The curriculum intent for each of our subjects

English

Being able to Read and Write are the fundamental skills that we all rely on in order to complete the simplest of tasks.  At Woodland we firmly believe that if you can read and write, opportunities are endless and because of this we place a great deal of importance on basic skills within our curriculum. Our children are taught reading and writing daily within a variety of contexts.  We encourage the children to practise their reading at home in order to develop their fluency and expect children to read a minimum of five  times a week.  The only way to get better at something is to keep practising!! Children who are successful at achieving their five reads, are given ‘Golden Time’ on a Friday.

Spelling is another skill children need to practise. Whilst we teach the rules of spelling in the classroom there is an expectation that children will practise this skill at home.  Children are given between 5-10 spellings each week usually linked to a spelling rule.  These words are tested weekly.

As part of our teaching methods for writing we use what is known as ‘Talk for Writing.’ This is a process which encourages the children to verbalise their ideas prior to writing them.  Children learn stories and non-fiction pieces prior to structuring their own writing based on ones they have learned.  Our children are often heard outside of the classroom retelling each other these stories.

We expect and encourage children to present their work neatly so Handwriting and fine motor skills are taught from the Early Years.  By the time children reach Year 4, 5 and 6 we expect them to be using a joined script.

Mathematics

At Woodland Primary School Mathematics is a key part of our curriculum. We believe the knowledge, skills and understanding that children gain through mathematics will ensure that they are well prepared for the future and are ready for their working life. Number and Calculation skills are at the forefront of the curriculum, as we believe that these are the areas of Maths which will best assist our children in the real-world. Alongside this we firmly believe that children need to be able to solve problems, and be able to understand how to apply what they know and understand about Maths in a range of different ways.

Mathematics is taught daily, but is also applied through every aspect of the curriculum to ensure that our children have the opportunity to practice their skills and knowledge repeatedly, and through different aspects of their learning. At Woodland, the children are taught a Mastery Mathematics curriculum. Mastery is a journey and long-term goal, achieved through exploration, clarification, practice and application over time. At each stage of learning, our pupils are provided with the opportunity to demonstrate a deep, conceptual understanding of the topic and build on this over time. The children at Woodland are not just taught to memorise key facts and procedures, which tends to lead to superficial understanding that can easily be forgotten. Pupils are encouraged to select which mathematical approach is most effective in different scenarios. We believe no pupil should be left behind. Abilities are neither fixed nor innate, but can be developed through practice, support, dedication and hard work The focus is keeping up over catching up. By making high expectations clear and emphasising the value of mathematics education, our pupils are encouraged to build confidence and resilience.

Our Mathematics Curriculum strongly promotes independent learning and thinking, alongside collaborative work, to develop and prepare children for the wider world and the challenges this will bring. We aim to develop motivated, creative and resilient mathematicians who can confidently apply what they learn in any situation. Most of all we want children to enjoy Maths and to get excited about the challenges the subject can bring.

The intent of the Science curriculum

Through building up a body of key foundational knowledge and concepts, all pupils will be enthused about science and learning about the world we live in. By working together on a hands on, enquiry based approach, pupils will have the opportunity to become the scientists of the future.

The science curriculum will:

  • encourage pupils to recognise the power of rational explanation
  • develop pupils’ sense of excitement
  • develop pupils’ curiosity about natural phenomena
  • encourage pupils to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

The intention of the Computing curriculum

The computing curriculum will:

  • equip pupils to use computational thinking and creativity to understand and change the world.
  • make deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems.
  • teach the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
  • build on this knowledge and understanding to ensure pupils are equipped to use information technology to create programs, systems and a range of content.
  • enable pupils to  become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

The intention of the Physical Education curriculum

To ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities, achieving their personal best
  • lead healthy, active lives
  • embrace sporting values (respect, honesty, passion, self-belief, determination, teamwork)
  • swim competently/confidently and proficiently over a distance of at least 25m

The intention of the Music curriculum

  • Children learn to sing and perform in tune, time and unison and are encouraged to use their voices expressively.
  • Composing Music using tuned and un-tuned instruments is also important and all children are expected to create musical scores using standard and non-standard notation.
  • Opportunities to experience a range of musical styles and genres and to study the key composers throughout history.

