Implementation

Our whole school curriculum provides children with opportunities to develop their skills in art using a range of media and materials. Children have the opportunity to explore and evaluate different creative ideas developing skills in drawing, painting, printing, collage, textiles, 3D work and digital art.

Children study a range of works by famous artists to develop knowledge of styles. The skills they acquire during art lessons are linked to their PSHE, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, using art as a medium to express emotion and thoughts to enhance their personal, social and emotional development; as well as through cross-curricular opportunities in the classroom.

Art is displayed to motivate and inspire others and to celebrate the pupils’ artwork in their class.

Impact

Our Art Curriculum is planned to demonstrate progression and to stimulate creativity. Pupils are clear about what the intended outcomes are and have a means to measure their own work against this, as a means of expression or to explore the styles of other artists that inspire our own work.

In Art, children are reflective and evaluate their own and each other’s work, thinking about how they can make changes to keep improving. This is meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection. Children are encouraged to take risks, experiment, and then reflect on why some ideas and techniques are successful or not for a particular project. 

 

 

 

 

Implementation

Implementation of the computing curriculum will build on the subject leader evaluation completed during the previous academic year. It will seek to ensure consistency in the teaching of computing and the experiences of the children across the year groups. The following measures will help ensure the curriculum is thoroughly implemented and the intent is achieved.

• Computing lessons taught at least once a week
• Standalone lessons are provided to tie in with wider curriculum and ensure computing is not taught in isolation.
• Scheme of work progression-grid available to track progress across the school.
• Yearly overviews provided to teachers in order to highlight teaching requirements for academic year.
• Teachers to gather proof-of-progress evidence for 3 children of mixed ability termly.
• Pupil voice to be completed in autumn 2, spring 2 and summer 2 in order to ascertain progress
• Links with technology professionals in and around the local area to be developed in order to bring inspirational speakers into school.
• Safer internet week to be promoted and school to participate in nation-wide initiative.
• Internet safety issues continue to be addressed through parent workshops, provision of reading materials and regular updates of current issues through the school facebook page.

Impact

A thorough implementation of the computing curriculum will have the following impact for the children in Wendron C of E School:

• The children will have been taught, understand and can apply the subject content as laid out in the computing programme of study.
• The children are able to articulate their understanding of computing science, digital literacy and information technology. They are able to give examples of ways to stay safe on-line and recognise acceptable/unacceptable behaviour.
• There is consistency across the year groups in the quality and frequency of learning using technologies and in the progress made by the children.
• The children can cite examples of times technology has allowed them to access a lesson in the wider curriculum.

 

 

 

 

Implementation

We implement a progressive geography curriculum that builds on prior knowledge and skills year on year. The geography curriculum will be taught in response to projects and  questions which are aimed to be challenging, inspiring, creative, nurturing and encourage active learning. The learners will revisit geographical skills and knowledge in order to embed and deepen understanding. The lessons are carefully planned to ensure that all children are well supported in their learning and that opportunities for depth is planned for. We ensure that trips and visiting experts enhance the learning experiences for the children.

Impact

The impact of our geography curriculum is that our learners are equipped with the geographical skills and knowledge that will enable them to be ready for the secondary curriculum and for life as an adult in the wider world. The children will be able to discuss their learning and demonstrate their knowledge and understanding through a range of activities.

The children’s learning is assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for Geography.

 

 

 

 

Implementation

The National Curriculum is used to plan and deliver the teaching of History at Wendron C of E in a systematic and progressive way. Our History curriculum has been constructed around key concepts to ensure that history is taught in a spiral, not linear, manner. We enable children to make connections, revise and recap previous History units taught through the use of learning journeys which encapsulate the children’s learning in a personal way. Using pictures, photographs, film clips (primary and secondary), key vocabulary and historical evidence as a starting point, pupils are encouraged to discuss and reason with curiosity what they are presented with and how this can be interpreted. Having studied historical evidence, pupils are encouraged to react to History and use this knowledge to discuss, present, debate, re-enact and write from different historical perspectives. This embeds and consolidates pupils’ understanding of History and its impact on society. In the wider, broad and balanced curriculum, pupils are exposed to a range of stories and poems from different historical periods and a range of ethnicities, including BAME, with the intention of deepening their knowledge of History further. At Wendron C of E, historical learning is made significantly more memorable due to our carefully planned trips, educational visitors and workshops. History is taught weekly during alternate half terms (alternating with Geography) and the sequence of learning is carefully mapped to ensure that children are not overloaded with information. Each unit of learning is planned according to the composite which may take the form of a big question. The component lessons are carefully mapped out in a sequential manner to enable children to be able to have an informed discussion about the composite; both within a unit and also at the end. As part of our focus on oracy, we use various oracy strategies to make the learning more meaningful and memorable. Vocabulary is progressively taught across the school and is often recorded in the children’s learning journeys.

