Curriculum OverviewWavertree Church of England School
Our Curriculum Implementation
Our curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills. The Open Worlds humanities project has been designed to ensure that real connections and links can be made across the curriculum to create sticky memory and to improve key vocabulary for all children. Subject leaders have developed subject specific characteristics which we expect the children to demonstrate in each discrete subject area. These characteristics, ranging from resilience (P.E.), emotional intelligence (Heartsmart) and critical/spiritual thinking (R.E.) are there to support our children on their journey through our school, to enable them to be secondary-ready, and to support their hopes and ambitions within and beyond education.
Our Curriculum Impact
We use both formative assessment information every day, and in every lesson. Staff use this information to inform their short-term planning and short-term interventions – including in the foundation subjects. This helps us provide the best possible support for all of our pupils, including the more able. Subject leaders have mapped out the assessment milestones for each phase, the language acquisition expectations and half termly units in line with the scheme of work for that subject. Within English, weekly spellings are taught and assessed with children grouped in accordance to their abilities. Progress is tracked and attainment logged. Within mathematics, times tables are taught and monitored by class teachers and these form weekly homework opportunities for improvement of rapid recall. Google Classroom is used for all homework.
Our staff use formative assessment grids to systematically assess what the children know as the topic progresses and inform their future planning. These formative assessment grids then inform summative assessment judgements for each topic in every foundation subject area (and science). Within R.E. the use of the WOW books looks at prior understanding and knowledge and which future learning has taken place.
Assessment information is analysed by our Headteacher and subject leads for coverage, the Quality of education, and levels of attainment as part of our monitoring cycle. Pupil progress reviews are conducted half termly (formative) and termly (summative). This process provides the SLT and Governors with an accurate and comprehensive understanding of the quality of education in our school.
We set out our monitoring cycle at the beginning of each academic year. This identifies when monitoring for all year groups is undertaken in all subject areas and the type of monitoring adopted. Monitoring includes: book scrutinies, lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.