The Wellington Curriculum

Curriculum intent

At Wellington, our curriculum is broad and balanced, and promotes the spiritual, moral, cultural, mental and physical development of our children, as well as preparing them for the opportunities, responsibilities and experiences of later life.

We aim to provide children with an experiential education.  Our carefully constructed curriculum promotes a life-long love of learning where children achieve highly by acquiring the knowledge and skills they need to be fully prepared for the next stage of their learning.

Rules for life!

Our rules for life are Ready, Respectful, Safe and our values are Learning, Respect and Wellbeing

The rule is Ready because we value Learning for life.
The rule is Respectful because we value Respect, for ourselves, each other and our world.
The rule is Safe because we value Wellbeing, keeping ourselves and others physically and emotionally safe and well.

Our values are the drivers of our curriculum. Through our values, children will learn to be curious, persistent, ambitious, co-operative, empathetic, kind, resilient, healthy and responsible.

 

Vision

Value

Behaviours

Rule for life

Successful

Learning

Curious

Persistent

Ambitious

Ready

Caring

Respect

Co-operative

Empathetic

Kind

Respectful

Confident

Wellbeing

Resilient

Healthy

Responsible

Safe

 

Through ensuring our children foster these behaviours, we will ensure they are ready for their next steps in education and have what they need to be active local, national and global citizens, able to contribute to their communities and thrive in the opportunities and challenges of modern Britain.

 

Subject knowledge

In line with the National Curriculum, we provide children with the essential knowledge they need. Each year group follows the National Curriculum for their stage of learning.

Learning takes place in subject-specific lessons, linked through a theme to provide a context for learning. After all, this is how children experience the world. There is one theme for each year group every term. Some of the themes are humanities based and others have a scientific bias.

Our curriculum is broad and balanced and serves to meet the needs and interests of our children.

In each unit of work, we carefully plan the knowledge that children will acquire. They are taught in a way that builds on their prior knowledge, strengthening strong schemata which supports the further development of their knowledge in the future. This knowledge provides the foundation from which children can build their skills and understanding, as well as develop an enthusiasm for the subjects we teach. 

Our curriculum also includes theme days and weeks, which are a focus for the whole school. These themes reflect the context of the school and our local community.

We value the creative arts and use them throughout our curriculum. We are proud to be an Artsmark Gold School. As part of each theme, children an artist or a piece of art work and a musician or a piece of music.

We also provide many opportunities for children to participate and contribute to the wider life of the school.

We are reviewing our curriculum, but to see the current curriculum map for 2019-20, click here.

Subject specific skills

We have identified subject-specific skills which children will learn and practise as they move through school.

We have thought carefully about how children will progress in their understanding and application of these skills, identifying where they will learn them and where they will practise them.

For each subject, we ensure progression of knowledge and skills through our progression documents. These are currently being developed, but you can find an example here.

Cross-curricular skills

Whilst we understand that there are subject-specific skills, we also realise there are cross-curricular skills in English, Maths, Computing and PSHE which are used across the curriculum.  We ensure there are opportunities to develop and practise these vital skills. English, Maths and PSHE are a particular focus in Foundation Stage and Key Stage 1. Securing these will ensure successful access to the rest of the curriculum and ensure high achievement in the future.

Skills in Computing become more evident as children move through school to become competent digital citizens.

Our local context

Our school is situated in an area of significant deprivation and our curriculum must take account of the specific areas of need we encounter. We are ambitious for our children and provide rich and diverse cultural, sporting and artistic experiences through our visits and clubs provision. Accessing a range of experiences enhances the specific knowledge, skills, understanding and values in our curriculum.

We have high expectations for social etiquette and provide opportunities and experiences which build cultural capital. We are highly ambitious for our children and want them to aim high with their aspirations. Children must be equipped to take advantage of every opportunity open to them in the future, particularly as citizens of London.

 

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