OUR CURRICULUM

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 OUR CURRICULUM STATEMENT OF INTENT
(The following statement is a summary of curriculum development undertaken by the whole school staff with input from pupils, parents and governors).
 
The curriculum at Wombwell Park Street Primary School is based on a commitment to meeting the specific needs of the children in our care. We feel we know our children very well and recognise they have different backgrounds, starting points, strengths and talents. We teach the National Curriculum well but this is only one part of our wider inclusive curriculum. We aim to foster aspiration and equip our pupils with the knowledge, experiences and self-confidence needed to become happy and successful life-long learners.
 
Our curriculum begins with the high quality teaching of basic skills (reading, writing, number and speaking and listening), which are then practised through a series of well-planned contexts and cross-curricular themes. We aim to provide thematic and contextualised learning experiences where children are encouraged to make links across subjects in order to broaden their general knowledge and understanding of the world around them.  We recognise the huge importance of developing a wide vocabulary in order to comprehend and develop understanding – we actively strive to close any ‘word gaps’ between groups of pupils within our school and those nationally.
 
In addition we value and create opportunities for pupils to develop their personal, learning and thinking skills - fostering resilience, personal reflection, independent enquiry, teamwork, creative thinking, effective participation and self-management.
 
The behaviour of our pupils is outstanding and we feel this is due to the fact we take the time to teach the importance of: respect for one another, emotional intelligence, good manners, tolerance and how to keep safe. Thrive strategies are embedded into the ethos of our school and we have developed golden rules for good behaviour. Pupils are also taught about the dangers of bullying and how to keep themselves safe, including how to stay safe on the Internet. Pupils are taught about a range of religions, cultures and customs and encouraged to celebrate and respect similarities and differences. We promote British Values with our pupils.
 
 The arts and creativity are at the heart of learning and pupils are taught to a very high standard. Pupils have many opportunities to engage in extra-curricular activities, workshops, performances and educational visits.
 
 We are proud of our curriculum, which has been created in collaboration with staff and pupils based primarily on what we feel our pupils need to learn and also what excites and inspires us.
 
We firmly believe:

• All children should have access to a full, rich, broad and balanced curriculum and fair opportunities to reach their full potential. This should be the case whatever their starting point, needs or social/economic situation - we must aim 'to level the playing field' for all our children. 
• If we provide opportunities for pupils to acquire knowledge and make links they will be able to build a better understanding of the world they live in and the impact they can have upon it. If children enjoy school, they will want to come.
• If we encourage our pupils to be aspirational and provide opportunities for them to see the full range of possibilities available to them with practical guidance on how to get there we can support them in reaching their full potential.
• If learning is set in a context which makes sense to pupils they will understand and develop their basic skills.
• If we actively promote language and vocabulary development pupils will have the building blocks needed to comprehend.
• If we foster curiosity, guide them and facilitate them in their own learning the sky’s the limit.
• If pupils are taught about the importance of emotional intelligence and how to regulate their own emotions this will help to promote emotional well-being, resulting in happier children.
• If we recognise intelligence can take many forms we can help all pupils find and develop their strengths and talents.

We think our curriculum is OUTSTANDING! Here are some supporting sections from our most recent Ofsted reports…

During the inspection, I wanted to look at how well the broader curriculum supports pupils’ learning and development. The curriculum is a strength of the school. It is broad and balanced and the different subject areas are taught well. There are also strong links between different subjects, and reading, writing and mathematics are well reinforced across the curriculum.

Furthermore, as well as supporting strong progress, the curriculum also provides pupils with wide ranging experiences to support their understanding of the wider world. In this way, the experiences pupils have at school enhance their spiritual, moral, social and cultural development. For example, pupils go on outdoor pursuit trips, where they learn to work as a team and push themselves to try new activities. They also learn about different faiths and cultures and have a good understanding of how people live and worship around the world. Such learning supports pupils’ understanding of British values and the importance of respect and tolerance for things which are beyond their everyday experiences.

The strength of the curriculum means that pupils are well engaged in their learning and this leads to positive conduct of pupils at all times of the school day. Adults and pupils enjoy very positive relationships and adults take every opportunity to praise pupils’ strong behaviour and attitudes. Teachers set high standards in the classroom, leading to pupils producing high-quality, well-presented work, supporting their progress over time. (Ofsted June 2018)

Children behave very well because they become engrossed in activities that motivate them to want to learn. (Ofsted Nov 14)

Vibrant displays throughout the school show the breadth and balance of subjects taught. (Ofsted Nov 14)

The school’s leaders have adjusted and reviewed their planning in order to deliver the new curriculum. Leaders are working well in collaboration with partner schools to implement an assessment system in order to track and measure the progress of pupils in different subjects. Good links continue to be made between subjects to develop literacy and numeracy skills. After-school clubs, visits and visitors contribute to pupils’ enjoyment of school and provide them with memorable experiences. (Ofsted Nov 14)

