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Woodthorpe Primary School

Welcome toWoodthorpe Primary School

Curriculum

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.

 

We want our children to hold the experiences needed to be able to write. We want children to be involved within the writing process and be supported to develop this essential skill for life.

 

Implementation

 

At Woodthorpe we have adopted ‘The Write Stuff’ by Jane Considine. ‘The Write Stuff’ follows a method called Sentence Stacking where there is an emphasis on vocabulary, sentence structure and developing sections of writing.

 

An individual lesson is based on a sentence model, broken into three learning chunks. Each learning chunk has three sections:

  1. Initiate section – a stimulus to capture the children’s imagination and set up a sentence.
  2. Model section – the teacher closely models a sentence that outlines clear writing features and techniques.
  3. Enable section – the children write their sentence, following the model.

 

The writing curriculum is enriched with specific experience days, enabling children to draw upon experiences, making their writing relevant and exciting to them. 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 pupils will be involved within the same writing. Some children might be supported to ensure they can access the curriculum while others might be challenged further and ‘deepen the moment’.

 

Assessment & Moderation

 

To inform our assessments we use a standardised, age related grid, to track a pupil’s progress.

 

Following each assessment cycle, children are given appropriate next steps or ‘targets’ to work on. These targets are differentiated to ensure that pupils are challenged at an appropriate level. Typically a HAP & MAP will be given 6 targets for the term while a LAP might be given 4. An SEN pupil should be given individualised targets suitable for their need.

 

To ensure that our grading of children’s writing is at the correct pitch, we moderate pupils writing 4 times a year. Three times at the end of each term and once using a tool called ‘No More Marking’. This enables us to moderate against thousands of other schools across the country and gain further confidence in our judgements.

 

 

SPAG online

 

SPAG online is used to assess children’s knowledge of spelling, punctuation and grammar. All classes complete an online assessment each half term, this is then used to identify strengths and weaknesses for each individual class. 

 

Spelling

 

Year 2 – 6 follow the Jane Considine spelling curriculum. This is a ‘week by week’, ‘step by step’ spelling curriculum that builds on prior learning. It aims to create an investigatory approach to spelling that allows children to develop their spelling skills rather than be tested upon them.

 

Spelling Shed is used to teach, assess and reinforce children’s spelling knowledge from year 1 to year 6. Each week an assignment is set which focuses on a given sound, spelling pattern or rule. Throughout the week, children will complete different activities to support their learning of these spellings before completing a ‘hive’ game which assesses their knowledge of the given spellings. Children can also practise their spellings at home. For children who have difficulties with spelling, additional lists may be assigned. Each half term children are to complete an assessment of the statutory spellings for their phase. Children with SEN needs should be assessed using 100 High Frequency words.

 

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 practice 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.

 

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

 

Intent

 

At Woodthorpe, 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.

 

We base our mathematics around the 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. As a school, we also encourage children to challenge themselves within online platforms, pitting themselves against other mathematicians both nationally & globally.

 

Implementation

In order to ensure that each and every child fulfils their potential, we base our teaching and learning around age related expectations. For children that require additional support, provision is put into place to ensure that they can access daily lesson content and, if necessary, attend catch up boosters.

We use a nationally recognised scheme to ensure that our curriculum pitch / challenge is at the correct level. ‘Big Maths’ aims to ensure that all children are number fluent by age 11. Staff use this online planning tool to collate key age related resources and teaching tools / techniques for a full week.

Lesson Structure

Discrete maths sessions are planned and taught following this Big Maths Scheme; however, teachers also use a wide variety of resources and ideas to provide children with a range of challenges where they are apply to apply their core skills in a wider context.

Maths sessions usually follow the structure outlined in the table below. However, there are two ‘other’ maths sessions timetabled throughout the week, one that is a consolidation of the week’s learning, practically; where children are exposed to real life challenges and are asked to apply their knowledge to solve them. The other is focused around the schools online resources such as Mathletics and/or TT to secure children’s understanding of mathematical concepts.

 

NC Focus

Lesson Structure

Nature of lesson part

 

 

 

 

 

 

Fluency

Counting

Daily opportunity to practice core numerical skills e.g. number bonds & times tables.

Learn its

Derived from ‘Big Maths’, a set of key numerical facts and figures that children must learn off by heart in order to become numerically fluent. Each class has a specific time limit for the children to complete the questions and then scores are recorded each day to track and celebrate children’s progress.

Fluency

  1. Teacher input into today’s lesson, with a focus on linking prior knowledge and understanding to new concepts and ideas.
  2. 7 in 7: children to complete 7 fluency questions (at the age related level or beyond) in 7 minutes.

 

Problem solving & reasoning

Live Marking

At this point, if any specific children are struggling, the teacher or TA will work with them whilst the rest of the class work independently or with peers in the next part of the lesson.

Deepening understanding

Children will apply key knowledge and understanding gained during the fluency part of the lesson to reasoning and problem solving questions. At least 2 levels of differentiated challenge will be provided so that children are able to self-select challenge level.

 

 

Assessment

 

Marking & feedback: Both during and after each maths lesson, marking and feedback will take place. Green indicates questions that are correct and pink indicates that questions require attention from the child. Children respond to marking and feedback in green editing pen.

 

Daily: As each lesson will include a ‘live mark’, teachers will be able to instantly assess how children are doing within a lesson and then adapt as appropriate. This may include the teacher supporting children who found the initial fluency part of the lesson difficult.  

 

Half-termly: Children will complete half termly assessments online which will assess each aspect of the mathematics curriculum. This information then informs whole school progress and attainment data and any gaps in knowledge are fed into weekly bespoke interventions at an objective specific level. At this point, pupil progress meetings will be held to discuss how children are progressing through the year.

Wider Curriculum 

 

Our four core school values are weaved through each curriculum area:

 

Respect - How much children are taught to respect themselves and those around them.

Challenge - Pupils are challenged appropriately to ensure that they reach their best possible level in all areas.

Skills for life - Children are taught how to present themselves in an appropriate way with good manners and determination.

Sport - How much we ensure the pupils are physically fit.

 

Our approach to the 3 I’s

Intent

Curriculum overviews & programmes of study

Implementation

Long term & medium term planning (derived from objective docs)

Impact

Curriculum leader monitoring, support and impact

 

Our curriculum is organised into the following subject areas:

 

Woodthorpe Curriculum

Compulsory

Wider curriculum

  • English
  • maths
  • science
  • design and technology
  • history
  • geography
  • art and design
  • music
  • physical education (PE), including swimming
  • computing
  • modern foreign languages (at key stage 2)
  • religious education

     
  • Growth mindset
  • Diversity
  • Citizenship
  • PSHE
  • Nature and danger
  • Drama

 

 

 

Core values: skills for life, challenge, respect, sport

 

Through each lesson sequence, we also strive to add a ‘memorable moment’ – a special project, activity or task which provides our children with a sense of ‘awe and wonder’ about the world in which we live and brings our rich curriculum to life.

 

If you would like any further information regarding our school curriculum, either in person or in writing please do not hesitate to get in touch with the school office on 01904 806464. 

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