunities for pupils to move learning from the short term to the long-term memory, resulting in mastery of the subject taught. By the time learners have left BSCA Primary, they will have mastered a range of both substantive knowledge and disciplinary knowledge through opportunities which are carefully planned, for progression and depth.
How we do it:
These are the key elements of our curriculum implementation to ensure rich, connected schemata are developed.
High quality instruction:
Based on Rosenshine’s Principles of Instruction:
- Present new material using small steps (chunk it up)
- Provide models (I do)
- Provide scaffolds for difficult tasks (modelling, checklists. Writing frames, anticipating errors and misconceptions)
- Ask questions
- Check for student understanding
- Guide student practice (We do)
- Obtain a high success rate
- Independent practice (You do)
- Daily review
- Weekly and monthly review
Retrieval practice-
The Education Endowment Foundation states:
Intentionally creating a schema can be compared to trekking through an overgrown forest. Teachers are the axe wielders who navigate the new learning and create the pathways. As we provide high quality instruction, these paths become clearer.
Sometimes, the insistent weeds begin to creep onto the pathways and children ‘forget’ the knowledge. Recognising and addressing this forgetting is crucial. It is the optimum time for teachers to deliberately retrieve that knowledge and cut down that weed clearing the pathway even further.
Retrieval practice is the strategy of recalling facts, concepts, or events from memory in order to enhance learning. The act of retrieving something from your memory actually strengthens the connections holding it there, making it more likely that you'll be able to recall it in the future.
We use:
- Low stakes quizzing - to support learners’ ability to block learning and increase space in working memory, for example, in history we use our Retrieval Roulette as a starter to the lesson
- Knowledge organisers- a summary of the key facts and essential knowledge that pupils need about a unit of work or a curriculum subject.
- Pre- teaching- laying the foundations by teaching specific knowledge, vocabulary and concepts before the lesson
- Over learning- revisiting learning outside of the lesson to address misconceptions and embed learning
- Check-in points during the lesson- to make sure children have understood the learning so far in the lesson and so are ready to move on
- Working walls in English and Maths- displaying learning from last lesson, last week etc
- Visuals- dual coding for example, word and picture, mind maps, spider diagrams, displaying key questions in each area of learning
Reducing cognitive overload
BSCA Way- essential learning and behaviour routines have been identified that take place regularly in the classroom and school environment. They reduce cognitive load because they are delivered in the same way to the children every time leading to automaticity. The principle is that the children carry out these learning habits automatically thus allowing them to focus more on their learning.
Developing vocabulary
Essential vocabulary is identified and taught explicitly across the curriculum. This is tier 3 subject-specific and children are encouraged to speak like a historian, geographer etc throughout the lessons
Dual coding- combining words and visuals such as pictures, diagrams, graphic organizers, and so on. By providing two different representations of the information e.g. both visual and verbal, helps students understand the information better
Enquiry Based Approach
A cycle of lessons, within an enquiry, for each subject, which carefully plans for progression and depth. A challenging ‘big’ overarching question for pupils to engage with, explore, explain, elaborate and evaluate. A series of further enquiry questions for the children to answer to build their knowledge in order to answer the lead question.
Cross curricular approach
- Applying reading and writing skills as often as possible
- Applying maths learning as often as possible
- Adding to schemas- helping to make clear connections with other learning and therefore strengthening learning in the long-term memory for example between history and geography
Trips, Visits and Visitors
Enriching our curriculum- arranging trips and visiting experts who will enhance the learning experience.
Curriculum Impact
As our vision and values state-
We believe learning is the key which opens the door to a whole life of opportunities. As a family, at the heart of our local community, we care for each other. Together, we continually strive for excellent teaching which inspires engaged and motivated learning.
BELIEVE in ourselves
STRIVE to reach our goals
CARE for each other and the world
ACHIEVE all of which we are truly capable
With these as our central tenets, everything we do is with our children in mind and our staff’s strong relationships between pupils, parents and one another creates an atmosphere for learning which is conducive to success, enjoyment and engagement.
The outcomes of our curriculum can be seen around the school. Children in classrooms are engaged in their learning, enjoy their learning and want to find out more. They show pride in their performance and develop understanding and learning to a deeper level. Work is completed to high standards and our children become rounded and interested individuals and we celebrate this at every opportunity: on our walls, on our socials and in our assemblies.
