Contact

Sun Academy Bradwell, Cauldon Avenue, Newcastle Under Lyme, ST5 8JN

T: 01782 297700

E: office@sunacademy.attrust.org.uk

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Curriculum overview

Sun Academy Bradwell uses the National Curriculum as it’s basis for the programmes of study it delivers. The knowledge and skills are implemented through the new Building Block curriculum which ensures a comprehensive and sequential schemata.

Underpinning all curriculum activities is the academy’s mission to ensure pupils have memorable experiences that inspire a love of learning, to develop passionate, confident and inquisitive learners; never giving up on growing within each child a ‘can do’ attitude that is resilient and fears no challenge; and enabling all children to feel part of a wider community, and develop a greater understanding and respect of differences and uniqueness. By upholding these values, we ensure pupils can take advantage of opportunities, responsibilities and experiences that life has to offer.

All pupils experience external visits, educators and a curriculum that immerses them in the wider community. These range from the ‘Sunrise to Sunset’ project (Early years engagement with dementia ward at the local nursing home) to the annual covenant of improving the community environment by flower planting and tidying up the local area.

 

Intent

No matter what the starting or end points, all pupils will have the building blocks (knowledge, skills and enrichment) to experience and access all forms of people, places and principles. They will develop a love of learning, a ‘can do’ attitude and understand their roles in a wider community.

Implementation

There is a strong belief in teaching in detail and depth on any one topic (resulting in a blocked subject/concept approach) in order to secure pupils knowledge and allow logical application and skill development. Each cycle has a well thought out constructed sequence with each block leading logically into the next steps in learning this ensures that links and natural synaptic associations are created.

• MTPs set out the aims to be implemented and evaluate against those expectations. Professional autonomy is given to the interpretation and teaching opportunities taken from these.
• Subject blocks/concept include cultural opportunities to study famous people and their works, visit cultural, historical and spiritual places and experience/practice cultural activities. Such activities have included visiting the Regent theatre, studying Shakespeare and performing with the Halle orchestra. These hands on, experiential opportunities begin to assist some of the social disadvantage some of our pupils may encounter.

Impact

Knowledge organisers, pop quizzes and subject/concept block teacher assessments are undertaken to check understanding. Pupil conferences and book scans are also used to establish the knowledge and skills children have acquired. Alongside the formative assessment there are termly summative assessments to establish the impact on reading, writing and mathematics.