Our Curriculum Statement: Intent and Offer
Wood End Park serves a community of families from a range of cultural backgrounds with those from African and Asian heritage making up a significant make-up of our pupils. We also have a significant number of pupils in receipt of Pupil Premium terming them as disadvantaged.
Our partnership with our parents is key to our success and we recognise our role in providing high-quality learning, experiences and enrichment to their children to meet their full potential. Engagement during the lockdowns varied therefore it is even more important that the WEPA curriculum is one that enables pupils to achieve full success.
A Thinking Curriculum nurturing High Standards in all Areas
We intend to impart knowledge and skills in each subject so they are clear and allow pupils to develop an expertise in the subject, issuing curriculum awards at the end of each term. Even though we teach subjects in their own right, we do make cross-curricular links where they are meaningful and purposeful so pupils recognise that subject matter is not in a vacuum e.g. revising Ancient Egyptian death rituals and understanding choice of design in making an Egyptian Mask in Art (year 3). Each subject is taught each week except for Art/DT which is blocked. This is so pupils can regularly revise their learning for it to be embedded. We believe that the Art/DT learning and outcomes lend themselves to more memorable learning and pupils do remember skills and knowledge from the last unit to then apply for progression.
Our Teaching and Learning policy drives our curriculum approach in the classroom. We intend for pupils to be equipped with universal skills from EYFS to Year 6 being well-versed in: metacognition, growth mindset and reflection to enable autonomous learners- with the view pupils apply these habits of learning when at home too.
We want pupils to articulate their views so learning objectives have become learning questions with success measured in quality pupils outcomes that demonstrate the success criteria of the lesson. The learning questions also enable pupils to predict, debate and further question the content they are about to learn using the high-level vocabulary they are being exposed to. ‘Vocabulary ladders’ are a part of every one of our classrooms and vocabulary is explicitly taught for each unit. Speaking and listening opportunities are valued in our curriculum.
Content is taught to depth so the learning in our primary school setting is a memorable one. Pupils are encouraged to research in advance to bring their basic understanding into the classroom for the teacher to build upon allowing extension of learning and learning of higher order concepts. A digital strategy will be embraced to enable access to prior learning for all; to enable pupils to engage in more critical thinking as e.g. they question sources in History and to provide personalised extension as pupils ‘look up’ where else their current learning may apply e.g. if x and y helped the sunflower grow on the school grounds- would this be the same for all plants?
The retention of learning is very important; pupils have regular opportunities to revise via means such as low stakes quizzes both in school and at home (part of our homework policy). Prior learning and links are capitalised upon and referenced explicitly in unit overviews for teachers to easily use. Trips, visitors and other shared experiences are sought to contribute to memorable learning that may embed knowledge and skills.
We aim for the WEPA pupil to be equipped for the world ahead by appreciating local, national and global current issues; to know their own importance and role in these but appreciating varying perspectives.
Our curriculum content reflects current societal issues, diversity including to embrace our own and challenges so the WEPA pupil becomes a strong, empathetic citizen. Embracing an understanding of cultural capital and British Values are further enhanced by our wider curriculum (beyond the National Curriculum) such as our range of pupil leadership groups.
Finally, key skills are important. Pupils practise reading (an area of focus especially in KS2), writing and maths as much as possible. IT skills have been added as a key skill so these are not a barrier to accessing learning via the digital strategy.