Impact

By the time children in Year 6 leave us, we want them to have the following experiences and understanding:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Implementation

We follow the scheme ‘Jigsaw’ at Wendron School, which meets the current needs of our children. The curriculum focuses on the three core learning themes: health and wellbeing, relationships and living in the wider world and builds in opportunities to link British Values and SMSC. The curriculum is constantly reviewed and updated according to the Governments advice, building on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory, on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle. We have a TIS practitioner and this assists with understanding the importance of relationships.

PSHE is taught both as a discreet subject, as well as through whole class teaching and assemblies. Children are provided with frequent opportunities to have their voice heard and because of this; they play an active part in school life. Children are able to express their opinions and views through a variety of mediums including suggestion boxes questionnaires, school council discussions, and comments on various correspondence throughout the year e.g. reports, SEND support profiles, focused reviews, annual questionnaires, work and homework. Children have the opportunities to meet and work with members of the community, such as health workers, firefighters, police, and representatives from the local church and community. We also develop PSHE through activities and whole-school events e.g. the school council representatives from each class meet regularly to discuss school matters. We offer residential trips to various year groups, where there is a particular focus on developing pupils’ self-esteem, self-confidence, self-belief and giving them opportunities to develop leadership and co-operation skills through team building, as we want all children to aim high to achieve their maximum potential.

Impact

Children are resilient learners and excellent communicators and are able to discuss personal matters with appropriate adults, as well as sharing in emotional literacy and discussion. Children demonstrate and apply the British Values of Democracy, Tolerance, and Mutual respect, Rule of law and Liberty. All of our children demonstrate a healthy outlook towards themselves and school and all behaviour is good so that all children can achieve their age related expectations across the wider curriculum.

 

 

 

 

 

Our Intent

The delivery of inspirational and high quality Physical Education forms a fundamental part of Wendron School’s ethos. We recognise that as a school we are responsible for the development of the entire child, we are committed to developing physical well-being, healthy choices as well as the mind. We endeavour to provide all pupils with the knowledge and skills to enable them to become healthy and active young adults. We encourage children to participate regularly in a varied and innovative range of activities. This gives them the opportunity, regardless of ability, to meet physical challenges, develop essential motor skills, appreciate the fun and joy of competition, increase their self-esteem, and at the same time develop strategies for improvement. Our mission in Physical Education is to enable each pupil to reach their full potential for future success in society.

Implementation

We deliver this intent in different ways:

• PE lessons are high quality for all abilities with lesson structure planned to enable all children to achieve but also to strengthen and develop both skills and with teams in full game situations.
• The progression of skills has been planned for all areas of PE in every year group to ensure that the lessons and activities are matched to the child’s age and ability. This ensures progression in all year groups.
• A new and ever evolving PE Scheme of work is used so that teachers are supported with skill knowledge, activity ideas, ICT links and progression within each lesson. This supports in the delivery of high quality lessons.

 

Through these key areas the whole child is developed and skills are learned that are used in the wider world as well as sports, competition and physical activity.

• Daily activity is encouraged. This is done through the active playground, playground leaders running activities and organising resources and the Wendron Whizz Around. Every class has timetabled sessions of Physical Education lessons each week.
• To help keep the pupils excited and enthused with their physical activity, we have strived to provide a variety of extra-curricular clubs.
• Sports and Playground Leaders are trained and developed each year. They learn skills in organisation, motivation, leadership and supporting others to enjoy being active. This teaches them many real life skills and qualities that they will need throughout their whole life. 
• The Sport Premium funding is used each year to continue to improve the provision of Physical Education. We have explored different sports, enabling our pupils to have the best possible experiences.
• Extra-Curricular Clubs include: Football, Cross Country, Netball, Bikes, Sailing, Rounders, Boogie Bounce and Athletics.
• Sports Premium funding has included: open water swimming, water sports, horse riding, multi skills, climbing, gymnastics, skipping, Boogie Bounce, surfing.
• Pupils take part in cluster competitions and festivals throughout the year. Through regular monitoring, we try to ensure that a high number of our pupils participate.

 

 

 

Impact

We firmly believe that reading is the key to all learning so the impact of our curriculum goes beyond statutory assessments. Prior to leaving Wendron, it is our aspiration that:

• All children have developed a life-long love of reading and books.
• All pupils are fluent, confident and able readers, who can access texts for pleasure and enjoyment, as well as use their reading skills to further their knowledge in all areas of the curriculum.
• Children are confident in their ability to discuss texts from a range of genres, recommend books to their peers, evaluate the authors use of language and then appreciate the impact this can have.

Guided Reading Weekly Plan (Reading after Phonics)

Monday	Tuesday	Wednesday	Thursday	Friday
Introduce any new vocabulary (MTYT).   Give the meaning of the new words.   Teacher read aloud, with students following the text.	Quickly revisit the new vocabulary- partners can tell each other the meanings.   Teacher read aloud.   Pupils Echo read key phrases.	Partner reading.   Pupils work with a partner and take it in turns to read whilst the partner follows.	Choral reading   Choose a section from the text to read aloud together.   Concentrate on expression.   Discussion- this could be in pairs/ small groups/ whole class. To cover inference, prediction and comprehension.	Discussion and questions   This can be written- floor books or individual books.

