Botheredness Curriculum

Bruche Curriculum Design - The Narrative Approach

 We have built a knowledge rich and humanity rich curriculum.

With this mastery principle in mind, we have woven our areas of learning into a "Curriculum Story" for each year group from Year 1 to 6. This gives all learning a meaningful context; learning flows from one topic to another through conceptual awareness and understanding; below are the concepts that are a 'golden thread' through our curriculum and children's knowledge.

 

  • Cause and Consequence
  • Change and Continuity
  • Significance and Difference 
  • Context and Chronology
  • Diversity
  • Democracy
  • Similarity
 

The Curriculum at Bruche Primary School gives children opportunities to learn, build on and develop new skills, concepts and knowledge. Children experience a wide range of subjects and activities that allow them to explore different topics and learning styles in detail. Through our careers based learning approach, all children develop their cultural and identity capital. Through all of our lessons we encourage children to invest in their interests and what their career aspirations are. 

Our partnership working with Chester Zoo and Ignite, allows our children to engage in a curriculum which puts social justice and conservation at the heart. We aim to create hope for our children, in a world that has many challenges. Our children will develop greater understanding of the world in which they live in and will gain secure geographical knowledge in the context of human experience and explore key concepts. Through the work that we do children will be able to form their own views of the world based on fact and understand why prejudices may occur. Where appropriate, they will be able to question things that they may read, hear or see in the media. They will be able to engage in conversation with their families, helping to pivot perceptions and break down stereotypes. Our children will be empowered to turn their empathy into action and believe that they can make a difference in the world in which they live. 

Please find below our curriculum maps for this academic year which provide detail about the breadth of learning your child will experience. You will see the yearly long term overview, that shows the content of units to be covered by each year group across all subjects. Please note that this planning is an outline guide and is subject to change depending on the engagement and level of interest of the children, the progress they make and their achievement of the subject knowledge and skills. There is a degree of flexibility which ensures there is an aspect of personalised learning for all children. 

We have developed a subject narrative for each of our foundation subjects to show clear progressions in knowledge and vocabulary. These narratives are then broken down into medium term plans which outline the key learning that will take place. Each unit of work is then supported by a knowledge organiser which will be used to support children's retention of key facts, knowledge and vocabulary. They will be used in school but also to support homework tasks. Our units of work all have key end points which are a summary of knowledge and skills that will be embedded by the end of each unit and used to inform future planning and next steps. We are in the process of creating a set of mastery session plans to support each unit which is informed by pedagogical research in how children learn. 

Children in the Early Years and Key Stage 1 use the 'Read Write Inc' phonic and reading scheme as part of their English lessons. 

We welcome parental involvement to extend children’s learning outside of the classroom, but we advise you to check with your child’s class teacher on a regular basis to ensure you are up to date with your children’s current topic. If you want to know more or have any questions then please feel free to discuss this with your child’s class teacher. Please click on the links on the left hand side of this page, to access each year groups 2020 - 2021 curriculum planning.