Curriculum overview - woodstock
The Woodway Federation Vision
To develop confident, ambitious people who are emotionally and intellectually equipped for a brighter future
English
Co-ordinator : Daisy-May Lewis
Our aim for English is for all children to be confident speakers, listeners, readers and writers. We teach English using Talk 4 Writing, wider reading, SPaG and Read Write Inc.
Talk 4 Writing
With Talk 4 Writing children first learn a text by heart. This helps children to develop a long term memory of the language needed for reading and writing. It then gives them the confidence to read and write independently. Children can work independently because they become very familiar with the words they are writing. The stages of Talk 4 Writing are:
- ‘Cold Write’ – what can I already write without any help?
- The imitation stage – learning the text by heart
- The innovation stage – looking at what changes we can make to the text we now know well. Writing that new text independently.
- The invention stage or ‘Hot Write’ – what can I now write without any help and is it better than the ‘Cold Write’ I did at the start.
This process takes 2-3 weeks to complete so children will learn many texts over the year.
Working this way helps pupils become more confident when writing in other lessons.
Reading
We want every child to have a love of reading and books. Many children come to our school with a negative view of themselves as readers. We use high quality reading books at the right level for the child. Children read regularly in school and at home. This gives them the skills and confidence to make great progress.
Reading is a key life-long skill. We to be able to read a text out loud, e.g to sound out the words and say them (phonics). We also teach them to understand the meaning what they are reading (comprehension) . Each child reads to an adult at least twice a week. We encourage the children to read at home with their parents and carers. Because we feel reading at home is so important we award the pupils points for doing this. We check reading progress three times a year.
We also encourage reading in other ways, including our reading raffle. Any pupil who reads at home receives a raffle ticket which goes into our raffle box in each Friday assembly. At the end of each week the raffle is drawn and two children win a book of their choice. Each year we take part in World Book Day, when children are encouraged to dress up as their favourite character. The winner from each class wins a book voucher to use on a trip to Waterstones.
Click here for 10 Top Tips to Encourage Children to Read
SPaG (Spelling Punctuation and Grammar)
For 25 minutes of each school day we have SPaG. In these quick sessions pupils are encouraged to improve their spelling, sentence structure and increase their vocabulary. Each child has a set of weekly spellings. We practice of these in the SPaG lessons and have a spelling test every Friday.
We have a daily ‘Word of the Day.’ Pupils are encouraged to learn, use the word throughout lessons, and they are then discussed in our celebration assembly every Friday morning.
Phonics
All children are taught phonics as a way to read and write. Phonics is when a word is broken down a word into the sounds that make it up. For example, beach contains three sounds (phonemes), b-ea-ch, but five letters (graphemes).
At Woodstock we follow the Read Write Inc (RWI) phonics scheme to give all pupils the best possible start with their reading and writing.
At Woodstock we teach phonics for all pupils who need it, whatever their age. We use Read Write Inc (RWInc) to do this.
Through the RWInc programme, pupil will
- Learn the 44 sounds that we use in the English language
- Learn the letter or letters that match these sounds
- Learn to read words by breaking the word down into the sounds it makes and) those sounds back together to both read and spell words
- Read from a range of story books
A Read Write Inc check tells us if the pupil still needs to be taught phonics. There are three sets of phonics in the Read Write Inc. programme.
Pupils will be taught phonics three times a week. Some pupils will be taught phonics daily. At the end of every term, pupils are assessed so we know if they are remembering the sounds they have learned.
When a pupil has completed all three levels of Read Write Inc., they will be assessed reading a short text. We check that the pupil can read the words, can understand the whole text and can read at a reasonable speed.
Reading Books
All pupils will bring reading books home. All reading books are ordered by colour. To make sure children are successful at reading we take great care to match reading books to the sounds a pupil knows.
The Bands
- Grey Books – will be sent home with pupils working at set 1 phonics
- Pink Books – will be sent home with pupil working at set 2 phonics
- Red Books – will be sent home with pupil working at set 3 phonics
- Yellow Books – will be sent home with pupils who have successfully completed a set 3 assessment
- Blue Books – will be sent home with pupils when they have successfully read the passage of text.
