Our learning

Woodstock School Curriculum

English 

Co-ordinator : Jilly Garland

English is taught in a range of ways at our school. We use Read Write Inc. (RWInc) as a way to teach pupils how to read by recognising sounds and key words. Pupils will also write about their experiences and books they have read during a range of activities.

We have a well-developed reading scheme to enable all pupils to have access to a wide range of fiction and non-fiction texts at their reading level. Pupils are expected to read with adults in school and at home on a regular basis. We also have a range of books that pupils can borrow and take home to share with adults.

Pupils have regular access to the internet program ‘Spellodrome’ to support their weekly spelling tests. It is expected that pupils access this at home in order to support their spelling work in school. We encourage and support pupils to become confident writers by providing a range of opportunities to write in English lessons and across the curriculum.  Across all classes English is taught using the Talk for Writing approach. This involves use of story mapping, creating plans, acting out sections of text, and developing pupils skills and interest in the writing process. To support this pupils have regular SPAG lessons focussing on spelling, punctuation, grammar, and handwriting.

We aim to support all pupils to become fluent and confident across all areas of the English curriculum whilst enjoying their learning experiences.

Maths

Co-ordinator: Fiona Carter

The pupils' attainment may not reflect their actual age and many will have ‘gaps’ in their learning due to earlier missed opportunities.  

The small group sizes mean that teachers are able to match learning objectives to individual needs. As a result a Year 4 pupil may not be following the Year 4 objectives for maths.  They will learn the ‘next step’ that will lead them to mathematical fluency.  For this reason teachers use the NCETM (National Centre for Excellence in the Teaching of Mathematics) progression maps alongside the National Curriculum Programmes of Study.  The NCETM maps show progression in specific mathematical areas. 

A strong focus is placed on learning multiplication and related division facts. Children are given a weekly challenge on this and it helps if they practise at home. An online 'Mathletics' account is purchased for each pupil. Teachers are able to set specific tasks for pupils to complete as homework, helping them to assess the progress they have made in lessons. The school is currently introducing Cuisenaire rods with the aim of strengthening pupils' concept of number and operations.

Science

Co-ordinator: Anton Matthews

Lessons follow a highly structured sequence of themes and activities that make use of white board presentations, engaging practical investigations and opportunities to record learning in differentiated forms. We encourage children to become curious and inquisitive about the world around them within the safety of the school environment.  

Art and Design 

Co-ordinator:  Hannah Hedge

Through the Art curriculum pupils will be encouraged to produce creative work exploring their ideas and recording their experiences in drawing, painting, sculpture and other art, craft and design techniques.

Pupils will begin to evaluate and analyse creative works and learn about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.  

Design and Technology

Co-ordinator: Hannah Hedge

The DT curriculum follows a two year cycle of differentiated topics and activities. Lesson are delivered through interactive white boards alongside practical based activities that develop a hierarchy skills which offer the pupil appropriate ways to record their learning.  

Exploration and safety run through the curriculum in preparation for the skills required throughout the life of our pupils.

Computing  

Co-ordinator: Lisa Dyer

Children are taught to stay safe in our digital, online world using the South West Grid for Learning (SWGfL) lessons plans and resources.  

Children follow a two year curriculum which is designed to equip them with the resilience and skills to stay safe online.

ICT for this term starts with algorithms! Algorithms are the backbone of computer programming and development and provide many useful cross curricular links. Creating an algorithm involves creating a sequence or series of step-by-step instructions to move an object or to reach a goal. Children will discover (either through predicting and testing or through trial and error) that sometimes the sequence does not work as intended. Here the children will need to evaluate what has happened in the sequence and how it might be resolved. In this instance, the children are able to ‘debug’ their programmes and improve them to achieve the correct outcome or goal. This unit requires the children to ‘have a go’ and find out what might happen when they give an instruction to a device. Children will learn and build on previous experiences and outcomes to predict and make informed decisions before they create a sequence.

Geography and History  

All of our Topics are based on either a Geography or History theme, these are alternated each term. We aim to make our topics exciting and child-friendly.

