Curriculum
Our Curriculum Statement
At Wymeswold C of E Primary School we aim to provide the children with a curriculum which is broad, well balanced and above all stimulates the children to learn.
In addition to acquiring skills and knowledge we aim to help the children to grow in confidence and maturity so that they can enter secondary school, and later, adulthood with the ability to pursue wholeheartedly, academic social and cultural activities.
We deliver programmes of study that meet the National Curriculum requirements issued by the DfE. We follow the National Curriculum 2014 for the appropriate year groups.
The following core subjects are taught: English, Mathematics, Science and foundation subjects: History, Geography, Design and Technology, Art, Music, Physical Education (PE), Information and Communication Technology (ICT) and Religious Education.
The teaching of Religious Education is statutory in all schools. It is taught as a subject outside the National Curriculum but following the Leicestershire Diocesan Agreed Syllabus.
We provide French lessons within curriculum time for Key Stage 2.
We place great emphasis on Maths and English as these underpin many of the other aspects of the taught curriculum. To enable children to see the relevance of these frameworks, and engage them fully in the learning process, opportunities are regularly sought to apply many of the skills to real life situations.
This programme is regularly reviewed to ensure compatibility with new directives or to make necessary improvements to the existing programme of work. There is now a great deal of emphasis in the use of ICT and, in particular, computer skills to enhance the learning in all the subjects of the curriculum. We are continually looking to use a variety of computer programs and equipment to supplement the diverse nature of the curriculum. Through the ICT subject we aim to teach a progressive set of skills that enable all the children to become competent and confident users of ICT.
We seek to create opportunities for children to experience and excel in a range of activities that enhance and extend National Curriculum. Children have opportunities both inside and outside the classroom; day and residential trips, a variety of sporting events, visiting speakers and much more. We also have excellent after school clubs.
When children leave us at the end of Year 6, they should be equipped with the full range of skills that enables them to become lifelong learners.
English
The English Curriculum is delivered following the National Curriculum programmes of study for the relevant year groups. The Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.
Please follow this link to view the New National Curriculum programmes of study, where you can see what will be taught for all year groups in English:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf
SPEAKING AND LISTENING
The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.
READING
The opportunities, organisation and provision for the teaching and learning of reading are as follows:
• Shared reading
• Guided or whole class reading using our Literacy Trees reading scheme
• Independent reading
• Phonics – using the ‘Little Wandle' scheme.
• Resources – EYFS/Year 1 – Use lIttle Wandle focused reading books and some Year 2 children. Once children have passed their phonics screening and/or can read fluently they progress onto our Book Banded reading scheme from Yr2 – Yr 6
Children work their way through the colour coded books and then become free readers.
• Links to parents – Use of the Go-Read App where parents can log children’s books and when they read and teachers can log reading books, both parents and teachers can see comments about their reading
• Library- Each child has access to the school library and is welcome to borrow books.
• Class Novels/ reading for pleasure focused books – Each class has a reading for pleasure book which is shared with the children at the end of the school day and/or at intervals throughout the day.
• Reading at home : Children are encouraged to read at home every day this is given high priority.
WRITING –
Children are given many opportunities to write and to learn to develop their writing skills including:
• Phonics and spelling: Daily 20 minutes session in EYFS and Key stage 1 classes. We use the Little Wandle phonics scheme of work.
Daily English lessons using Literacy Trees scheme across the whole school
• Emergent writing: In Reception and Key Stage One children are given daily opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.
• Shared Writing : Within each teaching sequences shared writing is a key part.
• Guided Writing/Independent Writing: Each teaching sequence ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.
• Extended writing: Throughout the term there are opportunities for extended writing. On a termly basis samples of these extended writing outcomes are used for assessment purposes.
• Handwriting: We use cursive script, that is introduced as soon as the children start to write in EYFS.
• Spelling : Children in KS1 (yr1 and 2) have spellings linked to their Little Wandle scheme provided on Spelling Shed to complete at home these reinforce phonics and spelling patterns being taught in school. Children in KS2 use the Spelling Shed scheme and their weekly spellings are also put onto Spelling Shed for them to practise at home.
Maths:
The Maths Curriculum is delivered following the National Curriculum programmes of study for the relevant year groups using White Rose Maths. The Early learning Goals are followed through White Rose Maths to ensure continuity and progression from the Foundation Stage through to the National Curriculum.
Please follow this link to view the New National Curriculum programmes of study, where you can see what will be taught for all year groups in Maths:
https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study
Through the use of White Rose, our maths lessons meet all national curriculum guidelines in a fun, inclusive and age-appropriate way. All material is designed to support children as they have fun with maths, exploring everything from times tables and number bonds to money and multiplication.
White Rose uses a mastery approach to maths teaching. This is a research-driven teaching and learning method that meets the goals of the National Curriculum.
What does it mean in practice? In summary, a mastery approach…
- Puts numbers first: Our schemes have number at their heart, because we believe confidence with numbers is the first step to competency in the curriculum as a whole.
- Puts depth before breadth: we reinforce knowledge again and again.
- Encourages collaboration: children can progress through the schemes as a group, supporting each other as they learn.
- Focuses on fluency, reasoning and problem solving: it gives children the skills they need to become competent mathematicians.
At the heart of our mastery approach is the Concrete Pictorial Abstract (CPA) approach. Research shows that when children are introduced to a new concept, working with concrete physical resources and pictorial representations leads to a better understanding of abstract concepts. We use CPA throughout our schemes of learning. Follow this link to see our Calculation Policy, which outlines how the CPA approach is developed throughout the school.
