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Booker Avenue

Junior School

Best Always

Curriculum

Curriculum Statement 2019

 

Intent, Implementation and Impact

 

At Booker Avenue Junior School, our aim is to provide our children with an engaging, exciting and empowering curriculum that equips them for today and tomorrow.

 

Intent

The breadth of our curriculum is designed with three goals in mind:

  • To give pupils appropriate experiences to develop as confident, responsible citizens
  • To provide a rich ‘cultural capital’
  • To provide a coherent and structured academia that leads to sustained mastery for all and a greater depth of understanding for those who are capable

 

  1. Appropriate experiences

 When designing our curriculum, we have considered a number of drivers that shape what we do, bring about the aims and values of our school and respond to the particular needs of our children. The three key drivers are:

 

Community – which helps pupils to be an active, responsible member of our school, the local area and the wider world. Community involvement is an integral part of our curriculum, inviting families and visitors to facilitate learning new skills and sharing experiences such as assemblies, curriculum sessions, health week and community events.

Respect – which helps our pupils to think about others and to look after themselves and the world around them.

Culture –  which helps our pupils to value difference and diversity whilst valuing their own background. We celebrate the diverse nature and heritage of our pupils and gain inspiration from them for learning about the wider world.

 

A broad range of extra-curricular activities at our school, provide further opportunities for children to nurture interests, talents, social skills and confidence. 

 

 

2.   Cultural Capital

This is the background knowledge of the world that pupils need to infer meaning from what they encounter through reading, observations and experiences. It develops vocabulary, which, in turn, helps pupils to express themselves in a mature and sophisticated way.

 

  1. Curriculum Structure

Taking into account our three key drivers, our curriculum sets out:

  1. a clear list of the breadth of topics that will be covered;
  2. the ‘key skills’ and ‘threshold concepts’ that pupils should develop and understand
  3. the criteria for progression within these skills and concepts
  4. the criteria for depth of understanding

 

Implementation

When considering our curriculum design we took into account three main principles of cognitive science:

  1. learning is most effective with spaced repetition
  2. Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength

 

We cover most of our content through a subject specific approach with cross-curricular opportunities being utilised, where appropriate, to deepen pupils’ understanding and allow them to apply their skills.

 

  1. The curriculum breadth for each year group ensures that there is clarity about what is to be covered. It provides opportunities for pupils to build knowledge of the world and to develop their ‘cultural capital.’ 
  2. Key skills or threshold concepts are the key disciplinary aspects of each subject. These are chosen to build conceptual understanding within subjects and may be repeated many times within each topic.

 

Impact

Throughout our curriculum, our aim is that the vast majority of pupils develop sustained mastery of the content i.e. they remember it and are fluent in it. Some pupils will have built a greater depth of understanding.

We track the progress of pupils to ensure that they reach the expectations we have set.

 

At our school, progress is defined as: The widening and deepening of essential knowledge, skills, understanding and behaviours.

Foundation subject displays

 

Booker Avenue Remembers

Booker Avenue Remembers 1
Booker Avenue Remembers 2
Booker Avenue Remembers 3

School values

School values 1
School values 2
School values 3
School values 4
School values 5
School values 6
School values 7
School values 8

School displays

School displays 1
School displays 2
School displays 3
School displays 4
School displays 5
School displays 6
School displays 7
School displays 8
School displays 9
School displays 10

Year 6 History: The Vikings

Year 6 History: The Vikings 1
Year 6 History: The Vikings 2
Year 6 History: The Vikings 3

Year 6 Geography:

Year 6 Geography:  1
Year 6 Geography:  2

Year 6 Science

Year 6 Science 1
Year 6 Science 2
Year 6 Science 3

Year 6 Pop Art

Year 6 Pop Art 1
Year 6 Pop Art 2
Year 6 Pop Art 3
Year 6 Pop Art 4

Year 6 Art: Art from other cultures

Year 6 Art: Art from other cultures 1
Year 6 Art: Art from other cultures 2
Year 6 Art: Art from other cultures 3
Year 6 Art: Art from other cultures 4

Year 5 Art: Sugar Skulls and Picasso

Year 5 Art: Sugar Skulls and Picasso 1
Year 5 Art: Sugar Skulls and Picasso 2
Year 5 Art: Sugar Skulls and Picasso 3
Year 5 Art: Sugar Skulls and Picasso 4
Year 5 Art: Sugar Skulls and Picasso 5
Year 5 Art: Sugar Skulls and Picasso 6
Year 5 Art: Sugar Skulls and Picasso 7

Year 5 Geography: Tourism in Liverpool

Year 5 Geography: Tourism in Liverpool 1

Year 4 Black History Month

Year 4 Black History Month 1
Year 4 Black History Month 2

Year 4 Design and Technology

Year 4 Design and Technology 1
Year 4 Design and Technology 2

Year 4 The Ancient Greeks

Year 4 The Ancient Greeks 1
Year 4 The Ancient Greeks 2

Year 3 Black History Month

Year 3 Black History Month 1
Year 3 Black History Month 2
Year 3 Black History Month 3

Year3 Geography: Rivers

Year3 Geography: Rivers 1

Year 3 Art and Science

Year 3 Art and Science 1
Year 3 Art and Science 2

Year 3 Geography visit to Martin Mere

Year 3 Geography visit to Martin Mere 1
Year 3 Geography visit to Martin Mere 2
Year 3 Geography visit to Martin Mere 3

Year 3 Geography on Volcanoes

Year 3 Geography on Volcanoes 1

 

 

 

 

Please find information about what the children are learning across the year groups below.

Year 3

Year 4

Year 5

Year 6

If you would like more information about the new National Curriculum that we are following then please use the link below to the Government's website.
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