Our CLAPS Curriculum Statement: Intent and Offer

Curriculum Intent 2023 

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 learning for it to be embedded. We believe that Art/DT learning and outcomes lend themselves to being more memorable and pupils remember skills and knowledge from prior units to apply for progression. 

Each subject uses a set of concepts that run through the school. We wish pupils to activate prior learning and deepen their understanding when they hear each concept. 

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; learning objectives have become learning questions with success measured in outcomes that demonstrate the success criteria of the lesson. The learning questions enable pupils to predict, debate and further question the content using the high-level vocabulary they are exposed to. ‘Vocabulary ladders’ are in 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 is developing 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 is capitalised upon and referenced explicitly in unit overviews for teachers to use. Trips, visitors and other shared experiences 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. The inclusion of GRADES*  is to ensure pupils understand and value the differences people have ; have the ability to challenge stereotypes and appreciate equality. 

Our curriculum content reflects current societal issues, including to embrace our own 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 including the new Active Citizens Club. 

Finally, key skills are important. Pupils practise reading, 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. 

*see document entitled ‘GRADES’.