In Geography, children will develop an understanding of the world, the United Kingdom and their own locality through hands-on experiences. Within History, the children will learn about past events and people through interesting topics such as: The Great Fire of London, Ancient Greece, Queen Victoria and Christopher Columbus. 

Languages

Children in Transition classes may have a taster of learning a modern foreign language - currently, they may learn conversational Spanish or Japanese - often linked to a topic being learnt in class.

Some children will also experience learning a foreign language when they take part in a mainstream experience. 

Music

Co-ordinator: Charlotte Wilkinson

The music curriculum is based on the new 2014 science curriculum and follows a two year rolling model. Lessons are based on Music Express lesson plans but adapted to meet the needs of our children.

Music appreciation is taught using the BBC 10 Pieces resource, this resource gives children the chance to experience a wide range of classical music. 

RE

Co-ordinator: Vicky Woodland

We work from the Bristol Sacre syllabus. A rich and diverse curriculum that provides an effective and enjoyable education.

We are focussing on the basics whilst at the same time, developing more creative ways for our young people to learn.

Our early years and key stage one learners will be exploring topics such as;

• Ourselves
• Friends, family and communication
• Special places, festivals and celebrations
• Life of Jesus - special books
• Rules and choices
• The world around us

Key stage two learners will be learning about;

• Ourselves
• Identity and belonging (including Hinduism, Judaism, and Islam)
• Questions & mysteries
• Expressions & beliefs
• Life stories - inspirational people
• Journeys

PHSE & Citizenship

Co-ordinator: Daisy-May Lewis

Jigsaw and PSHE Curriculum Intent

At Woodstock School we believe that every student has the right to access a personalised curriculum which supports their individual needs, interests and experiences. Therefore we offer PSHE as a discrete subject with specialised teachers leading the delivery of these lessons. It is also embedded across the wider curriculum through awareness days and whole school assemblies.

Personal, Social, Health Education (PSHE) equips students with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, responsible and balanced lives. PSHE acknowledges and addresses the changes that learners are experiencing, identifying their next steps and progression onto further education or the world of work, the challenges of adolescence and their increasing independence. Pupils are encouraged to become sufficiently confident in their own beliefs and values and learn how to contribute to a cohesive and compassionate society.

As pupils move through KS1 and KS2 they continually build on the skills, attitudes, knowledge and understanding they have acquired and developed through the repetition of the three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education). PSHE allows pupils to build their confidence, resilience and self-esteem. It also enables them to recognise, accept and shape their own identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships as well as develop the essential skills for future employability and therefore better enjoy and manage their lives. PSHE education also makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety, and to their emotional wellbeing.

The PSHE Curriculum helps children to:

• Develop skills such as self-esteem, risk-management, teamwork and critical thinking.
• Speak openly and participate in healthy debates.
• Make meaningful cross-curricular links.
• Identify their interests and develop their passions and own values.
• Find out about themselves, the wider world and their place in it.
• Develop their confidence, resilience, happiness and well-being.

Subject content:

In the absence of a government programme of study we have drawn on guidance from the PSHE association and the Jigsaw Primary PSHE curriculum in revising our Curriculum Framework for PSHE to ensure that it meets the needs of our pupils in today’s changing society. The Framework identifies the key concepts and skills that underpin PSHE education and help us to fulfil our statutory responsibility of delivering Relationships Education and spiritual, moral, cultural, mental and physical development, as well as prepare students for the opportunities, responsibilities and experiences of life. PSHE education is integrated into the curriculum throughout KS1 and KS2; and is delivered using an overarching theme for each term. This is to ensure learning in PSHE is revisited, reinforced and extending in age-and stage-appropriate contexts. Jigsaw is the mindful approach to PSHE is an integrated scheme of learning, for Personal, Social, Health Education, with emphasis on emotional literacy, mental health, SMSC and spiritual development.

With strong emphasis on emotional literacy and nurturing mental health as the necessary underpinnings for learning, Jigsaw equips teachers with detailed lesson plans and all resources required to deliver engaging and relevant PSHE incorporating a whole-school approach.

