Our Curriculum Offer
Planning provision to meet the needs of the individual.
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).”
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 have four curriculum intentions that act as drivers for what we deliver.
A Sense of Self - Our curriculum will ensure that all children develop an understanding of themselves, our school rights and an awareness of their place within the community.
Learning to Learn - Our curriculum offer will ensure that all children develop secure learning to learn behaviours focused around exploration, resilience and perseverance, working with others and problem solving.
Knowledge and Skills - Our curriculum offer will ensure that all children develop appropriate subject specific knowledge, skills and understanding in line with their stage of development.
Experience and Enrichment - Our curriculum offer will ensure that all children experience a breadth of opportunities and activities that expand horizons within and beyond the traditional learning environment of the classroom.
“If a child can’t learn the way we teach, maybe we should teach the way they learn.”
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.
A Sense of Self - Children have a positive self-image, high well-being and engagement and are able to relate well to members of the school community. They take pride in themselves, their learning and the school environment.
Learning to Learn - Children are active participants in their learning who are keen to take part and work with others. The have developed a ‘have a go’ attitude and are able to draw on previous experiences in order to solve new problems.
Knowledge and Skills - Children demonstrate incremental progress in their subject knowledge and skills. They are able to retain and apply this over time and in different contexts. Children require reduced levels of support to access their leaning and their fluency and accuracy is improved.
Experience and Enrichment - Children are engaged in their learning and talk with enthusiasm about experiences they have taken part in. They access their learning in a variety of environments and are able to apply their knowledge and skills accordingly.