Our School Curriculum

Curriculum Intent

Within our curriculum we ensure that we are covering the statutory content outlined by the National Curriculum however by embedding our curriculum drivers we are ensuring we are also preparing our children beyond the National Curriculum in order for them to be global citizens in a world which is forever moving forward.  

We have aspirational goals for every single child at St Bede’s and work hard to not only help them achieve their God –given potential but to also create aspirational learners who believe there isn’t a ceiling on their learning and achievements.

At the forefront of our curriculum and embedded in everything we do are our five promises which help us live out God’s gospel;

  • We promise to care
  • We promise to show respect
  • We promise to be honest
  • We promise to grow in faith and
  • We promise to persevere.

At St Bede’s we want our children to develop a sense of pride in themselves and respect for others.  We believe in the power of the school community to change and enhance lives and we actively engage with the local Rotherham community to ensure our children know they can make a difference, and do make a difference.  

 

Key Drivers

  Our curriculum intention is achieved through the implementation of three key drivers across a curriculum which is effectively planned over a two year cycle.

Creativity: Creativity is interwoven into all aspects of our curriculum. We teach an engaging curriculum which captures children’s interests in order for them to develop their knowledge and skills. Children will be happy to share their experiences and knowledge gained throughout the topics with others and transfer to future learning.

Communication- Encouraging our children to become confident speakers and communicators. We want our children to be able to communicate within their communities and the wider world and have the confidence to express their ideas and emotions with others. We do this through several strategies including Talk for Writing, Philosophy for Children and Performance Literacy.

Inquiry: We grow inquisitive learners who pose questions and use creative approaches to answer them in their learning. Through project work and a flexible approach to the curriculum we let the children lead their learning, they leave St Bede’s being able to reflect, self-evaluate and solve problems.

 

Click here to view the National Curriculum.

 

St Bede's School Curriculum:

Our curriculum is split into two cycles (A and B). An overview for Cycle B (2021/22) is shown below for each Key Stage;

KS1 Cycle B (2021/22)

Lower KS2 Cycle B (2021/2022)

Upper KS2 Cycle B (2021/2022)

RSE topic overview 2020-2022

 

Click here to view the Early Years Foundation Curriculum.

 

Click here for Parents' Guide to the Early Years Foundation Stage Framework

 

As a Catholic School, a minimum of 10% of the teaching timetable is dedicated to RE. We follow the 'Come and See' scheme of work. This is enhanced through the development of Christian values which underpin all aspects of learning. Throughout the week the children are involved in daily collective worship. Further details can be found under the 'RE' tab.

 

Click here to see our RE Curriculum map.

 

Phonics teaching and reading schemes

Phonics In Foundation Stage and Key Stage One we teach phonics following a programme called Read Write Inc which we supplement with aspects of the Letters and Sounds programme incorporating the speed sounds sessions. Pupils in Foundation Stage and Key Stage One take part in a daily phonics session working through the programme to help them blend (sound out) words which they read and segment (spell). The children are assessed regularly and in key Stage One children are placed in groups based on their phonics achievement, your child’s group may change throughout the year based on their achievement. Pupils who did not meet the Year 1 Phonics Assessment Score will receive additional support; teachers will always keep you informed if your child is receiving additional support.  

All staff have been trained to deliver the Read, Write Inc phonics programme for reading, writing and spelling. There are some great video clips for parents on their website http://www.oup.com/oxed/primary/rwi/forparents/

Reading schemes Pupils read through a set of colour banded books. Each colour in the book band is a different level. We provide a diet and range of books at different levels within a book band. The pupils know which book band they are working at and recognise the book band that they are working towards. The children select their own books and are encouraged to change their books regularly.  

Opportunities for reading Pupils also read regularly in other areas of the curriculum and in other parts of the school day through:

  • Guided Reading - Teachers work with small groups of pupils to teach specific and targeted reading skills in a book that is sufficiently challenging whilst others complete reading activities.
  • Reading Across the Curriculum - Pupils read a range of books linked to other areas of their learning.
  • Story Time – Books are read to pupils for them to hear good examples of reading aloud and to develop an enthusiasm for reading books themselves.  Class books are shared with pupils, where they read along with the teacher.
  • Reading Morning- We hold a reading morning each term in school where we encourage parents and guardians to share a book with their child.

 

Modern British Values

 

At the heart of our School is a firm set of Catholic values which ensure that students develop a strong sense of social and moral responsibility, and that are promoted via our pastoral structure and tutorial programme, the curriculum we deliver to our students, and the opportunities we offer outside the curriculum. We also take opportunities to promote the areas currently identified as British Values (individual liberty, democracy, the law, mutual respect and tolerance) within the curriculum and the wider ethos of the School. Specific days devoted to student values and wellbeing supplement the weekly programme of tutorial activities and themes, assemblies, and curriculum planning, that ensure we prepare our students for life in a modern multicultural country.

Democracy

Pupils have the opportunity to have their voices heard, and suggestions implemented, through representation on our school council, human rights and through pupil interviews. Our students also take part in the elections for council representatives where students vote and can be elected to serve as a member for one year.

The rule of law

The importance of laws and rules, whether those that govern teaching classes, or in the UK, are consistently reinforced throughout the school day, as well as through tutorial time and school assemblies. Pupils are taught the value and reasons behind laws and rules, the responsibilities that this involves and the consequences when these are broken. Visits from authorities such as the Police, Ambulance and Fire Service are regular parts of our calendar and help reinforce this message.

Individual liberty

Within school, pupils are actively encouraged to make good choices, knowing that they are in a safe and supportive environment. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through ICT (e‚Äźsafety), and R.E. lessons.

Mutual respect

Our Catholic ethos is centred around core values of honesty, consideration, care and respect. Pupils have been part of discussions and assemblies related to what these mean and how they can be demonstrated through our Behaviour for Learning programme. We not only expect mutual respect between students, but also between adults working in the School and our students and this can be seen in action on a day to day basis.

Tolerance of those of different faiths, beliefs, and orientation

This is achieved through enhancing students' understanding of their place in a diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudicial actions are followed and supported by themes in some curriculum areas (e.g. ICT, History, and RE) and in tutorial time. As a small school with a low level of ethnic diversity, we are aware of the need to create opportunities for many of our students to experience other cultures and faiths directly through our work towards achieving the Rotherham International Global Award (RIGA).