Curriculum: Intent, Implementation & the Impact

To develop the appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum and beyond, so that learners can flourish, reach and exceed their potential academically, physically and artistically.

To develop learners to have a holistic set of values that prepares them for life in the modern world in a diverse and ever changing community and work place.

To develop the behaviours learners need to succeed in the world such as concentration, perseverance, imagination, cooperation, the enjoyment of learning, self-improvement and curio

To understand spirituality in themselves and others, develop social skills and understand society, build a firm set of personal morality, and to engage in the culture they live in and understand the cultures of others.

Please click on the subject Learning Journey to find the Knowledge Maps.

• EYFS Prime Areas     
• Art       
• A Level Business   
• A Level Further Maths                  
• Business Studies        
• Careers Education     
• Computing
• Design Technology   
• Drama                       
• English                      
• Food & Nutrition      
• Geography                 
• Health & Social Care 
• History                       
• Maths     
• Further Maths              
• Math GCSE foundation
• Media & Film Studies
• Music                          
• Photography               
• Physical Education     
• Politics
• Psychology                        
• PSHE            
• Religious Studies. (All schools teach RE but parents can withdraw their children for all or part of the lessons. If you wish to discuss this, please contact Jen Steere at j.steere@woottonparkschool.org.uk)
• Science A Level        
• Science
• Separate Sciences     
• Sociology 
• Spanish 
• Sports Studies Cambridge

EYFS will concentrate on the 7 areas of learning and development that shape the educational provision in the early years setting. All these areas of learning are important and interconnected.

The Three Prime areas:

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development.

The Specific areas:

• Literacy
• Mathematics
• Understanding the world
• Expressive Arts and Design

At Wootton Park School, we believe these seven areas are equally important in order to promote the development of the ‘whole child’. We value all areas of learning and development equally and understand that they are often linked. We will deliver all the areas through a child-initiated curriculum where learners are encouraged to challenge themselves through self-selecting tasks. A learner’s individual needs, interests and stage of development will shape planning. Learners will be taught phonics and maths through structured carpet sessions along with any area of particular interest. Learners will develop their skills and knowledge during ‘Busy Learning’ through skilful intervention from the EYFS practitioners.

We teach phonics using the Twinkl scheme.

Our reading scheme in EYFS and KS1 is ‘Rhino Readers’. These books are then complemented with a variety of books from ‘Collins Big Cat’ and ‘Phonics Bug Club’ that have been reassigned levels in accordance with ‘Twinkl Phonics. 

Our curriculum epitomises everything that Wootton Park stands for, ‘One School, One Journey, One Curriculum’.

Our Secondary specialist teachers have worked in collaboration with Primary subject leads to design a scheme of learning for each subject that runs from EYFS to Year 13. Each subject has a ‘Learning Journey’ that clearly shows the progression within the subject and gives clarity on how the skills and content taught year on year are built upon to ensure learners are making rapid progress throughout their school career. As a school we recognise that consistency is key to success and offers learners a sense of security and normality. With this in mind, our curriculum uses a shared format for every phase/ subject throughout the school. This enables smooth transitions not only from subject to subject but also as learners’ progress through the key stages.

Learners have access to a broad, balanced and bespoke curriculum that enables them to develop their own interests, learn about their local heritage whilst also having the opportunity to with real life experiences. Regular Assessment for Learning influences our curriculum and changes are made on a regular basis to suit the learners needs. With this is mind, it is also important to recognise that each Key Stage also has its own aims for our learners.

Subjects are taught through a thematic approach using content drivers, intertwining all subjects where possible. Subjects that do not fit with the theme are taught discretely. We believe that teaching subject knowledge and skills as part of a wider topic based curriculum allows learners to make useful links between areas of learning, and consolidate skills. Learners are also likely to be more engaged in their learning if it has a context and theme runs through it. Schemes of Learning have been developed by Curriculum and Subject Leads. This ensures that firm foundations are created for the journey later on in their school career. Learners are also taught the vital skills needed to be successful when taking external examinations. Throughout the Primary phase, learners will be given the opportunity to develop their skills to showcase their knowledge and how to communicate this effectively.

We teach phonics using the Twinkl scheme.

Our reading scheme in EYFS and KS1 is ‘Rhino Readers’. These books are then complemented with a variety of books from ‘Collins Big Cat’ and ‘Phonics Bug Club’ that have been reassigned levels in accordance with ‘Twinkl Phonics.

n KS2, our learners continue on their reading journey using ‘Accelerated Reader’ up to Year 8 where they can select any book from our library. This enables learners to read a variety of books based on their interests, whilst ensuring that they are still challenging their reading capabilities.

KS3 learners follow a broad and balance curriculum, covering English, maths and science, geography, history, religious studies, art and design, design and technology, food and nutrition, drama, music, Spanish, physical education, media, computing and CPSHE. Across our KS3, which runs from Y7-9, we prioritise core subjects whilst also ensuring learners have access to a broad and well-rounded curriculum. In Year 9 we begin to prepare them for the GCSE transition, supporting them with the options process and delivering careers information, education and guidance to support them to make the right choices for them moving forward. Our curriculum is enhanced with a wide range of clubs and activities and learning is ambitious and fun at Wootton Park School. 

