We believe in a challenging and ambitious curriculum where all subjects are valued. A broad and balanced curriculum will equip our children with the skills, knowledge and understanding that they will need for their next stage in learning and to be good citizens in the wider world we live in.
Woodcote is a community with positive ethos. We take pride in our diverse cultural community and all children are encouraged to do their best in a positive, hardworking, learning environment. We value each child as an individual and work hard to foster resilience, creativity, responsibility, self-belief, respect and truthfulness.
Our aim is to encourage children to work to their best, especially in the essential skills, whilst also providing ample opportunity for broadening their learning experiences. As well as encouraging intellectual growth, we work with families to develop the ‘whole child’ to ensure every child has the best possible opportunity to reach their ‘personal best’.
Our curriculum will give children the opportunity to:
- experience the challenge and enjoyment of learning
- see clear links between different aspects of their learning
- develop new and transferable skills through a variety of interesting contexts
- develop a rich and deep subject knowledge
Spiritual, Moral, Social and Cultural/Fundamental British Values
Our curriculum will give children the opportunity to experience:
- Individual liberty – Be free to express views or ideas
- Tolerance and respect – To respect and tolerate the opinions or behaviour of others
- Moral – Recognise right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views
- Democracy – Be part of a system where everyone plays an equal part
- Social – Use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict
- Cultural – Appreciate cultural influences; appreciate the role of Britain’s parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity
- Rule of law – Learn that all people and institutions are subject to and accountable for their actions and behaviour
- Spiritual – Explore beliefs, experience and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences
Our curriculum will give children the opportunity to:
- develop self-esteem and confidence in their abilities
- learn how to respect themselves and others
- recognise that people are good at different things
- learn how to demonstrate the school values of; Respect, Resilience, Responsibility, Self- Belief, Creativity and Truthfulness
Our curriculum will give children the opportunity to:
- make a positive contribution to the school
- make choices about things that are important to them
- express their opinions on a range of different topics and issues
- explore ways of becoming an good citizen
Our curriculum will be taught through a pedagogy that:
- promotes ‘Aiming High – Succeeding Together’ for all children as individuals
- excites, promotes and sustains children’s interest
- enables children to reflect on and evaluate their learning
- promotes creativity, collaboration and communication
- offers all children a range of memorable experiences
We will enrich our curriculum by:
- using our timetable flexibly to allow for extended learning opportunities and effective links in learning
- holding curriculum and whole school theme/subject days
- ensuring children experience a range of learning opportunities both inside and outside of the classroom to support the development of their learning skills and knowledge
- offering opportunities for children to learn outdoors
- welcoming parents and carers to take part in children’s learning and experiences
Our aim is to deliver a fun, relevant, stimulating and challenging curriculum for each and every child that attends our school. Our curriculum not only meets the requirements of The National Curriculum but also the needs of our children in our school. We promote children’s growth mindset and collaborative learning, as a means to build resilient and ambitious learners. We aim to ensure that every pupil who enters our school leaves at the end of Key Stage 2 at least at the Age Related Expectation for all subjects, demonstrating deep knowledge, skills and understanding. Furthermore, we want to ensure that our children develop into aspirational, successful young people who are confident, well-rounded and ready for secondary education and later life.
We expect our children to ‘wobble’ and make mistakes. We provide them with opportunities to apply and develop their learning following clear modelling and demonstration of skills. Children are encouraged to ask questions and explore their learning in collaboration with other children and their adults. We promote a growth mindset and resilience through our teaching, and always provide opportunities for further application of their learning. Teachers use AfL and review to react to children’s needs and give appropriate support. We ensure that learners understand the small steps they need to go through, and use flexible and responsive teaching to move children on when they are ready.
We aim to ensure that any teacher talk input is succinct to allow the maximum opportunities for children to work collaboratively or independently to demonstrate and develop their learning. We encourage resilience and a positive attitude to learning through approaches such as Kagan Cooperative Learning and celebration of children’s learning mistakes.
