Through discussions with our children and families we have developed our own unique curriculum. The 'Woodthorpe' Curriculum is a thematic, creative curriculum. This creative approach to curriculum design enables us to take ownership of our curriculum, to shape it and mould it to the needs of our children. Each term our teachers, with the help of the pupils, develop a theme for study - this is based on what the children's interests are and what they 'want' to discover. As well as the national curriculum being covered we also aim to develop core skills that we feel are important for our children in order for them to succeed in modern Britain, things such as teamwork, respect, enthusiasm and self-belief.

 

As well as this themed approach to learning we also have clear progression systems in place to ensure that children make rapid progress. Each term pupils progress is tracked closely and teachers assess the areas that each individual pupils need to develop the following term.

 

Early Years Foundation Stage

In conjunction with the school vision, we recognise that children are all individuals and that it is our duty to give each individual an education which helps them to achieve their full potential in all areas of development. These include:

 

• Personal, Social and Emotional Development
• Physical Development
• Communication and Language
• Literacy
• Mathematics
• Understanding of the World
• Expressive Arts and Design

 

We aim to ensure that each child is given the opportunity to experience the very best possible start to their education through developing a positive self-image, independence and concern for others. At Woodthorpe School, we provide a safe, secure and challenging environment, which will offer a wide range of learning experiences for all individuals. High-quality care and education is provided to promote effective learning and development for each child based on the Early Years Foundation Stage framework. We recognise the vital role that parents continue to play in the education of their children and encourage a working partnership between home and school.

As well as our 'core' curriculum we also ensure that children experience many wider opportunities. The list attached below gives a flavour of what opportunities children have had over the past academic year. 

Writing

 

Intent

 

At Woodthorpe, we want our children to be enthusiastic and passionate about writing with each child being engaged within an exciting writing curriculum.

 

Writing is a fundamental part of our curriculum and all children from EYFS to Year 6 have the opportunity to develop their writing skills and use them across the whole curriculum.

 

Through the way our writing is taught, children learn to write a range of text types for different audiences therefore giving them the skills needed in later life to write for a range of purposes. Children are immersed in high quality models and texts to instil a love and passion for reading and writing.

 

The childrens’ experiences are enriched with practical days enabling them to draw upon their own personal experiences, making their writing relevant and exciting to them. They have the opportunity to plan, write and revise their writing (just like real authors!) during which they develop an increasingly wide knowledge of grammar and punctuation. Children are encouraged to share their work and take pride in what they have produced knowing they have the respect of their peers when doing so.

 

To ensure children are challenged within their writing, all year groups have year group objectives as well as objectives taken from a greater depth standard for each piece of writing. Pupils are also challenged within spelling and grammar via online platforms such as Spelling Shed and SPAG Online. These programmes allow children to see their personal improvements and gain frequent consolidation of skills.

 

Implementation

 

At Woodthorpe Primary school we have a consistent approach to the way that we teach writing across the school. 

 

Most genres are taught over a period of two weeks. Within this two-week period, teachers follow the same five-part sequence to the writing process:

 

1. Initially, the class have a practical day where the children find out as much information as they possibly can about the topic that they will be writing about. These sessions may include elements of drama, art, computing or visits / visitors with the children immersed in what they will be writing about.

 

2. Secondly, children focus on the features of the genre and demonstrate these features through the class working wall.

 

3. The next part of the writing process involves the children planning their writing. Teachers then use one of these plans to model a quality piece of writing, allowing the children to understand the required standard for that piece.

 

4. Once the plan is complete, the children work on their own piece of writing, referring to previous planning and drawing on previous experience.

 

5. Finally, the piece of writing will be edited by the children following teacher input. Children may also choose to improve elements before the piece is finally completed.

 

6. Pupils in years 5 & 6 will complete an additional part to this sequence. These pupils will complete a piece of writing linked to the first piece but with increased independence.

 

 

Audience, purpose & form:

 

Audience

To ensure that our children have experiences writing both formal and informal pieces of work, we ensure that the audience is carefully considered and displayed on the learning wall within the classroom.

 

Purpose

A core part of our writing process is that our children understand the range of purposes for writing and throughout the year, our children will be exposed to many different reasons for writing:

• To entertain,
• To discuss,
• To inform,
• To persuade.

 

Form

Over the year, each child will write in a range of different literary forms and styles.

 

Assessment

 

An age related assessment grid is placed at the front of every writing book and this is updated half termly to track and monitor individual progress. Within the grid are several objectives at the expected standard plus additional objectives at a ‘greater depth’ standard.

 

It is from these age related grids, that objectives are taken for each piece of writing. This includes, at least 1 objective at the expected standard and 1 at the greater depth standard.

 

Handwriting

 

Cursive handwriting is taught explicitly from the very start of children’s learning journey at the school. Children engage in a range of activities that develop gross and fine motor skills that will support them in their writing development as well as being explicitly taught how to hold a pencil using the correct grip. Children are taught about the leading line in and loop off and Debbie Hepplewhite resources are used to support the teaching and learning of handwriting. Handwriting practise is often combined with Phonics and spelling patterns that are being taught in the classroom so that children have a valuable and supportive context in which to develop and practise their skills.

 

Vocabulary

 

Throughout all writing sequences teachers ensure that children are exposed to, and challenged to, use an increasingly widening range and complexity of word choice.

 

Spelling, Punctuation & Grammar

 

Two online resources are used throughout the school to enable pupils to develop and consolidate their SPaG skills. In spelling an online resource called Spelling Shed is used. This resource enables pupils to challenge themselves and also compete in a school wide competition with the leading spellers being displayed within classrooms and the main school hall.

 

Within grammar and punctuation pupils complete a half-termly assessment that generates a whole class profile of strengths and weaknesses. This analysis is then used by the class teacher to tailor their teaching for the following half-terms teaching.