The curriculum is outstanding in its range and flexibility and helps to engage pupils’ interest and develop their learning. The use of both ICT and the arts is exceptional …the curriculum provides an excellent range of experiences. A high priority is given to supporting pupils’ personal development through the social and emotional aspects of learning and the personal learning and thinking skills programmes. Special themed weeks extend and enrich the everyday curriculum, including science developments and international studies. There is a very wide range of extra-curricular visits and activities, including residential visits that contribute significantly to pupils’ self-confidence and personal development.  (Ofsted 2010)
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Whole School Curriculum Development
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What do our pupils need? How are we going to meet those needs? What are the essential outcomes for our pupils? What are our key values? What are we passionate about? What knowledge do we need to equip our pupils with? How can we help pupils make vital links in their learning? How can we develop vocabulary and close the word gap?  INTENT IMPLEMENTATION IMPACT

See below for an overview of our curriculum for 2019/20

EYFS - for further details of coverage and progression within key areas refer to planning overviews
KS1 and 2 -refer to individual subject overviews for a more detailed outline of progression of key knowledge, skills and vocabulary covered.  Contextually valuable links between subjects will be made however certain subjects may be taught discreetly in order to ensure coverage and progression.

Autumn Term: Life in Different Places
​(Geography Focus)
Some visits and activities subject to change depending on availability, cost, weather and pupils and staff coming up with something even more exciting and inspirational!

Stimulus for Learning or Exciting Hook to Engage the Children	Enquiry Question or Theme ​	Enquiry Question or Theme ​	Focus for Learning or Celebration Event
Foundation Stage: Teams CM/WM/CC Stories and a range of creative indoor and outdoor activities	AUT 1: Wonderful me ​ ​	AUT 2: Sparkle and shine ​ ​	Divali celebration, nativity performances and parental workshops. ​
Key Stage One: Teams AF/AC/CT A: Designing weather soundscapes.    Holiday suitcase mix up. B: A visit from a teddy who would like to learn about life in Wombwell.	Year A: What is weather like around the world? ​ ​	Year B: What is it like to live in different parts of the UK? ​ ​	A: Art/drama/musical presentation inspired by weather. Making survival kits B: Afternoon tea for the queen with representation from all 4 UK countries. An assembly celebration.
Year 3 Team GG  Exploration of clips, images and multi-media resources about Colombia to create an information leaflet to inform travellers about the place. ​	How does South America compare to Wombwell? ​Focus on Colombia ​ ​	How does South America compare to Wombwell? ​Focus on Colombia ​	Carnival celebration ( with Team JF) Creation of Carnival masks and samba percussion instruments. Exploring the samba music with the addition of Jembes
​Year 3/4 Team JF Rang-tan Greenpeace animation as stimulus for class debate.​ ​	How does where we live compare to Brazil in South America? ​ ​	How does where we live compare to Brazil in South America? ​  ​	​Drama and presentation of work for a class assembly. Carnival celebration ( with Team GG)
Year 4 Team CB Time to explore European countries to create a patchwork map and create a European flag bunting	​Where would you like to visit in Europe? ​ ​	​Where would you like to visit in Europe? ​ ​	​Whole class Euro-vision themed party with self-designed t-shirts, face painting and slideshows of our learning journey whilst listening to varied European music.
Year 5 Team LG Visit to Whitby ​	How does Whitby Compare to Wombwell? ​	​Coastal, mapping continents,  countries of the  world	​Scrapbook iMovies, sharing in classes
Year 6 Team LL Pacific Ring The Rim of Fire. Video footage, news broadcasts, news reports and independent research. ​	Why can our Earth be so extreme? ​	​What can we discover about climate zones, weather patterns, tectonic plates and natural disasters? ​	Extreme earth information event about a range of extreme weather events and other natural disasters.

Spring Term: Life In The Past
Some visits and activities subject to change depending on availability, cost, weather and pupils and staff coming up with something even more exciting and inspirational!

