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Beckfoot Trust is an organisation that links a group of local Bradford schools together so that they can collectively improve the life chances for young people within their schools. Our aim is to create a group of truly remarkable schools each with a genuine comprehensive intake. They will be wonderful places for young people to learn and grow up in. We want to make a difference. We want to create something special.

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Students & Learning

Knowledgeable and Expert Learners - Curriculum

Beckfoot Oakbank Curriculum Summary 2020-21

Based on a detailed review of our local context and an improved understanding of the deep-seated barriers to raising standards over time, senior and middle leaders and their teams have identified a clear rationale for our curriculum intent. There are four drivers that are the cornerstones of all school improvement strategies.

  • Planning for everyone
  • Building relationships
  • Managing emotions
  • Breaking the cycle

They form the golden thread that sets the strategic vision for the school, defines the key foci of the school improvement plan and shapes and influences the climate and culture both in and out of school. These drivers will enable us to deliver our commitment to the Trust curriculum expectations which will inspire learners to be confident communicators, knowledgeable and expert learners, committed community contributors and future-ready young people

The growth and personal development of our students is integral to all that we do: in lessons, through effective tutoring and through opportunities beyond the classroom.

As a school we reverted to a three-year key stage three with effect from September 2020 to allow us to deliver a broad and balanced curriculum for as long as possible. Our curriculum plans align with the National Curriculum and Key Stage 4/5 specifications. The curriculum offer has been designed to allow for an additional focus on improving standards in reading. All students can access the full range of national curriculum subjects and are supported to make appropriate choices as they enter KS4 and KS5. Ebacc take up has historically been low, with limited success but over time the curriculum will begin to address and support students to opt for and be more successful in appropriately challenging curriculum, pathways.  Choices at KS4/5 reflect both the local employment market and routes that students wish to take to employment and higher education. 

Subject leaders have identified clearly defined end points for each year of key stage 3 and curriculum plans identify how students will acquire the knowledge skills and understanding and then apply this knowledge at each stage. This is supported by robust assessment processes.

The tutorial programme is a key element of our curriculum and is focussed on raising aspirations, personal development and tackling social disadvantage.

We have tailored provision for students with cognition and learning needs (nurture) and a bespoke provision for students with SEMH needs (our wave 4 provision). A small group of less able/SEND students in each year group and those in nurture groups are disapplied from modern foreign languages to accelerate their development of basic literacy skills, particularly reading, and basic numeracy skills. The nurture pathway is appropriately challenging and ambitious for the small cohort of students who access it.

Statutory requirements for RE and RSE are met and delivered through the Open Minds curriculum and tutor programme supported by wider learning days as required. Provision for SMSC is mapped throughout the curriculum and key stages.

Opportunities to broaden student horizons are integral to our curriculum intent allows for student enrichment, the development of student leadership programmes and the development of cultural capital which begin to address some of the contextual factors that impact on our students.

The full intent, implementation and impact document expands on some of the details above and is replicated at subject level.