The curriculum at Badock’s Wood E-ACT Academy.
Curriculum Aims and Principles
Coherence Consistency Curiosity Challenge
In our school you will see that we have shared values across the curriculum, our teaching and how our pupils learn. Wherever you go, you will see this through planning, lesson delivery, assessment and regular reviews of the curriculum.
Our curriculum incorporates carefully selected knowledge and skills which is brought to life in a way that is meaningful and exciting for pupils; promoting a life-long love of learning. It also provides the cultural capital that they will need to be successful in learning as well as in their future lives; Opening minds, opening doors.
The curriculum has been organised in a way which enables pupils to revisit knowledge and build depth of knowledge and understanding as well as in a way to help pupils learn more and remember more. Through the way our curriculum is organised, we help pupils make meaning of the world, develop their vocabulary and broaden their horizons.
Each subject is content rich, with knowledge carefully selected and deliberately ambitious. Our curriculum is coherent and well planned, building on what has come before and encourages pupils to be curious about their learning.
Lessons follow a clear sequence allowing opportunities for deliberate practise and memory recall; challenge for all pupils, through the curriculum, is central to what we believe. We encourage pupils to make connections across subjects, content, time and place.
Transference of knowledge from short term to long term memory is aided through the use of, purposeful working walls, regular retrieval practice and deliberate practice.
Promoting consistency across our academy allows pupils to focus on learning and enables teachers to develop their practice. This happens through a variety of ways including how the learning environment is organised in classrooms, the approach to teaching and learning e.g. using oracy as a foundation for writing/ a mastery approach to maths.
Through our approach to the curriculum and its delivery, we believe fundamentally in the importance of inclusion. We support pupils who may need help to access the curriculum through pre-teaching and effective scaffolding to make sure that they have the knowledge and skills to succeed in accessing learning and to prepare them for further learning.
We place a strong emphasis on providing our pupils with rich experiences – trips to the life skills centre, to the Isle of Wight to learn how to sail and trips to see first -hand the seaside, woods, our capital city etc to expand horizons and expand life experience. These experiences are carefully chosen and timed to support pupils’ learning in the formal curriculum.
Assessment opportunities are carefully planned so that they are purposeful, support learning and inform us as to whether our curriculum and/or the delivery of it is effective. These include both low-stakes, informal assessments alongside more formal assessments, including testing. A programme of continuous quality assurance is also in place to ensure that the curriculum intent and implementation is effective. Please click on the following link for further information:
We have provided below links to each individual subject which gives you more information about each subject we teach:
Badock’s Wood uses a program to support the development of phonics throughout the school called ‘Little Wandle’ or ‘Little Wandle Letters and Sounds Revised’. This is a complete systematic synthetic phonics programme (SSP) developed for schools. This is similar to the ‘Letters and sounds’ program that the school has used in previous years, but this has been updated and revised to provide a complete teaching program. The program supports a sequenced teaching system for the development of phonics and helps develop early readers through matching reading texts to the learning pupils are completing in their phonics sessions.
We have provided further details within the link below:
We offer a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.
This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children. Please click on the following link to read our PSHE guidance policy in more detail:
This went emailed to parents for consultation on 1st October 2021.