Stimulus for Learning or Exciting Hook to Engage the Children	Enquiry Question or Theme	Enquiry Question or Theme	Focus for Learning or Celebration Event
Foundation Stage: Teams CM/WM/CC Stories and a range of creative indoor and outdoor activities ​	Spring 1: Magical Storyland Three Billy Goats Gruff ​Gingerbread Man 3 Little Pigs Little Red Hen Little Red Riding Hood Fairy Tale Week ​​	Spring 2: Amazing Animals The Gruffalo (Woodland animals) Commotion in the Ocean (Sea creatures) Rumble in the Jungle (Wild animals) Dinosaurumpus (Dinosaurs) Farmer Duck (Farm animals)	Chinese New Year celebration. PJ Day. Visit from a Knight. Parents stay and play.
Key Stage 1: Teams AF/AC/CT Visit to a castle Visit from a famous person/teacher in role	YEAR A (TWO YEAR CYCLE) What was life like in a castle?	YEAR B (TWO YEAR CYCLE) Why are these people famous? (Linked to fire of London and Samuel Pepys)	YEAR A: Medieval Banquet YEAR B: Create Pudding Lane
Year 3: Team GG Visit to Murton Park	What as life like in Britain from the Stone Age to the Iron Age? (A)	How have famous explorers impacted on our lives today? ​	Year 3/4 Celts V Romans exploration. Presentation in assembly.
Year 3/4: Team JF Visit to Murton Park ​	What was life like in Britain from the Stone Age to the Iron Age? (B)	Who were the Romans and why did they invade Britain? ​	Year 3/4 Celts V Romans exploration.​Drama and presentation of work in assembly.
Year 4: Team CB Drama day in the nature reserve. Survival day for the Britains as the Anglo Saxons prepare to invade.	Who were the Anglo Saxons?	​What was life like for a Viking?	Whole class re-enactment of Battle of Hastings as part of Viking Day with feast, clothing and self-made props from start of the unit.
Year 5: Team LG ​Wombwell Memorial Trail WW1 Day (visitors from Experience Barnsley) Ancient Greek Olympics	What was life like for the children of Wombwell during WW1? ​	​Who were the Ancient Greeks? ​	Play performance linking to WW1 or Ancient Greeks. Dress up day
Key Stage 2: Team LL Ancient Egyptian archaeological dig Local History trail​	​​Who were the Ancient Egyptians? ​	​What impact did the Hillies Pit disaster have on the local community? (Local history) ​	​Multimedia presentations  Class Museum

Summer Term: Life Around Us
Some visits and activities subject to change depending on availability, cost, weather and pupils and staff coming up with something even more exciting and inspirational!

Stimulus for Learning or Exciting Hook to Engage the Children	Enquiry Question or Theme	Enquiry Question or Theme	Focus for Learning or Celebration Event
Foundation Stage:   Teams CM/WM/CC Stories, photographs, multimedia and a range of creative indoor and outdoor activities.	Summer 1: ​Watch it grow ​The Very Hungry Caterpillar (Minibeasts) Jack and the Beanstalk The Enormous Turnip Oliver’s Vegetables ​The Tiny Seed ​	Summer 2: Off we go Exploring the seaside Whatever Next (Travel to Space)​ ​ ​	Caterpillars delivered Parents book share Trip to Cleethorpes .
Key Stage 1:  Teams AF/AC/CT  Katie Morag stories and videos to promote the seaside. Sandcastle experiment ​How much water do we need to make the perfect sandcastle? ​ ​	YEAR A (TWO YEAR CYCLE) ​How do plants and animals grow? ​	YEAR B (TWO YEAR CYCLE) What will we find at the seaside? ​ ​	Learning outside the classroom. A chance to apply this term's learning. A Trip to an animal park or animal workshop B: Visit to the seaside ​ ​
Year 3: Teams GG Visit to The Deep	What is life like under water and in rock pools?	What is life like under water and in rock pools? (continued)	Build up an interactive underwater classroom display to share with other classes and parents.
Year 3/4: Team JF Inventions through history workshop.​ ​	How have scientists and inventors changed our lives today? ​	Curriculum focus is how to work scientifically Who are the important/famous people in science?	Creating inventions. Science fair in assembly. ​
Year 4: Team CB Visit to the National Space Centre ​	​What on Earth is beyond our planet? ​	What on Earth is beyond our planet? (continued) ​	Big art using playground/ large display board outside to recreate to the solar system. Present learning in class assembly (video montage).
Year 5: Team LG Visit to a zoo or wildlife park or animal visitors into school ​	​ Which animals and plants live in different habitats around the world?	I'm a Celebrity Get Me Out of Where? ​	​Using scientific research and learning to create habitat models and presentations about animals and habitats.
Year 6: Team LL ​Chocolate making workshop. Members of Team LL to become chocolatiers.	What is the story behind chocolate? ​	What is the story behind chocolate? (continued)	Classroom display and presentation. ​

SUBJECT OVERVIEWS: HOW AND WHEN SUBJECTS ARE TAUGHT THROUGH SCHOOL

.KEY STAGE 1 AND 2 SUBJECT OVERVIEWS: Please be aware subject leaders are currently reviewing and updating the overviews so that all subjects are fully updated by the end of the academic year 2019/20

GEOGRAPHY OVERVIEW
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COMPUTER OVERVIEW
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SCIENCE OVERVIEW
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ART OVERVIEW
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D&T OVERVIEW
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HISTORY OVERVIEW
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MFL OVERVIEW
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MUSIC OVERVIEW
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PE OVERVIEW
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RE OVERVIEW
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FS2 OVERVIEW AUTUMN TERM

FS2 COLOUR AND LIGHT
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FS2 OURSELVES
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