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Woodside Primary School

Believe, Achieve, Succeed


At Woodside, we provide the children with a broad and balanced curriculum, planning in cross curricular topics. We ensure that we engage the children and before planning a new unit by ask them what they want to find out. We focus on knowledge, skills and understanding of each area and ensure that by not trying to cover everything, we enable depth of understanding. 


Woodside Curriculum Summary of Intent


Our children are delightful, well behaved and compliant, but may lack  independence and resilience,  both in thinking and practice, not always questioning or challenging ideas and opinions that they have been exposed to.  In this busy, digital age where time for first hand experiences seems to be more limited, we aim to inspire and enthuse the children to take an active interest in current affairs and in the world around them, thus preparing them for society where views are not fixed and are, or should be, open to  challenge and question.   The curriculum, by design, allows and encourages children to learn how to speak out with confidence whilst respecting the views of others in a safe and secure environment. The school values : respect, cooperation, determination, trust, kindness, responsibility all underpin this.  The Woodside curriculum focusses on encouraging independent thinking through enquiry based learning.

  • PSHE allows for challenge of values and views. It gives a knowledge beyond the content subject curriculum and  encourages the acceptance that all are different, yet equal. 
  • Philosophy for children is undertaken in all year groups on a regular basis and allows a safe space for children to share their ideas and views and to appreciate that everyone is entitled to their views.
  • History, geography and RE  are all structured progressively with each unit investigating a key enquiry question.
  • Art and DT are based around the use of the TASC wheel which encourages collaborative learning where ideas are questioned and challenged. Children are given time to explore techniques and are encouraged to give reasons for decisions throughout. 
  • Science is driven by investigation and self/ group discovery- both inside and outside of the classroom.
  • Maths problem solving and investigations allows children to solve problems, independently applying techniques. 
  • PE, dance and music allows self-expression as well as an opportunity to learn new skills both collaboratively and independently.
  • English lessons give the skills needed to empower children to confidently share their views, both written and spoken, and the reading curriculum enables the children to access texts to support research within enquires.
  • ICT teaches children to make safe choices independently through our e-safety and to explore digital concepts within computing lessons.
  • Trips and visitors are used to enhance the intent of the curriculum and are carefully positioned within topics to get the most out of the experience.


Chris Quigley ‘essentials milestone’ progressive curriculum is the basis for progress in foundation subjects. This is complimented by the following:

  • Phonics- ‘Letters and Sounds’ and Jolly Phonics. Reading comprehension- based on reciprocal reading
  • History- Collins Connected scheme- enquiry curriculum
  • Geography- Collins Connected scheme- enquiry curriculum
  • RE- Discovery RE, assemblies
  • PSHE/ Wellbeing- Jigsaw scheme, circle times, P4C, meditation, daily exercise and use of outdoor learning
  • ART-Chris Quigley essentials for skills progression- focused planning using TASC wheel method
  • DT- Projects on a Page- D and T association links with Chris Quigley skills progression- focused planning using TASC wheel method
  • Science- Hamilton scheme
  • ICT- Kapow scheme
  • PE- Complete PE- All for Sport
  • Maths- Maths no Problem
  • BSL- British sign language
  • Music- Charanga scheme

Reading, Writing and Maths Targets

Reading, writing and maths targets show the age related expectation for the end of each year group. We share these with parents at the start of the year and use them to assess the children as the year progresses.