Curriculum Information, Knowledge Organisers and Plans (Intent and Implementation)
Our Curriculum Aims:
The aim of Willow Primary School is to provide opportunities for children to develop as independent, confident, successful learners with high aspirations who know how to make a positive contribution to their community and the wider society.
Our ASPIRE Values permeate through everything we do and we expect our pupils to be ambitious to achieve their very best through being positive, self-motivated, engaged in their learning and independent in their decisions. There is a high focus on developing children’s moral, spiritual, social and cultural understanding.
We aim for all our pupils to enjoy their education and most make progress in all areas of learning, and to support this, pupils at all levels are helped to achieve their potential. Those who are most able are challenged and supported through appropriate extension activities. Those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
Subject champions play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review. They each collate evidence in subject leaders’ files and regularly hold pupil interviews in order to check on knowledge and skill acquisition. Subjects are planned to ensure progression of knowledge and skills across school. The curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first wave teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on pupil outcomes.
Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Creatively produced topic displays give children a sense of pride in the presentation of their work and we expect our children to work towards an audience and purpose so that their learning outcomes are meaningful and worthy of sharing, often with parents and members of the community. High quality visits and visitors enhance the curriculum and provide opportunities for writing for a purpose. To promote physical health and well-being, a range of extra-curricular clubs gives pupils an opportunity to access a variety of sports clubs after school hours.
Our Community and Self:
Our PSHCE scheme (You, Me and PSHCE) provides children with opportunities to discuss and learn about personal health, wellbeing, safety, relationships (including anti-bullying work), differences and aspirations.
Our diversity, heritage and community work helps children to realise that everyone is special and unique and we should celebrate differences and different kinds of families. In recognising the development of the whole child the pastoral support given to children so they can access the curriculum is very strong. Various programmes of support are provided for children where a need has been identified such as self-esteem, anger management and bereavement, this is led by our inclusion team which includes a dedicated Inclusion and Wellbeing Support Worker.
Our Principles for Learning and Teaching:
All children are entitled to be engaged in their learning and to be active learners; enquiring, discovering and finding out about our world.
All children are entitled to understand what they have achieved and know what to do to make progress.
All children are entitled to be independent, engaged and self-motivated learners; raising their own questions.
All children are entitled to time to evaluate and reflect on their learning and the development of their Learning Superpowers (resilience, collaboration, evaluation and investigation skills).
All children are entitled to teaching that inspires their learning. All teaching approaches are developed using a research led approach and school leaders work closely with the Doncaster Research School to develop pedagogy. The Education Endowment Foundation research is used to guide approaches to teaching the learning sequences use. Our approach to developing teaching is underpinned by Rosenshine’s Principles of Instruction.
All children are entitled to teaching that encourages them to be creative.
All children are entitled to be challenged and enjoy learning, as well as encouraging reasoning, problem solving.
All children are entitled to develop spiritually, morally and as members of their community and the wider community
We have designed our curriculum so that it meets the needs of and engages our children; we have developed it meet our school's individual needs and contribute to our local community. Our curriculum is knowledge rich , ambitious and sequenced so that the children make progress in their knowledge and skills and can make links between prior and future learning.
The image below summarises our approach to our Curriculum Intent and Implementation and the detail of this intent can be seen in the Long Term Plans and Knowledge Organisers below.
Curriculum Drivers - Cultural Capital
At the heart of our curriculum are our curriculum drivers and we believe these curriculum drivers will give our children the Cultural Capital they need to be successful in learning and life:
- Able and Fluent Readers
- Enterprise, Communication and Oracy
- Social Moral Spiritual and Cultural Development
- Physical and Mental Health and Wellbeing
- Parent, Family and Community Involvement
- Learning Superpowers (Resilience, Evaluation, Investigation and Collaboration)
Each Phase Team records and celebrates the development of the Curriculum Drivers in shared Folders.
Long Term Curriculum Plans
Our curriculum is coherently planned and sequenced so that it builds skills, knowledge and understanding in a progressive way. Reading and Enquiry are at the heart of our curriculum as well as our Curriculum Drivers; we aim to link the learning together so that our pupils understand where and how their knowledge fits in the world.
Our Teachers work together to produce a Long Term Plan for each year. It is an overview created by year group teams which outlines the overarching themes, stimulus and core texts that will be used throughout the year to engage pupils in the learning.
It includes a brief summary of the learning outcomes that the children in each year group will achieve by the end of the academic year.
This planning ensures that there are rich and thoughtful stimuli for learning in place in order that a rich and engaging curriculum is provided for pupils.
The Long Term Plans for 2020/21 can be found in the documents below:
Knowledge Organisers and Progression
For each topic we have separate knowledge organisers for history, geography and science. We also have knowledge and skills organiser documents to show what we will be teaching in the other foundation subjects. We send our Knowledge Organisers home to parents each term to share what their child will learn.
In Key Stage 1 and 2, our pupils record their learning in books and folders. We focus our books in these areas:
- Writing & Writing Skills (Spelling, Punctuation and Grammar)
- Our World (History, Geography, Art, Design & Technology, Music, Computing)
- Our Community (PSHCE, RE, British Values)
In Reception, children's learning is recorded on Tapestry and in a Learning Journey Folder that is available for parents to view in school.