The Curriculum Design Statement
What is the Bracebridge Curriculum Intent?
Here at Bracebridge Infant and Nursery School, the curriculum is designed with our school motto 'Being the best we can be' in mind.
Our creative curriculum is based around the Cornerstones Curriculum, a nationally recognised approach for delivering outstanding learning opportunities for children. Our curriculum is tailored to the needs, cohorts and diversity within our school curriculum
What is the Cornerstones Curriculum?
The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.
We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.
Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.
Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express.
To find out more about these stages please click on the link through to Cornerstones website:
Our curriculum intent is derived from a precise understanding of the context, which we serve so that our vision is focused on the school in the community and the community in the school. Thus, wherever possible we engage parents as partners and other visitors in order to value our community and broaden children’s minds to their citizenship role. Our intent is also focused on developing children’s aspiration through enterprise and giving them purposeful opportunities to engage their pupil voice. Across the curriculum, such experiences are founded upon instilling school values and aims and these are underpinned by British values to erode misconceptions about culture, faith and sexuality. Everything we do is progressive and built on closing the learning gaps, particularly for the most vulnerable, including the lowest 20% in early development specifically in communication, language and literacy and knowledge and understanding of the world. As a result, we carefully consider topics to develop children’s capital and social, moral, spiritual and cultural development. The most effective way of doing this is by means of high quality narrative and non-narrative texts because these give children the content knowledge and vocabulary to make connections and so enables their academic and creative endeavour, through a love of reading.
Through this intent, we also strive to ensure breadth and depth in all aspects in subjects so children become masters of their own learning, whatever their ability. Increasing children’s ability, across the curriculum to justify, reason, conjecture and hypothesise is founded upon a whole school strategy to promote self-efficacy, including perseverance, resilience and other characteristics of effective learning. We have sports coaches from MSP who deliver PE linked to encouraging a healthy lifestyle and we work with Specialist Music services to provide the highest quality provisions and opportunities for our children.
With the intention described above, the curriculum is designed to challenge prejudice, promote equality and engage an ownership and love of learning so that at the end of their infant years children can begin to explain preferences and begin to establish initial ideas about career choice from an early age.
We encourage our children to 'Be the best that they can be' throughout every aspect of their learning
Our curriculum is designed to balance the national expectations and an all-encompassing range of imaginative learning projects allowing our children to be happy and successful. Clear strategic planning allows the curriculum to be adaptable to children’s needs. Age related expectations combine the acquisition of knowledge and development of skills to create a purposeful and exciting learning journey for every child. The curriculum has high expectations to combine transferable skills, demonstrate a breadth of vocabulary and develop strong cross curricular links. The classroom environments stimulate and engage quality thinking and reasoning. Our active marking and response feedback policy is an opportunity for children to reflect on their learning and respond with clarity and understanding of next steps in their feedback.
The impact of our curriculum is that by the end of each year, the vast majority of pupils have achieved a Good Level of Development ( EYFS) or achieved age related expectations; (Year 1 and 2) some pupils have greater depth of understanding. We track carefully throughout the year to ensure pupils are aiming to reach expectations of our curriculum. Teaching staff will reflect on standards achieved against the planned outcomes and shape the onward curriculum accordingly.