Jigsaw is a unique, spiral, progressive and effective PSHE scheme of work, aiming to prepare children for life, helping them really know and value who they truly are and understand how they relate to other people in this ever-changing world.

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Being Me in My World	Celebrating Difference	Dreams and  Goals	Healthy Me	Relationships	Changing      Me

PE

Co-ordinator: Anton Matthews

At Woodstock School, we are blessed to be surrounded by beautiful grounds that allow for our pupils to experience an abundance of natural flora and fauna, We understand how important it is for children to have an adequate place to place which Is why we have invested in a new playground / football pitch.

We firmly believe that top level Physical Education will not only promote good health; but also provide vital skills for later in life when pupils move on to their teenage and adult years. P.E is as much about building social skills, confidence and a sense community as it is about learning to catch and throw a ball. These things can all be achieved through enjoying and taking pride in the amazing abilities of the human body. 

 With this in mind and the help of the team at Fun & Active we have committed considerable resources towards making us a leader in providing Physical Education in Bristol and, dare I say, the country. 

 We have recently invested in a state of the art all weather surface that will make our sports facilities useable and safe in all weather conditions. Included with this we have several multi-use-games-areas which allow a much wider range of sporting activities to take place in our school grounds.

(Learning outside the classroom)

We are passionate about the possibilities of taking children outside the classroom to learn. We use our own school environment, that which is local such as Blaise, as well as to other places which will enrich their learning diet. All phases go on an annual camp – usually in the spring term

. Many children will also benefit from taking part in ‘Forest School' sessions.

 SMSC

(Spiritual, moral, social and cultural)

In today's World, we feel it is vital for our children to learn about SMSC issues in order to be strong contributors and members of society. This is not necessarily done in discrete lessons, rather through all lessons and learning opportunities such as circle times, stories, in assemblies, with visitors etc. We provide our children with opportunities to learn about, debate and experience the spiritual, moral, social and cultural differences that make up our society.

We aim to promote British values as defined by the government's five-part definition of 'British values':

• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs

We have a school council made up of representatives from different classes; all of whom have been elected through a nomination and voting system by their peers. 

Assessment

Children’s progress is monitored closely through a range of assessment procedures and internal tracking by class teachers.

Detailed assessments and target tracking ensure that all learners achieve and make progress. Every child has individual termly targets for English, maths and engagement – these are known to the children and they are encouraged to focus on these as they are learning. Pupils are encouraged to be self-reflective and are involved in self-assessment of their learning and next-steps.
Children in Year 6 who are working at an appropriate level, will sit statutory end of key stage 2 tests in the summer - usually in May.  Key stage 1 children will have a phonics screening test in the summer term and Year 2 children will sit statutory end of key stage 1 tests.

All pupils will have an end of year report written by their class teacher. This will include feedback for all subjects taught and further detail about the levels that has been achieved.

Homework

At Woodstock School, each class teacher sets a range of homework tasks dependent on the needs and abilities of the children in the class.  Homework activities will support and compliment what is being done in class and should be completed in the given time frame.

 It is expected that children will take a reading book home from school on a daily basis in order that they can read regularly with an adult.  Spellings are sent home each week to be learnt and then tested in class.  Children are also given passwords in order that they can access both 'mathletics' and 'spellodrome' on the internet at home as a means of supporting their learning.

Please feel free to consult your child's class teacher to find out what homework is given. 

For further information on our school Curriculum and all its contents, please click here

The structure of the national curriculum, in terms of which subjects are compulsory at each key stage, is set out in the table below: 

	Key stage 1	Key stage 2
Age	5-7	7-11
Year groups	1-2	3-6
Core subjects
English
Mathematics
Science
Foundation subjects
Art and design
Citizenship
Computing
Design and technology
Languages
Geography
History
Music
Physical education

All schools are also required to teach religious education at all key stages. Secondary schools must provide sex and relationship education. 

Figure 2 – Statutory teaching of religious education and sex and relationship education 

	Key stage 1	Key stage 2
Age	5-7	7-11
Year groups	1-2	3-6
Religious education
Sex and relationship education