Our curriculum is carefully planned for progression; it is designed to be challenging and relevant to our pupils, it begins with their local identity and builds upon their prior knowledge and understanding. If children are keeping up with the curriculum, they are deemed to be making the expected amount of progress required and are therefore working at the expected standard for their year group.
The secure foundations of our vision and values result in children becoming life-long, curious learners who are more than ready to take opportunities to extend their horizons. They are the future- the authors, mathematicians, scientists, historians, geographers, musicians, artists, linguists, theologists, computational thinkers, athletes, designers and technologists to come.
They will have life in all its fullness.
For more information about our curriculum, please contact school - 01204 332533 or email: primary@boltonstcatherinesacademy.org.uk
Curriculum Overviews
EYFS
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EYFS Long Term Plan 2024-2025
download_for_offline
download_for_offlineEYFS Long Term Plan 2024-2025
- EYFS Personal Development Yearly Overview download_for_offline
download_for_offlineEYFS Personal Development Yearly Overview
Year 1
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 1 History What was life like when our grandparents were children? Who were L S Lowry and Peter Bruegel? Did the great fire make London better or worse? Geography Our School Why can't a meerkat live in the North Pole? Where do the wheels on the bus go? Art Colour Chaos Nature Sculptures LS Lowry DT Moving Pictures - Traditional Tales Our Fabric Faces Sensational Salads Music Nursery Rhymes Nativity Chime Bars Chime Bars Sounds of Nature Assessed Performance Science Everyday materials Seasonal Changes: Autumn and Winter Animals including humans Seasonal Changes: Spring and Summer Plants Computing Computer Skills
DL / ITWord Processing
ITPainting
ITProgramming Toys
CS / ITProgramming with Scratch Jr
CS
Using and Applying
ITOnline Safety
DLPD Me and My Relationships Feelings
Getting help
Classroom rules
Special people
Being a good friendValuing Difference Recognising, valuing and
celebrating difference
Developing respect and
accepting others
Bullying and getting helpKeeping Safe How our feelings can
keep us safe – including
online safety
Safe and unsafe touches
Medicine Safety
SleepRights and Respect Taking care of things:
Myself
My money
My environmentBeing My Best Growth Mindset
Healthy eating
Hygiene and health
CooperationGrowing and Changing Getting help
Becoming independent
My body parts
Taking care of self and
othersRE God - What do Christians believe God is like? Incarnation - Why does Christmas matter to Christians? Creation - Who made the world? Salvation - Why does Easter matter to Christians? Islam - Who is Muslim and how do they live? Gospel - What is the good news Jesus brings? Longitudinal How can you create patterns using leaves in the style of William Morris - Science/ Geography noticing changing seasons - drawing and printing How can we make a winter landscape - drawing - Science/ Geography noticing changing seasons How can you use art to show the changes of spring - drawing and collage - Science/ Geography noticing changing seasons What would a summer field look like (Van Gogh) - drawing (oil pastels/ range of media) = Science/ Geography noticing changing Seasons PE Invasion (FMS Football) Net/Wall/Court (FMS Dodgeball) Gymnastics/Dance Invasion (FMS Netball) Striking/Fielding (FMS Rounders) Athletics Year 2
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 2 History How did the first flight change the world? Why is Samuel Crompton remembered? Who were the greatest explorers? Neil Armstrong and Christopher Columbus. Geography What would Emma Jane find exciting about our town? Where would you prefer to live: England or Africa? Why do we love to be beside the seaside? Art Portraits Fabricate Landscapes and Cityscapes DT Fabric Bunting Pirate Paddy's Packed Lunch Problems Dips and Dippers Music Renaissance Nativity Chime Bars Chime Bars Ringtones and Alarms Assessed Performance Science Uses of Everyday Materials Animals including humans Plants Living Things and Their Habitats The Environment Computing Preparing For Turtle Logo
CSProgramming Turtle Logo and Scratch
CSComputer Art
DLUsing the Internet
DL / ITPresentation Skills
DL / IT
Using and Applying
IT / CSOnline Safety
DLPD Me and My Relationships Bullying and teasing
Our school rules about
bullying
Being a good friend
Feelings/self-regulationValuing Difference Being kind and helping
