* Leaders and Teachers have spent a considerable amount of time developing and working towards embedding an effective curriculum. This continues to be an ongoing journey for us as a school. Leaders have used a range of materials (such as educational books and studies) to help shape our curriculum. Therefore, please note that we are currently updating the curriculum pages on our website. If you have any questions or you would like more information about our curriculum, please contact firstname.lastname@example.org. For subject specific information, such as our Reading and Maths Policy, please follow the links at the bottom of this page*
At Wadebridge Primary Academy, our curriculum is designed with knowledge at its heart to ensure that children develop a strong vocabulary base and extensive understanding of the world. We appreciate that a knowledge-rich curriculum does not simply mean memorising disconnected facts. Pupils develop relationships with knowledge so that they can put their knowledge to work in powerful, meaningful ways. Our curriculum provides opportunities for pupils to develop understanding by connecting new knowledge with existing knowledge in order to develop fluency and the ability to apply their knowledge as skills. Therefore, Teachers and Subject Leaders have thought carefully about the sequence of our curriculum to ensure that new knowledge builds on what has been taught before and what may come after. We aim to deliver a broad, balanced and inclusive curriculum which empowers pupils to achieve their full potential and make informed and responsible decisions throughout their lives. Our overall aim is for pupils to learn, thrive and excel.
Our curriculum is underpinned by the National Curriculum alongside our ‘Knowledge Progression Ladders’, which helps to sequence the knowledge delivered as children progress through the school, along with ‘end points’ in our curriculum.
Knowledge is taught to be remembered, not merely encountered. Our curriculum values long-term learning and we recognise that progress means knowing more and remembering more. We recognise that learning can be defined as an alteration in long-term memory and if nothing has been altered in the long-term memory, then nothing has been learned.
Teachers use their pedagogical knowledge of how children learn best to enable pupils to understand key concepts, presenting information clearly to help embed key knowledge into long- term memory, so that pupils can develop fluency and automaticity. Feedback, retrieval practice and assessment are prioritised so that teachers can check pupils’ understanding effectively and identify any misunderstandings and misconceptions.
Our broad, balanced and exciting curriculum is taught through a ‘themed’ or ‘topic’ approach whereby genuine and authentic cross curricular links are made between subjects. When it is more appropriate, subjects are taught discreetly. Each ‘theme’ or ‘topic’ is led by an enquiry question such as ‘Why didn’t Paddington visit Wadebridge?’ Our topics are represented as ‘Learning Journeys’ which are displayed within each classroom. These ‘Learning Journeys’ show the pupils’ ‘current thinking in time.’ Pupils are encouraged to reflect on: the knowledge and skills they have acquired so far; any misconceptions along the way and; where they are heading (a purposeful outcome). Revisiting of this learning journey at the start of each lesson provides retrieval opportunities as well as opportunities to recap important tier 2 and tier 3 vocabulary. For example, in Y2, pupils are led by the question ‘If the Rainforests disappear, will anyone care?’. The teachers use the ‘Knowledge Progression Ladders’ to sequence the knowledge and vocabulary that they will teach the children, in order for them to answer this question. The purposeful outcome is then a Rainforest Café, where the children share their knowledge of the rainforest to help raise money for a conservation charity. These ‘Learning Journeys’ have been developed by Teachers and Subject Leaders to ensure that the key knowledge, themes and concepts have been sequenced effectively across the school so that pupils make connections between prior and new learning.
Whilst we adopt a ‘topic’ approach to our curriculum, we make efforts to ensure that children fully understand the subject in which they learning, in order to develop subject disciplinary knowledge. For example, teachers help pupils to ‘think like a scientist’ or ‘think like a historian’ by discussing the different skills needed to do so.
Our curriculum is further enhanced by:
- Visitors, educational visits and ‘hands on’ experiences.
- WOW days and events to inspire and engage pupils
- Opportunities for pupils to share the questions that they would like to explore, in order to encourage curiosity
- Links to the local community
- Purposeful outcomes that include the wider community
- Learning Values and Learning Characters
- Opportunities to develop metacognition through the use of strategies such as ‘The Learning Pit’.
Through our implementation of the curriculum, we aim to equip pupils with the knowledge and cultural capital they need to succeed in life.
The impact of our curriculum can be seen in the pupils’ development of detailed knowledge and skills across the curriculum. This impact is reflected in the work that pupils produce, along with national test scores and key assessment points during the school year. At Wadebridge Primary Academy, we strive to ensure that pupil attainment is line with or exceeding age-related expectations and that pupils are fully prepared for their next stage of education and ready to contribute positively to society as a whole. Our values (curiosity, creativity, excellence, responsibility, determination and enthusiasm) help to enable the pupils to become the very best version of themselves. Through the use of monitoring (pupil voice, lesson observations, outcomes, data analysis etc), leaders regularly review and reflect on the intent and implementation of our curriculum to ensure that it has the desired impact. Subject leaders have developed a 3 Is document for their subject area and use action plans throughout the school year to build upon and develop their subject area.
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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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