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West Twyford Primary School Achieving Together

Curriculum

Curriculum Intent

 

West Twyford Primary School Curriculum Intent

 

 

Mission Statement

 

Our vision is to develop happy, inquisitive and resilient life-long learners who strive for excellence in all they do: learners who are respectful, polite and kind, and who take pride in belonging to our school and the wider community. We respect everyone and treat people the way we would like to be treated.

 

Our Vision

 

West Twyford Primary School prides itself in the richness of its diversity and is an inclusive school. We welcome, encourage and embrace parental and community involvement, by capitalising upon our diversity.  

 

We nurture a culture of success and equality. Where there are barriers, we pride ourselves in embracing different approaches and seizing every opportunity to ensure high-quality learning tailored to the needs of the child. We value children’s individuality and creativity, and equip them with the skills, self-discipline, and confidence to succeed.

 

By maintaining high expectations of ourselves and each other, our children become equipped to encounter challenges with resilience and bravery. We encourage our children to be curious about the wider world and, using their strengths, contribute positively by being active citizens.

 

We believe in aspiration and academic success; however, this is only part of our vision. Children are taught to be ‘self-aware’ and to embrace a positive mindset. They evaluate themselves as learners, but also reflect on their qualities as individuals.

 

Language acquisition is central to our curriculum and children are exposed to a broad and rich vocabulary in every learning experience. We provide many opportunities for pupils to practice in and master the performing and visual arts and develop their speaking and listening skills through whole school concerts, presenting speeches and class assembly performances. We offer a range of memorable experiences including trips and access to natural environments.

 

Our whole school curriculum is underpinned by the following pedagogical approaches: enquiry-based learning, metacognition, problem solving, dialogic learning and critical thinking. Our children also adopt as range of learning behaviours that allow them to rise to the challenge of these educational approaches.

 

Our Learning Dispositions:

 

Curiosity

Resilience

Cooperation

Independence

Discipline

Creativity

Bravery

Making Links

 

Our School Motto - ‘Achieving Together’

 

Curriculum Intent

 

  • We have high academic expectations for all our children.
  • We provide a rich, broad and balanced curriculum, which meets the requirements of the National Curriculum and is tailored towards our pupils’ specific needs and cultural heritage. This enables each child to achieve their level of personal and academic excellence irrespective of gender, ethnicity, or socio-economic background.
  • Our curriculum aims to build a broad knowledge base on white to build; we have the same academic, technical or vocational ambitions for all learners and we facilitate understanding. Where this is not practical - for example, for some learners with high levels of SEND - our curriculum is designed to meet their needs and provide appropriate challenge.
  • We provide opportunities that enable children to develop key learning skills, including: self-discipline, self-esteem, listening and social skills.
  • We aim to create independent, critical thinkers who remain confident when faced with challenge
  • We want learning to be life-long and knowledge and skills to be retained and built upon, preparing the children for the next stage in their education.

 

Curriculum Implementation

 

Our curriculum has been carefully designed to suit the needs of our school community. Skills and knowledge are taught discreetly in subject areas giving children a broad understanding of each subject. Children acquire the ‘big ideas’ (Threshold Concepts) in each subject area through exploring different knowledge categories. The level they are taught at is determined through the Milestones. Achievement is assessed through Proof of Progress Tasks. Our curriculum is designed to embed transferable skills, without weakening skills-based learning. Proof of Progress tasks are carefully designed to assess long-term memory and the acquisition of subject-based skills. (See Appendix I for more detail) Teaching is designed to support learners to remember the content they have been taught and to integrate new knowledge into larger concepts.

 

Our teachers have a good knowledge of the subject(s) they teach. Leaders provide effective support for those teaching outside their main areas of expertise. A professional development plan is in place to equip teachers to present subject matter clearly, promoting appropriate discussion about the subject they are teaching. They check learners’ understanding systematically, identify misconceptions accurately and provide clear, direct and timely feedback. In doing so, they respond and adapt their teaching as necessary, without unnecessarily elaborate or differentiated approaches.

 

Our teachers create an environment that allows the learner to focus on learning. The resources and materials that teachers select reflect our ambitious intentions for the subject being learnt and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and success.

 

Curriculum Impact

 

We plan our lessons with clear learning objectives which are comprehensible to children and communicated to them. We make a record of children’s achievement in the lesson, and we use this information when planning for future lessons.

 

Daytoday, on-going assessment is a crucial method of assessment which provides instant feedback to the teacher and ensures progress within every lesson. AFL strategies are used in all lessons. These strategies provide a clear picture of a child’s level of understanding and, ensure that teachers can quickly assess when a child does not understand and needs greater support. Lessons should be flexible enough to allow teachers to adapt to the needs of the child.

 

The impact of the curriculum is monitored through a range of styles: pupil voice, test/data outcomes, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils and parents. The outcomes are joined-up, analysed and evaluated to assess impact and drive school improvement. Pupils, parents and staff are consistently and regularly consulted about the curriculum and the impact that it makes.

 

The desired outcomes of the curriculum will ensure that pupils are well rounded learners, ready to embark on high school education. They will be equipped with the foundations and skills to achieve success in later education. Pupils will understand what they are good at and have developed skills to face their challenges.

 

 

Appendix I

Threshold Concepts

      • The big ideas that students explore in each subject
      • They are a mixture of Skills and Knowledge
      • Explored in every year group to deepen student’s understanding of them
      • Our topics are different prisms through which we explore these concepts
      • e.g. History - Investigating and interpreting the past
        • Must be taught in different contexts (Romans, Victorians etc) for students to fully understand this concept

 

Knowledge Categories

      • Sub-sets of the Threshold Concepts
      • These give our Threshold Concepts context
      • Different topics allow you to explore different Knowledge Categories
      • Eg. History - Investigating and interpreting the past
        • Children cannot understand this by itself
        • It is therefore taught through the Knowledge Category ‘Artefacts’
        • Children read Samuel Pepys diary to investigate the past
        • The more knowledge children have about the context (Great Fire of London), the more they will understand how his account gives us this knowledge.
        • Covering a different source in a different topic transfers this understanding to a new context, deepening the understanding and making it more permanent

Milestones

      • The milestones are markers of progress
      • Ensure the progression the students’ understanding of the Threshold Concepts
      • New Milestone every 2 years (Milestone 1 - KS1, Milestone 2 - LKS2, Milestone 3 - UKS2)
      • Each milestone has its own descriptors to give more detail over what progress looks like at these stages.
      • Eg. History - Investigating and interpreting the past
        • Milestone 1 for this particular threshold concept has four different descriptors. When studying Samuel Pepys’ Diary, children would ‘Observe or handle evidence to ask and answer questions about the past.

 

Proof Of Progress Tasks

      • Activities that assess the children’s depth of understanding of the Knowledge Concepts.
      • Teaching should build towards these tasks.
      • They are not tests.
      • There are three levels of Progress - Basic, Advancing and Deep
      • Eg. History - Investigating and interpreting the past
        • Compare and Contrast Samuel Pepys’ account of the Great Fire of London with another historical source.
        • This is an Advancing level question at Milestone 1.
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