others
Celebrating difference
People who help us
Listening SkillsKeeping Safe Safe and unsafe secrets
Appropriate touch
Medicine safetyRights and Respect Cooperation
Self-regulation
Online safety
Looking after money –
saving and spendingBeing My Best Growth Mindset
Looking after my body
Hygiene and health
Exercise and sleepGrowing and Changing Life cycles
Dealing with loss
Being supportive
Growing and changing
PrivacyRE God - What do Christians believe God is like? Incarnation - Why does Christmas matter to Christians? Judaism - Who is Jewish and how do they live? Salvation - Why does Easter matter to Christians? Gospel - What is the good news Jesus brings? Creation - Who made the world? PE Invasion (FMS Handball)/ Tag Rugby Net/Wall/Court (FMS Dodgeball) Gymnastics/Dance Net/Wall/Court (FMS Tennis) Striking/Fielding (FMS Rounders) Athletics Year 3
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 3 History Who First Lived in Britain? Which significant events have happened in Bolton in the past? How can we rediscover the wonder of Ancient Egypt? Geography What makes the Earth angry? What is the UK Like? Which Mediterranean country would you visit? Art Autumn British Art Bodies DT Juggling Balls Mechanical Posters Edible Garden Music Baroque Come Rest Ye Merry Gentlemen Glockenspiel Glockenspiel - Composition Games / Storytelling Assessed Performance Science Forces and Magnets Rocks Animals including humans Plants Light Computing Presentation Skills
ITWord Processing Skills
DL / ITDrawing and Desktop Publishing
IT / DLInternet Research and Communication
IT / DL / CSProgramming Turtle Logo and Scratch
CS
Using and Applying
ITOnline Safety
ITPD Me and My Relationships Rules and their purpose
Cooperation
Friendship (including
respectful relationships)
Coping with lossValuing Difference Recognising and
respecting diversity
Being respectful and
tolerant
My communityKeeping Safe Managing risk
Decision-making skills
Drugs and their risks
Staying safe onlineRights and Respect Skills we need to develop as
we grow up
Helping and being helped
Looking after the
environment
Managing moneyBeing My Best Keeping myself healthy
and well
Celebrating and
developing my skills
Developing empathyGrowing and Changing Relationships
Keeping safe
Safe and unsafe secretsRE Creation and Fall - What do Christians learn from the creation story? Incarnation/God - What is the trinity? Gospel - What kind of world did Jesus want? Salvation - Why do Christians call the day Jesus died ‘Good Friday’? People of God - What is it like to follow God? Hinduism - What does it mean to be Hindu in Britain today? PE Invasion (football) / Tag Rugby Dodgeball/Dance Gymnastics Gymnastics/Dance Hockey/Cricket (Striking and Fielding) Athletics Year 4
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 4 History What happened when the Romans came to Britain? Why should gunpowder, treason and plot never be forgotten? What would you have done after school 100 years ago? Geography Why is Manchester a cool place to live? Why are mountains so marvelous? What would you see with a ticket around the world? Art Fruit and Vegetables European Art and Artists Insects DT Battery Operated Lights Let's Go Fly a Kite The Great Bread Bake Off Music Brass (BMS - WOPS) Musicianship Brass (BMS - WOPS) Musicianship Brass (BMS - WOPS) Learning to Play Brass (BMS - WOPS) Learning to Play Brass (BMS - WOPS) School Band Brass (BMS - WOPS) School Band Science Sound States of Matter Animals including Humans Electricity Living Things and Their Habitats Computing Scratch Questions and Quizzes
CSWord Processing
ITProgramming Turtle Logo
CSAnimation
ITCommunication and Collaboration & Using and Applying
ITOnline Safety
DL / ITPD Me and My Relationships Healthy relationships
Listening to feelings
Bullying
Assertive skillsValuing Difference Recognising and
celebrating difference
(including religions and
cultural difference)
Understanding and
challenging stereotypesKeeping Safe Managing risk
Understanding the norms
of drug use (cigarette
and alcohol use)
Influences
Online safetyRights and Respect Making a difference
(different ways of helping
others or the environment)
Media influence
Decisions about spending
moneyBeing My Best Having choices and
making decisions about
my health
Taking care of my
environment
My skills and interestsGrowing and Changing Body changes during
puberty
Managing difficult
feelings
Relationships including
