Learn Grow Achieve
At Wolverley Sebright Primary Academy, we provide a curriculum that is engaging, balanced and relevant. Whilst emphasis is placed on children learning core skills in every subject, we place great value on developing the 'whole child' and provide inspirational learning experiences in all curriculum areas.
Our school vision statement ‘Learn, Grow, Achieve’ encapsulates what we do as a school, this is what makes Wolverley Sebright Primary a unique, vibrant and happy place to learn.
The broad and balanced curriculum is built on the aims of Development Matters and The National Curriculum to ensure that learning is effective, exciting and above all, relevant to the needs of our children. All pupils will secure firm foundations in English and Mathematics and this underpins a growing excellence in other subjects. We believe in bringing learning to life, both indoors and outdoors, with an emphasis on engaging and purposeful learning.
Our Curriculum is underpinned by our core values, characteristics of an effective learner and curriculum drivers. High quality texts provide the stimulus and support our children to foster a love of reading. Our intent is to provide opportunities that will ignite imagination and curiosity within the children and enable them to develop as confident, articulate and happy individuals who achieve academic excellence, prepared for the wider World ahead of them.
We have taken great care to design our curriculum to ensure it is exciting, challenging and nurtures children’s interests. Links between subjects are made to ensure there is an engaging and relevant context within which to learn and whole school themes are used as the driving forces for each half term focus.
Resilience Diversity Seeking possibilities
The curriculum is designed to enable all children to acquire knowledge, skills and vocabulary sequentially. Learning for every pupil starts by revisiting prior knowledge, scaffolded through learning walls and journals to support our children to recall previous learning and make connections. Staff will demonstrate a strong pedagogy across a range of subjects modelling subject-specific vocabulary, knowledge and skills relevant to the learning to allow pupils to integrate new knowledge into wider concepts.
Teachers support children to practise new learning, utilise effective questioning for both understanding and also provide challenges to encourage children to think deeper and harder about their learning, check misconceptions and provide effective and swift, purposeful and impactful feedback. This allows all children to make progress at a pace appropriate for their needs whilst ensuring all children have full access to the curriculum and are challenged in their learning.
Learning Walls and displays are utilised effectively by all staff to provide constant and clear scaffolding for children and to also celebrate the work of the children and highlight their many successes. This is linked with key vocabulary, key questions and facts to support the learning taking place in the classroom.
Assessment is ongoing throughout the relevant cross-cross-curricular themes to inform teachers with their planning, lesson activities and differentiation. Summative assessments are completed each term e.g. Reading Tests, Phonics Tracker, Headstart etc. Formative assessment is used live in the classrooms to provide purposeful feedback leading to improved progress which the children remember and act upon.
Our outdoor learning areas and the Forest School contribute to the development of the whole child, enriching the curriculum of our school by providing experiences to engage and motivate. Our learning environment allows our children to form positive relationships with each other and staff, to think creatively, to care for the environment and offers stimuli for learning across the curriculum. It gives children the chance to work in a different way, to make decisions about their learning, to use their social skills in a variety of ways and to explore learning opportunities that just cannot take place inside the classroom.
Assess- Plan - Do - Review
Although the learning environment, pupils’ work and evidence within books demonstrates how our pupils are exposed to our curriculum, the true impact can be seen through our children. Our children talk passionately about their learning, their understanding and pride that they know more than they did previously. Pupils are excited to share their achievements and are inspired by and celebrate the achievements of their peers.
We ensure that all pupils have opportunities to learn in a variety of ways so that knowledge, skills and understanding are embedded fully and deepened.
Reviews take place and include pupil voice, planning reviews and monitoring of the children’s work. The aim is to demonstrate that the curriculum has been and is being delivered in a well-sequenced, coherent manner, developing skills and knowledge and allowing children to experience and embed their new learning in an engaging way meeting the required objectives.
Curriculum and Subject leads use information from reviews to analysis and agree on key priorities which inform the School Development Plan. The cycle of assess - plan - do - review informs clear next steps for pupils and staff.
Whole School Themes:
Following consultation with the pupils in our school we have devised a two -year cycle of Whole School themes, Wonder days, Values, Characteristics of an Effective Learner and School Trips.
Each theme is planned to cover the Development Matters and the National Curriculum for each subject in each phase. Quality texts are selected that are inclusive, meaningful, flexible, effective and responsive to the needs of our pupils. We want our pupils to leave Year 6 with a love of reading and a secure knowledge of literary skills and the tools to thrive. Our aim is for all our children to be confident readers, who communicate clearly in the range of curriculum subjects.
Our children will become resilient and able to deal with different challenges across the curriculum and in the wider world. They will develop the ability to solve problems without giving up and develop the skills to work independently.
Our children will know their rights and respect the rights of others. They will be able to use their knowledge and understanding of the world to build meaningful relationships, free from discrimination. To understand and respect difference. To show respect and not tolerate any form of bullying. To prepare for a life in modern Britain by learning about British Values.
Our children will have high aspirations for their future and know all the available opportunities open to them. We are passionate about ensuring that even from a young age, our children are exposed to a range of possibilities to broaden their aspirations and build their confidence.
Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand British values. We have planned a range of experiences throughout their time at Wolverley Sebright to ensure that children have a rich cultural capital knowledge.
‘Characteristics of Effective Learning’
Throughout School our children recognise how to be become 'effective learners' with the help of a group of special characters. All the learning experiences we plan for the children allow them to utilise and develop these skills. Our learning environments, both inside and outside, are stimulating and exciting, and relevant to the needs and age/stage of our children. Resources are easily accessible, developing children’s ability to access the curriculum independently. This enables us to meet the unique needs of our pupils.
Our curriculum subjects have been categorised into three areas. This allows staff to work as a team to monitor and develop subjects collaboratively.
The three categories are: