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Eastbury Community School

Curriculum Overview

ECS Curriculum Intent

The Eastbury Curriculum is built upon our three principles of Excellence, Collaboration and Success.

Excellence: in our expectations; attitudes to learning; academic outcomes and future destinations.

Collaboration: With each other; with our local community and with professional organisations.

Success: in all its forms; celebrating progress at every step and striving to realise potential.

At all phases we offer:

  • a rich, broad and balanced curriculum
  • an inclusive curriculum designed to engage, support and challenge every learner
  • a curriculum that values diversity and reflects the world our students live in.

In all subject areas we strive to equip students with the knowledge and skills they require for the future: academically; through interpersonal development; and as active, conscientious members of society. We are committed to meeting and exceeding the requirements of the EYFS Statutory Framework & National Curriculum. This is enhanced with opportunities and experiences in STEAM subjects, sport, pupil leadership, and creative, character and cultural education. 

Our curriculum is ambitious at all phases, presenting all pupils with continuous and appropriate challenge and rigorously tracking their progression, with an ongoing focus on the foundational skills of reading, literacy and numeracy. This is underpinned by a whole-school metacognitive pedagogy that equips pupils to be critical thinkers, and independent, lifelong learners.

If you would like more information about our curriculum, please contact Mr Dominic Simpson (dsi@eastbury.barbaglea.org.uk)

Secondary Curriculum Subjects

 

 

 

 

Years 5-8 Curriculum Skills Progression Maps

At Eastbury, we recognise the importance of the progression of skills for our young people as they transition from Key Stage 2 to Key Stage 3. It is crucial that for each subject, we acknowledge what application of skills we expect from them through the transition years and create strategies to develop those skills. This will enable them to access the enhanced levels of difficulty in content across the curriculum, and support them in fulfilling their potential. Below are Curriculum Skills Maps for each subject, which show what is expected of students as a baseline level of skill application, at the end of each academic year. If you have any concerns with your child meeting these expectations, you are welcome to contact your child's teacher to refer to this document and seek further information and support.

3-19 Contact Leads