After this, pupil’s reading level will be checked regularly and children will continue to move through banded reading levels.
Maths
Co-ordinator: Charlotte Wilkinson
We teach maths to groups of the same ability. This means teaching can be very precise and we make sure everyone understands new learning before moving on. Maths is taught every day at Woodstock. There is also a daily Maths Meeting where children practice key maths facts.
We follow the Mathematics Mastery curriculum.
Mathematics Mastery has three key ideas: deep understanding, mathematical thinking and mathematical language. Problem solving is at the heart of the curriculum. The ‘mastery approach’ means we want pupils to have a full understanding of mathematical ideas so they are ready for the next step of learning.
Each school year begins teaching number sense and skills. Pupils use this learning through the rest of the year and will be confident in lessons. They learn to use their knowledge in more complex problems and activities.
Pupils are given opportunity to explore, recognise patterns, question and be able to work on problems that take longer to solve. We teach them to investigate, look for all possible answers and explain their work.
When pupils learn something new they will use objects to help them understand it (concrete). They will then move to using pictures or drawings to help with the mathematical ideas (pictorial). When they are ready pupils will start working just with numbers and maths symbols (abstract).
Throughout each lesson and unit, Mathematics Mastery uses the CPA approach.
Cold Task
At the start of a new unit, children will complete a ‘cold’ task so the teacher can check what they already know and if they are ready for the new learning.
Teacher and pupils then talk about what they know about a topic while the teacher make notes. Teachers will then teach the mathematical language needed for the unit.
Arithmetic
This involves the key skills of addition, subtraction, multiplication and division. Spend 10 minutes practising arithmetic every day. This is also the focus of our homework each week.
For children learning at EYFS curriculum children will learn about number formation and the number of quantities. By the end of the they should be ready to move onto addition within 10 and number bonds.
Times Tables
We learn our times tables in this order:
2 x tables, 5 x tables, 10 x tables, 3 x tables, 4 x tables, 8 x tables, 6 x tables, 9 x tables, 11 x tables, 7 x tables, 12 x tables
The children are tested on their times tables each week in school. When children complete a x table, they are welcomed to the next challenge in our weekly whole school Celebration Assembly.
Assessment
Children will sit a test at the end of each half term (6 across the year) to find out if children have fully learned what was taught that term. In term 6, children will sit the end of year test which covers everything they have learned that year.
Science
Co-ordinator: Lara Rios
Science should be fun and at Woodstock we deliver this experience through our topics and with investigation tasks. It is important for pupils to have an interest in the world around them and science can give them answers to their questions. Through practical pupils will become confident learners and cooperate with their friends. Science is included as part of the Cornerstones TOPIC or it is taught using Love to Investigate as part of a science day.
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
Personal, Social, Health and Economic Education (PSHE)
Co-ordinator: Jilly Garland
Each term has a PHSE theme. Teachers deliver at least one lesson of PSHE a week. These will be linked to Health and Wellbeing, Relationships, or Living in the Wider World. The lessons may be linked to the whole school assemblies.
Through PSHE and Citizenship lessons we plan to give children essential skills for life. We include the knowledge and skills children need to protect and develop their wellbeing. Children will learn how to stay safe and healthy, build and keep successful relationships. They develop the knowledge of when and how children can ask for help. We aim to help them become active citizens, who play a responsible part in society. Evidence shows that good PSHE education can help disadvantaged or vulnerable children by raising their hopes for themselves and by giving them skills to overcome any barriers they face.
Our teaching follows the PSHE Association Programme of Study which is recommended by the Department of Education. It includes lessons linked to the 2020 Relationships and Health Education, which all schools must deliver.