The school provides brass instrument tuition in Year 4 through the Hull Music Hub and encourages and supports children to attend the Albermarle Centre Youth Orchestra, both during and after the brass provision.

The intention of the art curriculum

To ensure that all pupils:

  • are engaged, inspired and challenged to invent and create their own works of art, craft and design.
  • are equipped with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
  • are able to think critically and develop a deeper understanding of art and design.
  • know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

The intention of the Design Technology curriculum

To ensure that all pupils:

  • use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
  • acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
  • learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
  • evaluate past and present design and technology in order to develop a critical understanding of its impact on daily life and the wider world.
  • acquire the skills and knowledge to make a contribution to the creativity, culture, wealth and well-being of the nation as design technologists.

Our Religious Education curriculum

At Woodland we follow the locally agreed syllabus for RE.  We use Religious Education to provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity and other religions and traditions around the world.

Religious Education encourages pupils to learn from different religions. It also helps pupils to develop their sense of identity and belonging and enables them to flourish individually and within a community. It helps to prepare our children for adult life by developing respect for and sensitivity to others and acceptance of other faiths.

The intention of the Geography curriculum

To ensure that all pupils have:

  • A curiosity and fascination about the world and its people, particularly those relevant to our locality of Hull
  • A knowledge about diverse places, people, resources also natural and human environments
  • A deep understanding of the Earth’s key physical and human processes
  • An understanding of how the Earth’s features at different scales are shaped, interconnected and change over time.

The intention of the History curriculum

To ensure that all pupils:

  • gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
  •  inspire pupils’ curiosity to know more about the past.
  • equip them to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
  • understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Our Personal, Social and Health Education curriculum

An individual’s physical, mental and social attributes affect all aspects of their lives, both as a child and as an adult.   At Woodland we believe that the personal, social and health education (PSHE) of our children underpins all their learning and is central in preparing our children so that they are afforded the greatest opportunity to reach their full potential and become productive and caring citizens living in a culturally diverse society.

Because of this, our PSHE curriculum places a strong emphasis on the teaching of the emotional wellbeing and understanding through our JIGSAW lessons.  Our JIGSAW curriculum also incorporates restorative practices. The purpose of restorative practices is to develop community and manage conflict by repairing harm and building relationships through a structured system which provides a fair process that children understand and can access.

Sex and Relationship education is delivered in year 5 and 6, working in collaboration with the school nursing team.

“Great support system”
Parents evening comments
“It’s a safe environment”
Parents evening comments
“Staff care about the children and their wellbeing”
Parents Evening Comments
“I never knew the school was here before we moved and now I think it is the best school in the world!”
Parents Evening Comments
“Thank you Woodland for being such a good school.  My kids are coming on so well.”
Parents Evening Comments
“My son loves school – you can’t ask for more than that.”
Parents Evening Comments
“I love to be invited into school – it is always so much fun!”
Parents Evening Comments
“I can’t believe how much my children have learnt this year. “
Parents Evening Comments
“I love Marvellous Me – thank you for all the reminders.  You keep me and my girls on-track!”
Parents Evening Comments
“The office staff are always so friendly and helpful.  Nothing is too much bother for them.”
Parents Evening Comments
“My child is very happy in school.  Their teachers have all been amazing!”
Parents Evening Comments
“At Woodland i know that my children are in a safe environment where people care for them.”
Parents Evening Comments
“My child is very happy in school.  Their teachers have all been amazing!”
Parents Evening Comments
“The thing I have noticed most is that the staff care about the children and their wellbeing.”
Parents Evening Comments
They love to tell me about school when they get home.”
Parents Evening Comments