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Parent View - Give Ofsted your view on your child's school

Curriculum

Appleton Wiske Community Primary School

School Curriculum 2019-20

 

 

Happy, Healthy and Productive

Our vision is for all of our children to be happy, healthy and productive in a supportive environment which allows them to achieve their full potential. Through a deep and rich curriculum, pupils will gain knowledge, develop skills and build resilience for the future. We are determined that every child will succeed.

Curriculum Intent:

  • Provide a deep, rich and challenging curriculum for every pupil
  • Prioritise reading and mathematical fluency so that every pupil can access the full curriculum
  • Develop resilience, independence and a growth mindset
  • Embrace diversity through positive, caring and tolerant attitudes towards everyone regardless of background
  • Prepare children for their lives beyond primary education

 

Why?

When our pupils start school in Reception, their attainment on entry is generally in line with the national average; we are unwavering in our drive to ensure that they develop and master the key skills of reading and mathematical fluency. This allows them to access a full curriculum which exceeds the requirements of the National Curriculum and offers appropriate challenge for all. We have identified resilience and independence as important characteristics that our pupils require in order to be successful; as such, we work hard to instil in our pupils a growth mindset so that they can develop these qualities. The school’s demographic is predominantly white British and a significant proportion of pupils come from agricultural families. Our curriculum embraces this context whilst also recognising a lack of diversity; we therefore aim to provide culturally diverse learning opportunities that promote tolerance and respect. Through an effective curriculum, our pupils will be happy, healthy and productive, and they will be prepared for each stage of their education.

 

Implementation

The school’s curriculum is coherently sequenced and ensures that every child is given appropriate opportunities to learn the necessary skills and knowledge in every subject. We have developed a two-year long term plan which exceeds the requirements of the National Curriuclum and clearly maps out the objectives that will be learned. Our curriculum is implemented through cross-curricular themes which inspire and excite children about new learning opportunities. The themes are organised so that children start from a secure base of what they know and what is familiar and can confidently contribute to learning in the class. Themes are developed to look at our locality and beyond, including the wider world.

 

We ask the children three questions:

What do you know about this theme already? 

What would you like to learn about this theme?  

What will help you to learn more about this theme?

 

Incorporated throughout our curriculum are Fundamental British Values (FBV), Social Emotional Aspects of Learning (SEAL) and Personal, Social, Health Education and Citizenship (PSHE & C), all of which are covered during whole school assemblies and in the classroom. There are also opportunities for children to develop these skills throughout the school in roles such as e-safety officers, playtime friends and the School Council.  Religious Education is taught throughout the year during discrete lessons and through cross-curricular links where possible. 

 

Impact:

The impact of our curriculum approach is that it inspires children to reach their full potential. They develop their knowledge and gain new skills which can be transferred across subjects and into the real world. We provide opportunities through the curriculum which allow all children to flourish. Our children experience success, develop their self-belief and build resilience. We have created a culture where we learn from our mistakes in order to develop a growth mindset and the belief that anything is possible. Our children are ready for each stage of their education and are ‘learning for life’.

 

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