Curriculum

Wingfield Primary School Curriculum

At Wingfield we aim to provide a broad and balanced curriculum which enables all children to develop a lifelong love of learning, promotes the willingness to question and explore, and enables all children to achieve the highest possible outcomes.

Our curriculum employs the ‘Backward by Design’ pedagogy and is based on the statutory entitlement set out in the National Curriculum.  This approach to the curriculum gives us the opportunity to have ‘end goals and outcomes’ the children work towards whilst developing their knowledge and skills, therefore providing a wide and varied learning experience which is enriched through creative contexts and values based learning.  If you would like to find out more about our curriculum then please contact Miss Hardy, assistant head teacher and curriculum leader.

Aims

Our curriculum enables all children to become:

  • Enthusiastic and successful learners who love the challenge of learning and are resilient to failure.
  • Curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge understanding and skills.
  • Confident learners who make effective progress and achieve their full potential in a wide range of subjects.
  • Confident individuals who know how to live safe, healthy and fulfilling lives.
  • Responsible citizens who can make a positive contribution to society.
  • Individuals who understand the value of learning and who continue that process throughout their lives.
  • Learners who have developed a wide range of skills that will broaden their life experiences.

Context

The ‘Backward by Design’ pedagogy is focused on an ‘end point’ or an ‘end goal’ which ensures that the content, skills and knowledge taught remains organised, fluent and focused.

Values

Our curriculum is values based and therefore:

  • Promotes personal development.
  • Supports equality of opportunity.
  • Develops spiritual, moral, social, intellectual and physical growth.
  • Celebrates the contributions of a diverse range of people, cultures and heritages.
  • Develops an understanding of the environment as the basis of life and a source of wonder and inspiration that needs to be protected.

Purpose

Our curriculum will:

  • Promote high standards within English, mathematics and all subjects across the curriculum.
  • Provide continued entitlement from early years to a coherent, broad and balanced curriculum.
  • Instil in children a positive disposition to learning and a commitment to learn.
  • Promote and pass on essential knowledge, skills and understanding valued by society to the next generation.
  • Be relevant to children and prepare them for the here and now, for the next phase of their education, and for their future.
  • Widen horizons and raise aspirations about the world of work and further and higher education.
  • Make children more aware of, and engaged with, their local, national and international communities.
  • Help children recognise that personal development is essential to wellbeing and success.

Our curriculum aims to inspire children and open their minds to the wonder of the world so that they can be in awe of its beauty and complexity whilst being empowered to understand it deeply and be active agents of evolution.

Curriculum Framework Map

The curriculum framework map shows the different units of learning to be undertaken each term from Nursery through to Year 6.  Units of learning have been chosen to inspire and motivate children, allow them to make connections and ensure a clear progression of knowledge, content and skills. The curriculum framework map incorporates all aspects of the statutory entitlement set out in the National Curriculum.

Whole School Projects and Text Based Learning

We are committed to whole school projects which inspire learning and show progression across the school, with a particular emphasis on creative writing. There are three whole school projects: a whole school text; a whole school painting or a whole school film; and a whole school educational visit.  Each of these projects represents a “text” to inspire teaching and learning across the school.

Units of Learning

We believe that children learn best through a transdisciplinary, inquiry-based approach where learning is engaging, relevant and meaningful.  Units of learning have been created to map out the knowledge and skills from different curriculum areas which form the basis of that unit’s learning.  Statutory and non-statutory guidance for all subjects is included in detail.  For PE, computing, art and DT an overview of statutory guidance is set out and reference is made to further documents which provide a clear skills progression for each year group.  Year group teams are able to organise their own coverage of these skills across the different units of learning.

R.E. teaching is taken from the Royal Borough of Greenwich scheme of work: Windows on Faith.  Units have been allocated to fit in with the overall theme where possible.  English and mathematics have not been included within the units of learning, although the range of writing genres to be taught across each year group is indicated.   The National Curriculum attainment targets for all aspects of English and mathematics are provided separately.  It is expected that the skills and understanding in English (and mathematics where appropriate) will be developed and taught through the other subject areas as part of the unit of learning.  The school uses the letters and sounds scheme to deliver phonics teaching in EYFS and KS1.  We do not follow a reading scheme in KS1 as we believe it is important for children to enjoy a broad range of texts.  Whole class approaches to reading take place daily across KS2.

Central Ideas

Each unit of learning is built around a central idea. This is the ‘big idea’ or generalisation that the learning is based upon. It provides the connections between the different subjects that make up the unit of learning.  A central idea is a statement that:

  • Is an enduring understanding.
  • Relates and connects concepts.
  • Transfers through time and across cultures.
  • Is not value laden.
  • Is true and or valid.

Guiding Questions

Guiding questions have been developed to focus the learning for each unit of learning.  All teaching and learning is designed to answer the guiding questions, giving the learning context, meaning and purpose.  Guiding questions should:

  • Be open ended.
  • Focus on inquiry.
  • Be intrinsically interesting.
  • Be non-judgemental.
  • Be succinct.

Planning

Our units of learning inform planning and are delivered using the backwards by design pedagogy which allows us to have freedom, confidence, interest and coverage of the skills required in order for every child to succeed.