At Wheelers Lane Primary School, we are proud of the curriculum we have created. We are passionate about providing a balanced curriculum which blends a strong focus on subject specific knowledge and skills with a wide variety of enrichment activities throughout the year which support and complement the formal curriculum. We believe firmly that every child should have the opportunity to see themselves in what they are learning, which is why we have strived to create an inclusive curriculum; a curriculum that reflects the diversity of our community and the wider world. Our curriculum enables children to develop subject specific knowledge and skills to be successful learners at their current stage of education and prepared to tackle the next. Alongside this, our curriculum will teach children the skills and knowledge required to live successfully in an ever changing world. Our inspiring, aspirational and enriched curriculum promotes curiosity, creativity and confidence. We believe that children’s positive well-being enables limitless learning.
- Enjoy life’s simple pleasures
- Achieve professionally
- Appreciate the world around them
- See positive role models they can relate to in the school community and wider world
- Feel fulfilled by their interests
- Connect with the modern world
- Have a healthy body and mind
- Be resilient
- Be aware of the dangers they may encounter and know how to safeguard against these
- Contribute conscientiously to society and the environment
- Be a good friend and treat people with respect
- Appreciate and understand our community and its diversity
- Be learners for life
- Phonics (EYFS - End of Key Stage 1)
- Reading/Reading Comprehension - VIPERS (Key Stage 2)
- English - Spelling/handwriting/grammar/writing
- Maths
- Science
- Personal, Social and Health Education (PSHE)
- Religious Education (RE)
- History
- Geography
- Music
- Art
- Design and Technology (DT)
- Computing
- Physical Education (PE)
- Spanish (Key Stage 2)
Alongside the high quality teaching and learning of these discrete subjects, we have also built in time throughout the year for enrichment activities (for example, themed weeks, musical/ dramatic performances, trips to the local community and beyond, talent shows, competitions etc.) which will promote children's confidence, creativity and curiosity and support their wider learning and well-being.
Class teachers are aware of the diverse makeup of their individual classes and, with the support of subject leads, will tailor the resources that are used in the class in a way that enables all children to see themselves in the curriculum.
Curriculum planning and delivery in the classroom will be monitored by subject leads, alongside other appropriate senior leaders. Monitoring of all subjects will take place regularly through a variety of mediums including lesson observations, book scrutinies, planning checks, and learning walks.
School Assessment for English and Maths will take place 3 times a year. These assessments will be used both to identify gaps in knowledge and plan accordingly, and to identify attainment and progress in these areas. There will be an assessment period in every term (Autumn, Spring and Summer); in Autumn, a standardised assessment will be used as a baseline. In Spring and Summer, further standardised assessments will be completed and will be used to identify attainment. These tests can be directly compared to the baseline (and previous standardised tests) to identify progress throughout the year and between years. Teachers will also use these tests, alongside other formative methods, to identify gaps in knowledge and inform future planning and teaching. In Year 6, assessments will take place more regularly in preparation for the National tests (SATs) in May in English and Maths.
This data will then be analysed by the assessment lead (alongside other appropriate leaders within the school) to establish areas to celebrate as well as areas for development.
The wider curriculum will be assessed by the class teacher termly based on work carried out throughout the year. Teachers will assess pupils as BLW (working below the expected standard), WTS (working towards the expected standard) and EXS (working at the expected standard). Subject leaders will monitor this throughout the year.
YEAR GROUP | ASSESSMENT |
|---|---|
RECEPTION | Reception Baseline Assessment EYFS Profile (Prime and Specific areas of learning) |
Year 1 | Phonics Screening Check (Phonics) |
Year 2 | Phonics Screening Check Retakes (Phonics) |
Year 4 | Multiplication Tables Check (Maths - times tables) |
Year 6 | End of KS2 SATs (Spelling and Grammar, Maths, Reading, Writing) |