Calculation Policy
Early Years Foundation Stage (EYFS)
Below is the EYFS curriculum overview. At Wymeswold, we follow a topic based approach which provides a basis of themed learning which is guided by the children's interests and experiences. It is therefore, a working document.
Our Foundation Stage children experience a full range of learning opportunities both inside and outside of the classroom. We firmly believe in the overarching principles of the EYFS framework:
• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
• children learn to be strong and independent through positive relationships;
• Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time.
• Children benefit from a strong partnership between practitioners and parents and/or carers.
• Importance of learning and development. Children develop and learn at different rates.
The framework covers the education and care of all children, including children with special educational needs and disabilities (SEND).
Our planning is done using the guidelines of the national EYFS curriculum
If you have any questions about our curriculum, please contact the school office.
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Everyone's Welcome
At Wymeswold C of E Primary School, we strongly believe in fostering an inclusive and supportive environment where every child feels valued, respected, and welcomed. We strive to create a school community that celebrates and embraces diversity in all its forms, including race, ethnicity, religion, gender, disability, and socio-economic background.
'Everyone's Welcome' is a whole school approach that uses the ‘No Outsiders’ resources and framework to teach children about equality and diversity, in line with British Values, Ofsted guidelines and the Equality Act (2010).
The "Everyone's Welcome" initiative aims to reinforce our commitment to inclusivity and ensure that all members of our school community feel a sense of belonging and acceptance. We want our children to grow up understanding the importance of empathy, kindness, and respect for others, regardless of their differences.
The Equality Act (2010) requires that schools promote all aspects of difference and diversity. It is a legal requirement for schools to eliminate discrimination based on the protected characteristics: Age; Disability; Gender Reassignment; Marriage and Civil Partnership; Pregnancy or Maternity; Religion or Belief; Race; Sex; Sexual Orientation.
To achieve this, we will be implementing various activities and projects throughout the year that promote inclusivity and celebrate diversity. These initiatives will be integrated into our curriculum, assemblies, and extracurricular activities, allowing our students to explore different cultures, traditions, and perspectives. The ‘Everyone's Welcome’ programme uses storybooks, lesson plans and assemblies to create and support the development of a whole school community that embraces and celebrates all forms of difference. The scheme includes lesson plans for every primary school year group (EYFS- Y6) based upon a selection of picture books. Issues addressed include gender and gender identity, religion, sexual orientation, disability and age. You can see some examples of the books used in this scheme here.
Further information about the No Outsiders approach can be found at https://no-outsiders.com/about-us
Our commitment to community cohesion through promoting understanding and acceptance of difference means that the programme will enhance our current PSHE work exceptionally well. It will provide a whole school approach that promotes and celebrates diversity and will help us to create an environment where children feel happy and excited about living in modern Britain.
Benefits to pupils will include:
· Increased self-esteem from a feeling of belonging
· Resilience from knowing who they are
· Preparation for life in modern Britain
· Reduce potential for radicalisation
· Whole school approach with difference and diversity celebrated throughout the school
It is our hope that the "Everyone's Welcome" initiative will not only promote inclusivity within the school but also extend its positive impact beyond our gates, ultimately contributing to a more inclusive society.
'Everyone's Welcome' is a whole school approach that uses the ‘No Outsiders’ resources and framework to teach children about equality and diversity, in line with British Values, Ofsted guidelines and the Equality Act (2010).
The "Everyone's Welcome" initiative aims to reinforce our commitment to inclusivity and ensure that all members of our school community feel a sense of belonging and acceptance. We want our children to grow up understanding the importance of empathy, kindness, and respect for others, regardless of their differences.
The Equality Act (2010) requires that schools promote all aspects of difference and diversity. It is a legal requirement for schools to eliminate discrimination based on the protected characteristics: Age; Disability; Gender Reassignment; Marriage and Civil Partnership; Pregnancy or Maternity; Religion or Belief; Race; Sex; Sexual Orientation.
To achieve this, we will be implementing various activities and projects throughout the year that promote inclusivity and celebrate diversity. These initiatives will be integrated into our curriculum, assemblies, and extracurricular activities, allowing our students to explore different cultures, traditions, and perspectives. The ‘Everyone's Welcome’ programme uses storybooks, lesson plans and assemblies to create and support the development of a whole school community that embraces and celebrates all forms of difference. The scheme includes lesson plans for every primary school year group (EYFS- Y6) based upon a selection of picture books. Issues addressed include gender and gender identity, religion, sexual orientation, disability and age. You can see some examples of the books used in this scheme here.
Further information about the No Outsiders approach can be found at https://no-outsiders.com/about-us
Our commitment to community cohesion through promoting understanding and acceptance of difference means that the programme will enhance our current PSHE work exceptionally well. It will provide a whole school approach that promotes and celebrates diversity and will help us to create an environment where children feel happy and excited about living in modern Britain.
Benefits to pupils will include:
· Increased self-esteem from a feeling of belonging
· Resilience from knowing who they are
· Preparation for life in modern Britain
· Reduce potential for radicalisation
· Whole school approach with difference and diversity celebrated throughout the school
It is our hope that the "Everyone's Welcome" initiative will not only promote inclusivity within the school but also extend its positive impact beyond our gates, ultimately contributing to a more inclusive society.