Objectives/Pupil learning intentions:
Our PSHE curriculum will support the development of the skills, attitudes, values and behaviour, which enable pupils to:
- Have a sense of purpose
- Value self and others
- Form relationships
- Make and act on informed decisions
- Communicate effectively
- Work with others
- Respond to challenge
- Be an active partner in their own learning
- Be active citizens within the local community
- Explore issues related to living in a democratic society
- Become healthy and fulfilled individuals
Lessons and themes that your child will experience:
EYFS/KS1 – Elm, Aspen and Willow
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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I Belong |
It’s Good to Share and Fabulous Friends |
Super Me and My Marvellous Mind |
How I Feel |
Look What I Can Do and Yes I Can |
Changing Me |
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All About Me My New Class Class Charter Tell me how you are feeling in your new class. My Family Interview my new teacher. |
What is Sharing? Why is Sharing Important? What does good sharing look like? Turn Taking What makes a good friend? Why is it important to say thank you? |
Self-Esteem Shield What I Love About Being Me My Talents Emotions How can you help yourself to feel better? Mindful Walk Gratitude Wall |
Identifying emotions and expressions My Feelings Feelings Role Play Sensory Bottle Why do we have certain feelings? How are you feeling today? |
What can we do if we find something difficult? Showing Kindness Tidy up time Where is your brain? How can you make your brain grow and get stronger? My elastic brain |
All about me My body Growing Up My special box What do you like My new class |
LKS2 – Apple, Beech and Juniper
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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TEAM (Relationships) |
Britain (Living in the Wider World) |
Be Yourself (Relationships) |
It’s My Body (Health and Wellbeing) |
Money Matters (Living in the Wider World) |
Aiming High (Health and Wellbeing) |
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A New Start Together Everyone Achieves More Working Together Being Considerate When Things Go Wrong Responsibilities |
Living in Britain Democracy Rules, Laws and Responsibilities Liberty Tolerance and Respect What does it mean to be British? |
Pride Feelings Express Yourself Know Your Mind Media-Wise Making it Right |
My Body, My Choice Fit as a Fiddle Good Night, Good Day Cough, Splutter, Sneeze! Drugs: Healing or Harmful? Choices Everywhere |
Where does money come from? Ways to Pay Lending and Borrowing Priorities Advertising Keeping Track |
Achievements Goals Always Learning Jobs and Skills No Limit! When I Grow Up |
UKS2 – Chestnut and Oak
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
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TEAM (Relationships) |
Britain (Living in the Wider World) |
Be Yourself (Relationships) |
It’s My Body (Health and Wellbeing) |
Money Matters (Living in the Wider World) |
Aiming High (Health and Wellbeing) |
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Together Everyone Achieves More Communicate Collaborate Compromise Care Shared Responsibilities |
Identities Communities Respecting the Law Local Governments National Government Making a Difference |
You are Unique Let it Out! Uncomfortable Feelings The Confidence Trick Do the Right Thing Making Amends |
Your Body is Your Own Sleep Well, Be Well Taking Care of Our Changing Bodies Harmful Substances How we Think and Feel About our Bodies Healthy Choices |
Look After It! Critical Consumers Value for Money Budgeting Borrowing and Saving Money in the Wider World |
You Can Achieve Anything Breaking Down Barriers Future Focus Equal Opportunities Innovation and Enterprise |
Year 6 Relationships and Sex Education (Term 6)
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Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
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Changing Bodies |
Emotional Changes |
Just the Way You Are |
Relationships |
Let’s Talk About Sex |
Human Reproduction |
Wider Foundation Curriculum
We provide a creative ‘TOPIC’ curriculum using the Cornerstones Online Curriculum
The Cornerstones Curriculum is a matched to the 2014 Primary National Curriculum. It offers creative lessons that cover Science, History, Geography, Art, DT and Music, bringing subjects together on one theme.
These lessons are taught in the afternoon, and the topic theme relates to the pupils ‘Talk 4 Write’ text in English.
Each term a book is chosen that relates to the TOPIC that is being studied. To encourage a love for reading in our school, we have a daily reading session when our HTLAs read these books to our pupils. We have chosen them to make sure the pupils listen to a range of different literature.
