Bradley Stoke Community School

Maple (Year 3)    

Class Teacher - Miss Tucker


How we teach in KS2 - A Curious Curriculum


Our Curious Curriculum has been carefully designed to engage learners as active participants in their learning journey.  We believe that learners are at their most successful when their imagination is stimulated, their curiosity is heightened and their learning makes links to their lives and the wider world. Our curriculum develops creativity, critical thinking and discovery whilst ensuring a clear focus on the intellectual concept that is being taught and the knowledge needed to understand. 


Our Curious curriculum has been designed in response to a number of aims:

  • A desire to build on the quality of independent learning children acquire through their time in the foundation stage and KS1;
  • A desire to embed skills and attitudes needed to be successful learners throughout a child’s time in KS2 and into KS3.
  • A desire to create life-long learners with the intrinsic motivation to engage in learning opportunities;
  • A desire to build on children’s knowledge, skills and concepts so learning opportunities reflect the individual learning needs of the children.
  • Inclusive practice that helps every individual child to meet their learning potential regardless of gender, belief system, culture or language;


Our ultimate aim is outstanding progress and outcomes for all of our children. 


  • Our KS2 curriculum draws on a wide repertoire of teaching styles; offering children a variety of learning experiences.
  • Maths is taught through daily lessons using the ‘Maths No Problem’ mastery approach. Enhancements within provision ensure that children access mathematical learning opportunities outside of their daily maths lesson. 
  • Each day, children learn through either a small group adult led activity, child-led investigation within a given learning criteria or whole class lessons.
  • Children are encouraged and supported to develop positive learning behaviours and attitudes, including the ability to plan and manage learning tasks within given time periods.
  • All curriculum themes have a quality key text at the centre and English skills work uses the key text as inspiration for writing and the practising of skills.
  • The children will spend time, as a class, reviewing the morning’s learning. The children may share examples of work completed as well as looking at photographs and observations, taken by the adults, of children engaged in learning.  Children are asked to explain what they have learnt as well as what kind of learners they have been – with a focus on purple learning and ELLI learning powers. 


  • Our children enjoy learning and are active the whole time. They are totally involved in their learning as they have choices about the activity they want to focus on, and how they plan their time. Children’s interests are taken into account when planning activities and resources that could go into the different areas of learning.
  • However, teachers retain a very tight control over the curriculum and subsequent outcomes for the children, from the use of formative assessment to set challenging targets through to discreet group teaching and interventions. The inclusion of the basic skills of reading, writing and mathematics as integral within the system surrounding our curriculum, not only gives children the opportunity to develop and use these skills on a daily basis in addition to the planned focussed English and Maths teaching, but the integrity of these skills ensures they are viewed by the children as relevant to their lives, with meaning and purpose. 

A Typical Day in Year 3



Children start the day by self-registering and making their dinner choice.  They then have a period of linked provision.  Linked provision could be have a maths focus, for example, practising number fact recall, or could be linked to an individual target, for example, working on handwriting or spelling patterns.  Children will know what activity they are expected to be completing during linked provision with the focus lasting for a minimum of a week.

9.00 – 10.00am

After linked provision, children start the day with an adult input that has an English or Maths skills focus.  They will then move into a period of focused learning developing the skills that have been taught.


Around 10am the class come back together to move them onto the next session of the day.  This may be a second focussed teacher input followed by adult led learning tasks or it may be an opportunity to review and consolidate previous learning. After either of these sessions, children move on to self-managed tasks.


The class teacher and Teaching Assistant will either work with a small focus group or support the rest of the class on their self-managed learning. 


Children will be given clear tasks that they need to complete during a given time – this may be an ongoing project that will be worked on over the course of a number of sessions, or a shorted, focussed task that is consolidating or evidencing previous learning.


During the morning, the classes do not stop for a timetabled break; children can choose to take a break from their learning and access the snack bar when their learning comes to a natural break. 


The children take part in a daily ‘mile’.  The whole class will go out to the field for two laps which they can choose to run or walk.



Lunch time


The afternoon starts with a teaching input – the focus of this input will vary but is often linked to developing reading skills.   


Children then move to the second learning session of the day. The Teacher will work with a small group or support children working on self-managed learning tasks. 


The children have a daily assembly.  Some days this will be in the main hall and led by the Head of Primary Phase.  Other days this will be within the class and led by the class teacher. 


School finishes at 3.00pm


Children also have discreet lessons in PE, Forest School, RE and PSHE at different times throughout the school week.


Developing Effective Lifelong Learners

The skills that children develop are significant. Every day, children are given the opportunity to manage information, solve problems and make decisions, make connections, be creative, self-manage, work with others and value others ideas, resulting in independent and resilient children.



 Year 3 Curriculum Map

Remote Learning


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