 

 

Coverage of text types studied

 

 

Reading

 

• Phonics

All children are taught phonics from Nursery to Year 2 (and beyond where needed.) We follow Letters and Sounds which is a resource published by the Department of Education and Skills. The children participate in isolated phonics sessions for 20 minutes every day and work through six overlapping phases.

 

• Individual Reading

Our aim at Woodthorpe Primary School is to ensure that all of our children can read, love reading and have begun their journey as lifelong readers. The children all have an individual reading book which is matched to their age and ability. For the first few years a child will have a reading book linked to their own individual level and this will be assigned by the class teacher. As children progress through school they will start to use the school library and independently select books within their own range. It is expected that children read at home at least three times a week and this is recorded in their reading record and on their class reading chart.

 

• Guided Reading

We believe that guided reading is an excellent opportunity to develop children’s skills and understanding. Children have access to a wide range of quality texts and gain pleasure from reading whilst developing their fluency.

 

In Early Years and KS1 the children participate in guided reading sessions at least twice a week. Small groups are organised according to the reading ability of the children and the children in each group have a copy of the same carefully chosen text. These sessions are led by an adult. Year 2 children also read a whole class text and complete reading activities based on this book.

 

In KS2 each class has a whole class set of a novel. All of the children follow the text at the same time. During these sessions there are opportunities for both the teacher and children to read the text out loud. Differentiated activities are then completed, based on the whole class text.

 

Mathematics

 

We place high emphasis on the fact that mathematics forms an essential component of our everyday lives and consequently ensure that as part of our school routine, every child will take part in maths activities, every day. The majority of our maths teaching is supported by an online planning tool called 'Big Maths'. 

 

We base our mathematics around the following core areas of: fluency, reasoning and problem solving. We believe in reinforcing key mathematical skills and vocabulary with our children, who then are given opportunities to apply this to reasoning and problem solving scenarios.

 

Through our carefully planned curriculum, which is informed by timely and focused assessments, we cover the following subject areas throughout key stages 1 and 2:

- Number & place value

- Addition & subtraction

- Multiplication & division

- Fractions (decimals and percentages)

- Measurement

- Geometry

- Statistics

 

We ensure that each child is suitably supported and challenged within the subject and encourage: learning from mistakes, resilience and perseverance as being instrumental to mathematical success

 

Our wider curriculum follows the strands highlighted below. 

 

Enthusiasm for Learning (Geography & History)

The topics that we teach within our curriculum are always based on pupil’s interests. We believe that as long as pupils have a thirst for learning and take enjoyment from learning they are well prepared for the future. Our topics are linked to the National Curriculum but rather than being subject specific we link subject areas to the overall topic.
 
Science, Technology & Engineering

As a school we work hard to provide the children with a variety of activities that involve lots of scientific experiences. The children are encouraged to think and investigate in a number of ways, both with the support of adults and independently, to develop their knowledge. Science is delivered with a very ‘hands on’ approach and is very practical allowing the children to think scientifically, broaden their own thinking skills and at the same time develop their understanding of different scientific concepts.
 
We believe in preparing our children for a technological future. This begins with all students having access to mobile technology so that they are able to create, present and share information in a variety of ways. This also involves students developing computer literacy. Our STE curriculum focuses on developing students understanding of coding and engineering concepts, and applying these in real-world contexts. A sound knowledge of coding provides students with a deeper understanding of logical thinking and how to solve problems. These skills are vital for the careers of the future.
 
Beautiful Creations (Art, Music, Drama, Dance, Nature & Danger)

At Woodthorpe children explore a wide range of skills and media through a range of pedagogical approaches. All creative arts are taught through our ‘Beautiful Creations’ curriculum strand. The arts are a form of celebration, communication and expression. Drama, music, dance and art help children to develop self-awareness and confidence and to acquire empathy, teamwork and listening skills. Participation in the arts develops gross and fine motor skills and can be used to support all other areas of the curriculum. One element of our ‘Beautiful Creations’ curriculum is exploring nature around us either via our Forest School.
 
Respect (RE, Health & Wellbeing, Relationships and Living in the wider world (Diversity))

At Woodthorpe we endeavour to promote the importance of respecting ourselves and those around us. Our ‘Respect’ curriculum strand encompasses PSHE, RE & Other Cultures.
 
We aim to ensure each child develops a deep understanding of not only themselves, but their peers and other members of our society. We strive to prepare them to become positive citizens. Many different important concepts are taught during PSHE, which not only prepare children for the future, but also ensure at present they are healthy, positive and confident individuals.
  
Sport

We offer a range of engaging, creative and exciting PE lessons giving the children opportunity to learn and try new things, gain physical skills but also develop their skills of sportsmanship for future life. We encourage participation in a wide range of our extra-curricular activities and also through the local competitions we take part in. We ensure that every pupil has the opportunity to take part in a competitive game every year.
 
Skills for Life (MFL)

Our ‘Skills for Life’ curriculum is intended to develop life skills. We know that pupils who have a positive attitude towards their learning will make good progress and be successful. Consequently, instilling all our pupils with 'growth mindsets' is a key priority for the school.
 
We want all our pupils to relish challenges, embrace their mistakes as part of the learning process, value the importance of effort, respond carefully to feedback and take inspiration from others. This will help them to achieve, not only with us, but also in their future lives as adults.
 
Challenge - Growth Mindset

Our ‘Challenge’ curriculum ensures that pupils are willing to accept challenge, learn from their mistakes, understand that failure is a part of learning. We also develop the skills of resilience, determination, perseverance and grit.
 
Our clearly defined assessment system ensures that pupils progress is tracked closely with pupils becoming more involved within their own targets as they develop through the school.