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Curriculum Intent, Implementation and Impact

The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent); for translating that framework over time into a structure and narrative (implementation) and for evaluating what knowledge and understanding pupils have gained against expectations (impact).

Intent

Our curriculum is designed to give all of our children a broad and balanced education through coverage, experience and progression. We cater for a wide range of learners and endeavour to provide opportunities for all of our children to develop as independent, happy and confident learners in order to achieve their full potential and prepare them for their future lives. Alongside academic success we promote and encourage a nurturing side to learning that focuses on well-being and engagement linked to age and stage of development. Opportunities to work towards individual EHC outcomes are embedded throughout.

At Woodsetton we aim for our curriculum to:

  • Provide children with stimulating and engaging learning experiences and opportunities.
  • Ensure that all children develop an understanding of themselves and an awareness of their place within the community.
  • Ensure that all children develop secure learning to learn behaviours focused around exploration, resilience and perseverance, working with others and problem solving.
  • Enable children to see, use and apply these learning behaviours throughout their entire life.
  • Ensure that all children develop appropriate subject specific knowledge, skills and understanding in line with their stage of development.
  • Ensure that all children experience a breadth of opportunities and activities that expand horizons within and beyond the traditional learning environment of the classroom.
  • Support all children to make constructive choices throughout their lives in order to be responsible, well rounded citizens

Implementation

“If a child can’t learn the way we teach, maybe we should teach the way they learn.” (Ignacio Estrada)

Our conceptualised curriculum draws on best practice and delivery from a number of different models and approaches. At Woodsetton we recognise that as our school population changes, so must the way in which we approach planning, teaching, learning and assessment. Our curriculum map continues to change and evolve to meet the individual needs of our children each year.

In order to provide pupils across Woodsetton with experiences that are relevant, interesting and challenging, and to identify opportunities for progression, we have adopted a curriculum structure which encompasses 3 broad pathways: ‘EYFS’, ‘semi-formal’ and ‘formal’. These terms offer a means of making subtle distinctions between not only groups of learners but also the degree of curriculum formalisation they will experience in either building the prerequisites for, or working within, a more ‘conventional’ National Curriculum type approach.

The levels are not defined by age, but by need and achievement; children are therefore able to move flexibly from one pathway to the next at any point during their school career. Each pathway covers skills, knowledge and understanding across a range of areas of learning, and they are blended together, so as to facilitate a ‘learning flow’ between the three.

  • EYFS Curriculum: For learners in Reception and Key Stage 1 working towards the Early Learning Goals.
  • The Semi-Formal Curriculum: For learners in Key Stage 1 and 2 working below KS1 age related expectations (DAPA S Levels 4-8).
  • The Formal Curriculum: For learners in Key Stage 1 and 2 working towards KS1 age related expectations.

Because of the personalised approached to the curriculum we are able to meet the needs of all our learners. All children across the school focus on targets based on the outcomes in their Education, Health and Care Plans (EHCP) within their individual learning plans. Some pupils also receive additional funding e.g. Pupil Premium and the impact of any interventions funded through these is monitored to ensure that they support progress.

Impact

Through the curriculum at Woodsetton we intend that the impact for all of our children will be that they make good progress against their EHCP targets and that they are academically and physically prepared for life in their next school stage, in Modern Britain and the wider world.

We want our children to become rounded citizens with a clear understanding of complex values like equality, friendship, trust and our other core values; and from this they will be able to prepares themselves for living in the community. We measure the impact of this and celebrate their achievements not just in the work our children produce (WOW moments), but in the behaviours we see each and every day by all of our children on the playground, in corridors, and in the many roles we give them (Acts of kindness).

Our children are guided by all staff on how to approach challenges every day. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The impact should be that children don’t give up, are highly empowered to succeed, achieve their very best and are independent, confident learners.

Our children will be motivated by a strong personal sense of morality. They will make decisions for the right reasons and in the best interests of their community. They will be able to decide what is right and what is wrong, and will be resilient to the influence of others.

Curriculum Overview

October 2021

English Curriculum overview including phonics and reading

December 2019

Maths Curriculum overview

October 2019

Topic overview

2021 - 2022

Enrichment overview

Autumn 2021

PSHE and RSE overview

2021 - 2022