Woodside Curriculum Summary of Intent
Our children are delightful, well behaved and want to learn. Through the curriculum and teaching pedagogy, they are developing independence and resilience, both in thinking and practice, and are beginning to question and challenge 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 focuses 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.
- History, geography and RE are all structured progressively with each unit investigating a key enquiry question- helping children to explore concepts while questioning values from the past/ present and how they are relevant in today’s society.
- Art and DT are based around a scheme 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 enquiries.
- 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.- develop language skills.
- Use of picture news and assembly to explore current affairs that are not just within their immediate circle.
- Outdoor learning- to develop language, support with emotional well being
- BSL- British sign language taught from reception- enabling children to be inclusive of others and learn to communicate is an alternative way.
Implementation
Each scheme has been carefully selected to enable the intent to be met. There is a clear progression of skills for each subject area and comprehensive knowledge organisers are used to support planning and content delivery. These are shared with children and parents and are rich in vocabulary. Teachers refer back to linked areas taught previously when assessing prior knowledge and starting points.
English
- Phonics- ‘Little Wandle Letters and Sounds’ .
- Reading comprehension- Little Wandle until progression from scheme then Destination Reader
- Writing- The Write Stuff
- Spelling- no Nonsense spelling
- Handwriting- Letter Join
STEM
Times table- times table rock stars
- DT- Kapow Scheme
- Science- Hamilton scheme
- ICT- Kapow ( including E safety)
Humanities
- History- Kapow
- Geography- Kapow
- RE- Discovery RE, assemblies
Arts/ well being
- ART-Kapow scheme
- Music- Kapow scheme
- BSL- British sign language
- PSHE/ Wellbeing- Jigsaw scheme, circle times, P4C, meditation, daily exercise and use of outdoor learning
- PE- Complete PE- All for Sport