KS1 and KS2
In Key Stages 1 and 2 our learning is based around and linked to half termly themes, adapted and delivered from the Cornerstones Curriculum. Teachers link the learning across the wider curriculum to the children’s learning in reading and writing. The learning journey through the theme starts with a memorable experience, which is followed by a development of skills and knowledge from a range of curriculum areas. The learning from the theme is pulled together and applied through an ‘Innovate Challenge’ at the end of each theme where children can demonstrate and apply their learning. Teachers organise high-quality learning experiences within a theme.
Our writing is linked to the theme for the half term, where possible, and covers a range of different genres which are taught progressively across the school linked to our toolkits and learning ladders. Teachers use a range of techniques to develop children’s writing skills, with a high focus on language and vocabulary use and development.
We teach reading skills, linked to the content domains, through separate whole class reading lessons, in addition to our daily English lessons. The teaching of reading is developed using high quality texts, which link to and enhance the learning in theme work where appropriate. The understanding and application of high quality vocabulary is a focus and feature of all reading learning.
In EYFS and KS1 we follow the structure of Letters and Sounds to support the effective learning of phonics, with ambitious targets and assessments guiding the teaching. From Year 1 to Year 6 we use Spelling Shed to facilitate the learning of a range of spelling rules and words, linked to the National Curriculum.
Maths is taught by adapting and personalising the ‘Mathematics Mastery Programme’ and is focussed on the three dimensions for depth: conceptual understanding, mathematical thinking and mathematical language, with problem solving at the heart of our curriculum. Using the lesson guides, resources and other materials as a basis for planning, teachers deliver six-part lessons that focus on development of language and talk, moving learning on within a lesson based on assessment, and the opportunity to apply and reason about their learning. We give children additional opportunities to develop their maths basic skills through regular Maths Meetings and the use of resources such as TTRockstars.
Throughout a week, children are exposed to other learning opportunities to develop their knowledge, skills and personal development, through carefully selected programmes. Our R.E. curriculum is taught through ‘Love to Celebrate’, focussed on festivals in the main six religions. Our PSHE Curriculum gives children a range of opportunities for personal development and reflection through the use of 3D PSHE and Votes for Schools. Children in KS2 are taught the basics of Spanish through regular MFL sessions that focus on everyday language and oracy.
We have specialist teaching for Music and P.E. with links made to our curriculum themes where possible to ensure children have a seamless learning experience and journey.
The EYFS is an essential start to a child’s schooling, whereby vital building blocks of life and learning are laid ready for Year 1 and upwards. We aim to give children the best possible start in life.
We recognise that young children are not passive learners, they enjoy participating in ‘hands on’ activities. They actively drive their own learning and development, by the choices they make, the interests they develop, the questions they ask, the knowledge they seek, and their motivation to act more competently. Children’s choices and interests are the driving force for building knowledge, skills and understanding: by working and playing with other people, they are constantly learning about themselves and their social and cultural worlds. Children build positive identities through collaborative, caring relationships with other people, by managing and taking risks, ‘having a go’, experiencing success, developing resilience, and developing ‘mastery’ or ‘can-do’ attitudes. High-quality EYFS provision helps children to develop positive dispositions which lay the foundations for becoming lifelong successful learners in KS1 and KS2.
The children have daily access to an indoor and outdoor environment that is set up in discrete areas of learning with planned continuous provision across both the Prime and Specific areas of learning.
We consider there are two types of disadvantaged children at our school. We have children who are or have been entitled to Free School Meals, and we understand the impact this may have on their attainment, self-esteem and their future life chances.
There are also children who do not meet the Government criteria for ‘disadvantaged’ but who are still considered to be disadvantaged in some way. This may be due to a family situation, a financial situation, or the capacity that families have to be able to support at home. Many of these children compliantly work through our curriculum and their daily learning, but do not challenge themselves or have the support to be ambitious. We therefore have high aspirations for these children and support them to ‘Aim high’.