The Key Stage 4 curriculum has been designed to reflect the needs and interests of our current cohorts. Learners are encouraged to follow the English Baccalaureate wherever possible, though they are supported to personalise their timetables further should this be necessary. In Year 10 all the learners are pursuing qualifications in GCSE Mathematics, GCSE English Language, GCSE English Literature and either GCSE Physics, GCSE Chemistry and GCSE Biology or Trilogy Science GCSE. They have 2 hours of physical education. They are also following courses in three options. The options running in Year 10 this year are GCSE Psychology, GCSE Sociology GCSE Art, GCSE Photography, GCSE Business Studies, Cambridge Certificate in Sport, GCSE History, GCSE Geography, GCSE Religious Studies, GCSE Drama, GCSE Music, BTEC Health and Social Care, GCSE Design Technology, GSCE Food and Nutrition and GCSE Spanish. It is important to note that our options are designed so that young people can access all four entitlement areas should they wish. Additional CPSHE and Religious Studies provision will be delivered through Tutor Times, PE and drop down days and computing will be offered across the options subjects.

We offer a broad and balanced curriculum at A Level, which allows a wide range of learners to pursue Higher Education, degree apprenticeships, apprenticeships and other post-18 pathways. We offer over 660 guided hours, covering a range of tailored qualifications, PSHE, work experience and other non-qualification activity. We offer a broad range of substantial qualifications to stretch and prepare our young people for their nest steps. Subjects offered include: A Level Mathematics, Further Mathematics, English, Biology, Chemistry, Physics, History, Religious Studies, Film, Business , Geography, Sport, Health and Social Care, Spanish, Drama, Music, Psychology, Sociology, Business, Art, Photography and Design Technology. Our curriculum offer is reviewed every year to reflect the needs and interests of the cohort and to enhance skills in academic and non-academic matters. Each subject is taught, face to face, for five lessons a week and supplemented by extensive online resources and applications to support students’ growing independence. Alongside their academic experiences, we hope to grow students’ character, their boarder skills, attitudes and confidence through our wider personal development provision. Learners also have one tutor lesson a week with their form tutor. Personal development sessions relating to PSHE, RSE and CEIAG will be delivered through these lessons, Tutor Times and assemblies. We also offer careers and guidance information via the platform Unifrog, have external visitors to deliver some of our Personal Development programme and inform on post-18 pathways, and we visit the UCAS fair to enhance the careers provision of our students/ enable informed career choices. 

Our VIth provision is designed to encourage our young people to become academically successful, resilient, well-rounded, considerate young people with a keen sense of who they are, what they are passionate about and how they can contribute to their community. 

Wootton Park School is committed to:  developing access to the school, curriculum and enrichment opportunities for all learners.

• reflecting the views, wishes and aspirations of parents and learners and promoting a culture of high expectations and aspirations for all
• reflecting an understanding of other legislation that provides protection to learners, such as that on race, human rights and health and safety
• following the principles of the Equality Act 2010 and the SEND Code of Practice 2015 to implement all reasonable adjustments to enable learners with disabilities to access the same learning and enrichment opportunities as those who are non-disabled
• supporting a problem-solving approach and a commitment to the effective and sustainable use of resources
•  using information from audit and other data collection approaches validated by research
• embedding accessibility within the school improvement process
•  making explicit links with the work of other agencies and seeking advice from specialists as appropriate to meet learner needs
• developing a clear evaluation strategy to monitor progress.

School Policies 

The Trust believes that in order to create a happy and successful adult life, children need to have the self-confidence to make informed decisions about their wellbeing, health and relationships.

Relationships and Sex Education (RSE) is about giving children the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. Health Education is giving learners information to make well-informed, positive choices about their own health and wellbeing.

The Trust recognises that physical health and mental wellbeing are interlinked, and it is important that learners understand that good physical health contributes to good mental wellbeing, and vice versa.

The Trust has a responsibility under the Equality Act 2010 to ensure the best for all learners at its academy irrespective of disability, educational needs, race, nationality, ethnic or national origin, sex, gender identity, pregnancy, maternity, religion or sexual orientation. As a result, RSE will be sensitive to the different needs of individual learners and may need to adapt and change over time to reflect the needs of the particular cohort. The Trust may also take positive action, where it can be shown that it is proportionate, to deal with particular disadvantages affecting one group because of a protected characteristic.

The Trust is aware of the need to be mindful of and respectful to a wide variety of faith and cultural beliefs at the academy, and will make every attempt to be appropriately sensitive; equally it is essential that children still have access to the learning they need to stay safe, healthy and understand their rights as individuals. The Trust believes that its learners deserve the right to honest, clear, impartial scientific and factual information to help better form their own beliefs and values, free from bias, judgement or subjective personal beliefs of those who teach them.

Policy

The Trust hopes that parents will feel comfortable with, and understand the importance of, the education provided to their children as described in this policy.

Parents have the right to withdraw their child from sex education and should state this in writing and send it to the Curriculum Lead of PSHE. 

Before withdrawing or making a request, the Trust strongly urges parents to carefully consider their decision as sex education is a vital part of the school curriculum and supports child development. Parents cannot withdraw their child from Relationships or Health Education or the elements on human growth and reproduction which fall under the science curriculum.

Music Learning Journey

Music Development Plan