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Three Bridges

Curriculum Overviews

From surveying parents, governors, pupils and staff - there was an overwhelming feeling that we wanted to help uncover the kind of young people that don't simply grow up to accept the world around them, but endeavor to change it. Our curriculum is centered around 6 Broad Themes of Global Citizenship that connect all of the learning across the school, designed in collaboration between the school and community, drawing on literature from organisations like Oxfam and from the heart and minds of staff, parents, governors and the children. 



1 - Mind, Body & Soul: Our Physical and Mental Well Being
A clear distinction is often made between 'mind' and 'body'. But when considering mental health and physical health, the two should not be thought of as separate. Poor physical health can lead to an increased risk of developing mental health problems. Similarly, poor mental health can negatively impact on physical health, leading to an increased risk of some conditions. Developing soulful well-being is important to future health and happiness. Are we igniting a passion within our pupils?

2 - Our Place in the World: Identity & Community
Identity: Human beings have the same basic needs but many different ways of meeting them. Differences in gender, culture, class, nationality, religion, ethnicity, language and status may all be significant in explaining these variations and in shaping identity. To thrive in such a diverse and fast-changing world, learners need to feel confident in their own identity; but they should also be open to engaging positively with other identities and cultures, and able to recognise and challenge stereotypes.

Community: We live in an interconnected world in which decisions taken in one place can affect people living on the other side of the planet. However, the idea of community goes further, recognising that even the wealthiest countries rely heavily on other countries’ riches – from physical commodities such as foodstuffs and minerals to knowledge and culture.

3 - Nurturing Nature: Sustainable Development
How we share and use the earth’s resources affects the health of the planet and of everyone with whom we share it – now and in the future. There are many different interpretations of sustainable development, but at its heart lies a recognition that our relationship with the earth needs to acknowledge the limits of finite resources and the human rights of all.

4 - What Are We Fighting For: Peace & Conflict
In all communities – from the school to the international level – there are conflicts of interest and disagreements. As a result there is a continual need to develop rules, laws, customs and systems that all people accept as reasonable and fair. Issues of peace and conflict are thus inevitably bound up with questions of social justice, equity and rights.

5 - Leading Learners: Power & Governance
Our world is reliant on knowing our role and responsibilities within a system. It is important our pupils now the importance of multiple voices in the success of a system but also that this needs to be built on equality. We must provide the requisite skills to challenge inequalities within a system. Exploring societies from the past and those currently can inform the future.  

6 - Our World United: Social Justice & Equity
Central to global citizenship is the idea that all human beings belong to a single human race, share a common humanity and are of equal worth. Hence they should all have the same basic rights and be treated accordingly. Yet beliefs about the superiority of different groups, and about which groups ‘belong’ and which do not, continue to be expressed through words, behaviour and systems – and these may even be reflected sometimes (albeit often unintentionally) in the practices and curricula of schools.

 
The curriculum is divided into subject areas; however, we see knowledge and skills as crossing subject boundaries. Learning is integrated where appropriate and curriculum planning makes many curriculum links. The vital skills of collaboration and independence are evident in all our work.  We use Sounds-Write as our phonics and spelling programme and employ Phonic-sequenced books, the Bug Club and PM books as part of our EYFS / KS1 guided reading programme and MyMaths as an online home learning resource.

We teach the foundation subjects in a blocked 'topic-weeks' format, allowing all children to gain a greater depth of understanding with a knowledge-rich focus. 

CURRICULUM OVERVIEWS