marriageRE Creation and Fall - What do Christians learn from the creation story? Incarnation - What is the trinity? Gospel - What kind of world did Jesus want? Salvation - Why do Christians call the day Jesus died ‘Good Friday’? Kingdom of God - When Jesus left what was the impact of Pentecost? Judaism - How do festivals and family life show what matters to Jews? PE Invasion (handball) / Rugby Net/Wall/Court (Dodgeball) Gymnastics/Dance Net/Wall/Court (Tennis) Striking/Fielding (Rounders) Athletics Year 5
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 5 History Was the Anglo-Saxon period really a dark age? Where did all the mills go? What did the Greeks do for us? Geography Why should the rainforests be important to all of us? I'm a Year 5 Pupil Get me Out of Here What would it be like to explore Easter Europe? Art Ancient Greece South and Central American Plants and Flowers DT Marbellous Structures Programming Adventures Super Seasonal Cooking Music Classical Silent Night (as a round) Glockenspiel Glockenspiel - Composition (Bandlab or Avid) TV Adverts and radio Assessed Performance Science Properties and Changes of materials Earth and Space Forces Living things and habitats Animals including Humans Computing Scratch: Developing Games
CSFlowol
CSRadio Station
ITInternet Research and Web Design
IT3D Modelling: Sketch Up
IT
Using and Applying
CS / ITOnline safety
IT / DLPD Me and My Relationships Feelings
Friendship skills,
including compromise
Assertive skills
Cooperation
Recognising emotional
needsValuing Difference Recognising and
celebrating difference,
including religions and
cultural
Influence and pressure of
social mediaKeeping Safe Managing risk,
including online safety
Norms around use of
legal drugs (tobacco,
alcohol)
Decision-making skillsRights and Respect Rights, respect and duties
relating to my health
Making a difference
Decisions about lending,
borrowing and spendingBeing My Best Growing independence
and taking ownership
Keeping myself healthy
Media awareness and
safety
My communityGrowing and Changing Managing difficult
feelings
Managing change
How my feelings help
keeping safe
Getting helpRE Creation and Fall - Creation and science: conflicting or complementary? Incarnation - Was Jesus the Messiah? Islam - What does it mean to be a Muslim in Britain today? Salvation - What did Jesus do to save human beings? Kingdom of God - What kind of king is Jesus? Gospel - What would Jesus do? PE Invasion (football) / Tag Rugby Net/Wall/Court (Dodgeball) Gymnastics / Dance Invasion (Netball) Striking/Fielding (Cricket) Athletics
Year 6
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 6 History Were the Vikings always vicious and victorious? Why should we remember the Maya? How did Britain change from William the Stone Age to William the Conqueror? Geography Why are rivers important to humans? How is our world changing? What's so special about the USA? Art Wildlife Birds The Seaside North American DT Automata Animals Felt Phone Cases Global Food Music Romantic / 20th Century O Come All Ye Faithful Glockenspiel Glockenspiel - Composition (Bandlab or Avid) Film Scores Assessed Performance Science Light Living Things and Their Habitats Electricity Evolution and Inheritance Animals and Humans Computing Scratch: Animated stories
CSSpreadsheets
ITKodu Programming / BBC Microbit (new 2025)
IT / CSOnline Safety &
Using and Applying
(1 lesson)Using and Applying
Project – Game Product
IT / CSFilm-Making
IT / CSPD Me and My Relationships Assertiveness
Cooperation
Safe/unsafe touches
Positive relationshipsValuing Difference Recognising and
celebrating difference
Recognising and reflecting
on prejudice-based bullying
Understanding Bystander
behaviour
Gender stereotypingKeeping Safe Understanding
emotional needs
Staying safe online
Drugs: norms and risks
(including the law)Rights and Respect Understanding media bias,
including social media
Caring: communities and the
environment
Earning and saving money
Understanding democracyBeing My Best Aspirations and goal
setting
Managing risk
Looking after my mental
healthGrowing and Changing Coping with changes
Keeping safe
Body Image
Sex education
Self-esteemRE Creation and Fall - Creation and science: conflicting or complementary? Incarnation - Was Jesus the Messiah? God - What does it mean if God is holy and loving? Salvation - What difference does resurrection make to Christians? Hinduism - Why do Hindus try to be good? People of God - How can following God bring freedom and justice? PE Invasion (handball) / Tag Rugby Hockey / Dance Dodgeball / Gymnastics Net/Wall/Court (Tennis) Striking/Fielding (Rounders) Athletics/Orienteering & Bikeability - EYFS Personal Development Yearly Overview download_for_offline