Implementation
What does this look like in our school?
At Wicklewood, the development of the children’s skills and knowledge is central to our aim of providing the children with what they need for the future so they can thrive in the joy of life-long learning. We strive to provide an education that enables children to ‘Be the Best You Can Be’.
Our Curriculum is part of the Wicklewood DNA:
Discover:
We offer a broad and balanced knowledge-rich curriculum with scope, ensuring the complete National Curriculum coverage of all subjects. Our curriculum is underpinned by enquiry questions to maximise pupils’ interest and curiosity when learning across the knowledge-rich subjects. We strive to provide pupils with a variety of first-hand experiences to stimulate their learning, whilst placing a strong focus on life skills and the next stage of their school life. Forest school lessons are delivered across the school offering the children the opportunity to discover in different ways and assess risks. We work as a team to design learning experiences that engage all learners in thoughtful and real experiences.
To further enhance and enrich the curriculum we plan activity days which may include experiences such as World Book Day, European day of Languages, Black History Month and Space Week. Children are encouraged to lead initiatives (Harvest assembly, Recycling projects, French Cafes) and through the School Council children organise fund raising events and identify aspects of the school that they would like to develop. We welcome and encourage parental involvement. Successful bids for grants have enabled the school to maximise the outdoor provision. An enticing Forest School and wildlife area; and an outdoor gym have enhanced this. A range of extra-curricular activities also extend this provision.
Nurture:
One of our many strengths and one that we are proud of, is that we focus on the individual needs of every child. Following our school motto, all staff believe that every child has the potential to ‘Be the Best You can Be’. We endeavour to provide them with all the opportunities that they need now and in their future. Our children deserve the best!
The curriculum is embedded throughout all aspects of school life and reinforced through the children’s understanding of our values (respect, understanding, courage, happiness, honesty, friendship, responsibility, acceptance, self-belief and thoughtfulness), all of which are linked to British Values. This, alongside a clear behaviour policy, ensures that our children have positive attitudes and are committed and resilient learners.
Our behaviour policy takes a positive approach, and we believe it is our duty to help children to make the right choices whilst at school through educating them on our school values. Children learn to take responsibility for this by acting as All-Star mentors on the playground, and helping each other to make the right choices. Rewards are handed out in the form of ‘Positive Points’ and certificates during weekly celebration assemblies in recognition of showing any of the school values in their day-to-day life.
At our school we recognise that the social, emotional, and mental health needs of our pupils are equally as important as academic achievement. We begin teaching the ‘Zones of Regulation’ in Key Stage 1 as a means of equipping the children with tools to help them recognise their feelings and regulate their zones. These tools include thinking strategies, calming techniques and sensory supports to help them learn best. Alongside this Emotional Literacy Support (ELSA) forms a key part of how we nurture children and allows us to be flexible when educating and supporting them in the ever-changing world around them.
Children are encouraged to be responsible for their own learning and take a growth mindset approach to their work. They know what to do if they are ‘stuck’; be still – stop and have a think; bits and bobs – remember to use resources; ask a buddy – can they explain it more clearly and if they have tried all other options ask the teacher.
Through a creative and nurturing approach, we aim to actively engage, inspire, and enable our children to flourish and grow to their full potential.
Achieve:
In EYFS the children receive an inspiring, rich and exciting curriculum, through the Planning in the Moment approach. Children explore and learn across the seven areas of learning as outlined in the Early Years Foundation Stage, to fully prepare them for their future. The outdoor environment is used as an extension of the indoor classroom.
When the children move to Key Stage 1, they will learn through a broad, balanced and differentiated curriculum which covers all areas of the National Curriculum. This curriculum comprises of the core subjects – English, Mathematics and Science; and the foundation subjects – Art, Computing, Design Technology, Geography, History, MFL, Music, Physical Education, Personal, Social and Health Education and Relationships and Sex Education. RE is taught using the Norfolk agreed Syllabus. The core subjects are taught both stand alone and through a cross-curricular approach.
Our broad and balanced curriculum is planned and sequenced so that new knowledge and skills build on what has been taught previously and we recognise the significance of retrieval practice. ‘Sticky knowledge’ is knowledge that will stay with us forever and we seek to encourage children to make links whilst learning using their prior knowledge.
A detailed curriculum map and intent for each subject ensures that subject leaders and teachers have a clear understanding of the children’s learning throughout the school. The children are taught the required knowledge and skills at each year group level. These are then referred back to (and linked to future learning) when a new topic is introduced. We ensure that the needs, interests and abilities of all children are met. Appropriate development, links with other schools, and a highly committed staff, ensures rigorous, high-quality provision and resources. Subject leaders have an excellent understanding of their subject. We strive to make links with local schools in order to ensure the children are prepared when making the transition to KS3 and these links impact our curriculum design.
To maximise learning, assessment is ongoing. During lessons staff regularly check that the children have a clear understanding of their learning; they recap on previous learning; expectation is explicit; children know what they need to achieve; they are encouraged to share their ideas; and they know that making mistakes is all part of their learning journey. Every child matters, and teachers plan for everyone’s needs either through careful scaffolding or differentiation.
The staff work tirelessly to provide the children with learning opportunities that capture their imaginations and bring the learning alive. We continuously explore innovative, engaging and exciting ways to learn, embracing change and trying new things for the benefit of all stakeholders. Wherever possible, and in order to contribute to children’s well-being and encourage healthy lifestyles, we make education physical and active. We balance knowledge-based learning with that of enquiry. Our curriculum is built on the firm foundations of the National Curriculum and is designed to evolve each year, developing in the light of the ever-changing educational landscape. Evidence-based research helps us to reflect on, and evaluate, teaching strategies and their effectiveness.
An example of this is how thinking about ‘Rosenshine’s Principles in Action’ and the work of Tom Sherrington we use specific learning strategies in class such as:
| Teaching Principle |
Implementation |
| Review |
Review learning with the use of retrieval practice eg Multiple choice quizzes. |
| Small steps |
Present new learning in small steps, linking to prior learning and moving on when new content is mastered. |
| Model |
Model worked examples and teacher thinking to ensure steps are clear. Model to be followed. |
| Questions |
Question children’s understanding with a range of question types to determine how well material is learnt and remembered. |
| Check |
Check what pupils know using reasoning and problem-solving questions. |
| Guided Practice |
Build in time for additional practice to commit learning to memory. |
| Independent Practice |
Independent practice to produce “overlearning” so new learning can be recalled automatically. |
| Scaffold |
Use temporary supports to assist learning including modelling, cue cards, checklists etc. |
| Challenge |
Pitch expectations and content to challenge ALL learners. Develop thinking skills. |
| Visual Prompts |
Learners can use these to support their understanding of written and spoken instructions. |