Each class will also experience ‘Forest School’ sessions each term. This includes parts of several foundation subjects. Forest school allows pupils to explore their natural environment (Science, Geography) and develop social skills (PSHE) that will support their development. Being outside of the classroom is great for their health and wellbeing. Learning to keep safe when doing activities like, sawing, cutting, making camp fires and cooking (Design and Technology) are skills that will stay with them through life. Children begin to learn about the importance of looking after animal habitats and why the natural environment should be protected (Science, Citizenship).
The foundation curriculum also includes Gardening sessions that focus on responsibility (caring for plants) and understanding (learning the scientific basis of plant growth)
Experience of additional music is offered through African Drumming (two terms each year).
This is delivered by an experienced music teacher . The lessons cover rhythm and skill, performance and the opportunity to compose, which are all National Curriculum objectives.
For children, drumming offers an instrument you can play without the need of many instructions. It is an instrument that aids motor skills and is a multi-sensory experience that includes touch, physical movement and listening. Research has shown that drumming can have positive effects on language, literacy, motivation and self-esteem.
Assemblies and SMSC
We have a weekly assembly that ties in with National Awareness days. These all have an SMSC (Spiritual, Moral, Social and Cultural) focus. Pupils will often do follow up work in class.
These assemblies allow pupils to explore their values, beliefs and experiences. They also learn about themselves and the surrounding world. They learn the difference between right and wrong through looking at moral issues. Through these assemblies pupils also learn about democracy, rule of law, individual liberty, tolerance and respect.
PE
Co-ordinator: Anton Matthews
Physical activity and understanding of a healthy life style is promoted through the PE curriculum. The pupils will be experiencing team based skills and developing their own physical health through fitness sessions. Sportsmanship and cooperation gives them the skills to make positive relationships in all settings. Pupils will experience many different activities that will be designed to keep them active.
Swimming
Each class will experience 2 terms of swimming every year. Swimming lessons encourage the pupils’ confidence and enjoyment of swimming and water based activities. General fitness and stamina develop as pupils improve their ability to swim for longer distances. Lessons include important safety awareness and dangers of being in or near the water.
Pupils are grouped according to ability and can progress through beginner, intermediate and confident swimmers. The ability to swim widths and length of the pool are goals to achieve. Pupils’ performances are recorded and certificates can be earned for the different distances that the pupil can swim.
Dance
Each class will take part in 2 terms of Dance lessons delivered by a specialist teacher. Dance improves fitness levels, adds to a healthy lifestyle, and can also improve social development. Dance encourages acceptance, respect, teamwork skills and co-operation, all key to building healthy relationships with others. Dance builds confidence, which is key to our pupil’s well-being and development. Pupils are taught how to express themselves and to communicate without words. They learn to follow direction, focus and keep discipline as part of the group.
Judo
The ethos of judo is respect and honour when winning or losing. It teaches self respect, self control and discipline in a fun and safe environment. The lessons are delivered by trained and qualified Judo coach with years of experience with a range of age groups. These sessions build up fitness and stamina and also develop a mental discipline that leads to pupils thinking before they act.
5 Star U – Bristol Bears
Five Star You is a sport and personal development programme based on the Rugby Football Union's five “Core Values” of teamwork, respect, enjoyment, discipline and sportsmanship.
Every class has 5 Star U lessons each year. These have class based learning followed by a physical session where the skills and values discussed are put into practice.
Five Star You tracks and measures outcomes across the three key areas of Participation, Interaction and Acquisition of Skill.
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:
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Key stage 1 |
Key stage 2 |
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Age |
5-7 |
7-11 |
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Year groups |
1-2 |
3-6 |
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Core subjects |
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English |
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Mathematics |
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Science |
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Foundation subjects |
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Art and design |
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Citizenship |
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Computing |
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Design and technology |
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Languages |
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Geography |
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History |
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Music |
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Physical education |
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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
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Key stage 1 |
Key stage 2 |
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Age |
5-7 |
7-11 |
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Year groups |
1-2 |
3-6 |
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Religious education |
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Sex and relationship education |