Special Educational Needs and Disabilities (SEND)
We acknowledge that it is the quality first teaching given by the teacher all-day, every day that enables the children – including those with SEND – to make maximum progress. Therefore, teachers put the appropriate measures in place for this to happen to ensure that, wherever feasible, no child is left behind.
Where we identify that, due to one or more factors a child is finding an area of learning challenging, measures are put in place to support the child in catching up. These measures are individual and personal to the needs of that child at that time and may be as small as altering an element of our classroom practice.
When or if it is clear that impact has not been seen, then it may be appropriate for an SEN Support Plan (SENSP) to be put in place. These are reviewed termly and amended as appropriate. Quality first teaching will still be taking place but the child may receive additional support in or out of the classroom. We use the online platform ‘Edukey’ to write SENSPs, hold our provision information and any safeguarding concerns.
On occasion a child may have a significant difficulty which requires support from specialist strategies or external agencies.
Ultimately, we aim to ensure that every single child is fully catered for regardless of their age, gender, race, culture or ability. Where children do find difficulties we are pro-active in our actions.
Conferencing and interventions
When children are identified to have gaps in their learning, no matter their attainment, or are working below Age Related Expectations a programme of interventions or teacher conferencing may be put in place. Children are selected for these programmes following termly data snapshots, pupil progress meetings or from the ongoing assessment of teachers in class.
….To be developed Spring Term
For Reading, Writing and Maths we use our school learning ladders as a best fit tool for termly assessment. During the term teachers ensure that children are provided with opportunities to develop and demonstrate learning against the statements on the ladders. Towards the end of term, teachers make a judgement as to whether the child is emerging, expected or exceeding the age related expectations for that year group in that term. These judgements are also supported by termly standardised testing in reading, spelling and maths. From September 2019 we will no longer use ladders to identify children who are exceeding their age related expectations but will use the results of the standardised tests and moderation with leaders.
At the beginning of each term teachers and leaders review assessment data as part of pupil progress meetings, and identify target children and the steps that will be taken to accelerate progress and increase attainment. This information is then relayed to parents/carers in Parents’ Evenings early in the Spring and Summer term.
Assessing the foundation subjects….To be developed Autumn Term
We set Home Learning weekly from Year 1. Home Learning is set to either preview or review learning that is taking place in class. This learning will enhance what they do in class, but will not be essential to the learning in class as some children may not be supported at home to complete this.
|Daily Reading||Children are expected to read daily at home for 20 minutes. From Year 4 this can be independent reading with a follow up discussion with adults.|
|Spellings||Spellings are set weekly from Spelling Shed and an additional activity. If the test takes place in PPA then the test and home learning will be marked by the PPA teacher. When the test cannot take place in the PPA sessions the class teacher is responsible for setting and marking this. Tests take place on PPA days and new words are set.|
|Multiplication Tables||Multiplication tests happen weekly in KS2. These will take place during PPA, or by the class teacher on the PPA day when they cannot take place during PPA. This should be supported by the children’s access to TTRockstars.|
|English||This work must preview or review work the children are doing in class. The work set must alternate between a reading and a GPS focus, not a composition of writing focus.|
|Maths||In years 1 to 3 the children are set Maths with Parents Tasks fortnightly. On the other weeks children are set preview or review maths tasks. In Years 4 and 5 Maths Mastery Homework books are used to identify the Home Learning. Year 6 use CGP books for revision home learning.|
|Home Learning Projects||At the end of the previous term families are sent an outline of the learning for the next theme and suggestions of home learning activities that the children may engage with in preparation or over the half term. Dojos will be used to reward children for their work.|
Teachers, support staff and leaders are immensely proud of the curriculum we deliver. Children enjoy and progress in a broad and balanced curriculum that promotes purposeful and exciting academic and personal learning, enrichment experiences and fosters a healthy mind and body. Learning is well-planned, accurately assessed and robustly monitored to ensure that children have the best possible primary experience.
For further information on our curriculum please contact Claire Baldock (Head of School) at mailto:email@example.com