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   

 

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 Curriculum Overviews

EYFS

• 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 /  IT	Word Processing IT	Painting IT	Programming Toys CS / IT	Programming with Scratch Jr CS Using and Applying IT	Online Safety DL
	PD	Me and My Relationships Feelings Getting help Classroom rules Special people Being a good friend	Valuing Difference Recognising, valuing and celebrating difference Developing respect and accepting others Bullying and getting help	Keeping Safe How our feelings can keep us safe – including online safety Safe and unsafe touches Medicine Safety Sleep	Rights and Respect Taking care of things: Myself My money My environment	Being My Best  Growth Mindset Healthy eating Hygiene and health Cooperation	Growing and Changing Getting help Becoming independent My body parts Taking care of self and others
	RE	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 CS	Programming Turtle Logo and Scratch CS	Computer Art DL	Using the Internet DL /  IT	Presentation Skills DL / IT  Using and Applying IT / CS	Online Safety DL
	PD	Me and My Relationships Bullying and teasing Our school rules about bullying Being a good friend Feelings/self-regulation	Valuing Difference Being kind and helping others  Celebrating difference People who help us Listening Skills	Keeping Safe Safe and unsafe secrets Appropriate touch Medicine safety	Rights and Respect Cooperation Self-regulation Online safety Looking after money – saving and spending	Being My Best  Growth Mindset Looking after my body Hygiene and health Exercise and sleep	Growing and Changing Life cycles Dealing with loss Being supportive Growing and changing Privacy
	RE	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 IT	Word Processing Skills DL / IT	Drawing and Desktop Publishing IT / DL	Internet Research and Communication IT / DL / CS	Programming Turtle Logo and Scratch CS Using and Applying IT	Online Safety IT
	PD	Me and My Relationships Rules and their purpose Cooperation Friendship (including respectful relationships) Coping with loss	Valuing Difference Recognising and respecting diversity Being respectful and tolerant My community	Keeping Safe Managing risk Decision-making skills Drugs and their risks  Staying safe online	Rights and Respect Skills we need to develop as we grow up Helping and being helped Looking after the environment Managing money	Being My Best  Keeping myself healthy and well  Celebrating and developing my skills Developing empathy	Growing and Changing Relationships Keeping safe Safe and unsafe secrets
	RE	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 CS	Word Processing IT	Programming Turtle Logo CS	Animation IT	Communication and Collaboration & Using and Applying IT	Online Safety DL / IT
	PD	Me and My Relationships Healthy relationships Listening to feelings Bullying Assertive skills	Valuing Difference Recognising and celebrating difference (including religions and cultural difference) Understanding and challenging stereotypes	Keeping Safe Managing risk Understanding the norms of drug use (cigarette and alcohol use) Influences Online safety	Rights and Respect Making a difference (different ways of helping others or the environment) Media influence Decisions about spending money	Being My Best  Having choices and making decisions about my health Taking care of my environment My skills and interests	Growing and Changing Body changes during puberty Managing difficult feelings Relationships including marriage
	RE	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 CS	Flowol CS	Radio Station IT	Internet Research and Web Design IT	3D Modelling: Sketch Up IT Using and Applying CS / IT	Online safety IT / DL
	PD	Me and My Relationships Feelings Friendship skills, including compromise Assertive skills Cooperation Recognising emotional needs	Valuing Difference Recognising and celebrating difference, including religions and cultural Influence and pressure of social media	Keeping Safe Managing risk, including online safety Norms around use of legal drugs (tobacco, alcohol) Decision-making skills	Rights and Respect Rights, respect and duties  relating to my health  Making a difference  Decisions about lending, borrowing and spending	Being My Best  Growing independence and taking ownership Keeping myself healthy Media awareness and safety My community	Growing and Changing Managing difficult feelings Managing change How my feelings help keeping safe Getting help
	RE	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 CS	Spreadsheets IT	Kodu Programming / BBC Microbit (new 2025) IT / CS	Online Safety & Using and Applying (1 lesson)	Using and Applying Project – Game Product IT / CS	Film-Making IT / CS
	PD	Me and My Relationships Assertiveness Cooperation Safe/unsafe touches Positive relationships	Valuing Difference Recognising and celebrating difference Recognising and reflecting on prejudice-based bullying Understanding Bystander behaviour Gender stereotyping	Keeping 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 democracy	Being My Best  Aspirations and goal setting  Managing risk Looking after my mental health	Growing and Changing Coping with changes Keeping safe Body Image Sex education Self-esteem
	RE	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