 

Here are some tips for reading at home with your child:

Please help us to give every child the very best opportunities during their primary years of school.

•  Read with your child every day – and that is all children of all ages. 
• Ask them questions about their book.
• Ensure they can decode fluently as well as understand and enjoy the story/text. 
• Join your local library to access a whole range of books to read at home.
• Read for enjoyment. This includes fiction, non-fiction, comics, novels, magazines, leaflets etc
• Don’t forget rhyme, repetition and poetry. These can really engage children of all ages. 

Above all, make it fun!

Reading challenge.

Listed below are the top fifty books that are recommended that your child reads. Have a look and see how many of these you can read this year. If you click on the link you can also download a checklist too. Happy reading! 

Reception	Year 2	Year 4	Year 6
Year 1	Year 3	Year 5

 

At Wendron C of E Primary School, we use the ‘Read Write Inc’ phonics programme designed by Ruth Miskin to teach early reading. The structured programme helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. At the core of the programme is the lively and vigorous teaching of synthetic phonics. Children learn the 44 common sounds in the English language and how to sound-blend words for reading (decoding) at the same time as developing handwriting skills and spelling (encoding).

 

We have found that by using the Read Write Inc. programme, children experience success from the very beginning of their reading journey. Lively phonic books are then closely matched to their increasing knowledge of phonics and as children re-read stories their fluency increases. The stories include prompts to support thinking out loud and discussions, helping children develop the skills they need to be successful storytellers.

 

Read Write Inc. lessons are fun and engaging and all staff who deliver the reading sessions are fully trained. The lessons are taught daily and pupils are regularly assessed and grouped to enable appropriate challenge and pace throughout the programme.

 

 

 

 

 

At Wendron CofE VA Primary School, children are taught to understand and respect the importance of religious beliefs in the world around them. The school follows the locally agreed RE syllabus. We encourage children to use and develop their skills in RE and to participate in deeper spiritual thinking. We define spirituality as ‘ a special connection.’ We aim to ensure that the RE curriculum is challenging, dynamic and relevant to pupils of all ages. It is a spiral curriculum building on previous learning as they move through the school.  

In each class the focus is as follows:- 

Foundation stage /Year1 - Christianity, Judaism and Kernewek (Cornwall) 

In Year2/3 Islam, Hinduism, Christianity and Kernewek (Cornwall) 

Year 4/5 Christianity, Hinduism, Judaism, Islam and Kernewek (Cornwall) 

Year 5/6 Christianity, Hinduism, Islam, Judaism and Kernewek (Cornwall) 

 

Pupils who succeed in RE have developed: 

• Open mind 
• Reflective skills 
• Lead some aspects of collective worship 
• Spiritual understanding 
• Christian values 
• Appreciation and respect for other faiths 

 

Implementation: Long and medium term planning comes from the local New Agreed Syllabus and the Understanding Christianity programme.  

Impact: measurement is through assessments that take place termly 

We support the curriculum with a range of resources. For the teaching of Christianity we use the Understanding Christianity resources and the accompanying freize showing the bible in pictures.

 

 

 

 

Implementation 

We implement a progressive Science curriculum where knowledge and skills are built upon. The curriculum is mapped out in cycles for most year groups due to our mixed age classes. There is a two-year rolling programme for Year 1/2 Year 3/4 and Year 5/6. EYFS is taught as a single year group.  

Our programme of study uses ‘Cornerstones’ as a starting point. Schemes of learning are adapted using the ‘ASE Plan’ resources; ‘Ogden Trust’ resources and to meet the needs of the class – ensuring a robust and rigorous Science curriculum is accessed by all learners. 

• The curriculum ensures coverage of the specific disciplines in Science (Biology, Chemistry and Physics). 

• Teachers plan giving children opportunity to use all 5 of the Scientific Enquiry types: identifying, classifying and grouping; research using secondary sources; observing over time; pattern seeking and comparative and fair testing. 

• Each class uses a floor book to document ‘working scientifically’ skills. This is used as a scaffold to link prior knowledge. 

• Children have the opportunity to develop knowledge and skills through regular Science lessons.  

• All children have access to high quality Science lessons, regardless of their educational needs. Teachers plan provision for SEN requirements and accessibility on an individual basis. 

• Children have access to a knowledge organiser detailing key information and vocabulary and a sequence of learning outlining the progression of knowledge.  

• Common misconceptions and preconceptions are planned for by the teacher using the ‘PLAN Knowledge Matrices’. Misconceptions are addressed as they arise through teacher assessment. 

• Practical first-hand experiences are planned for to create engaging learning environments and make learning memorable. 

• Children are given opportunities to regularly review learning to support them in knowing more and remembering more. 

• Teachers use effective strategies for questioning and modelling to enable children to learn effectively. 

• Children are assessed on the key knowledge objectives and appropriate working scientifically objectives before the end of each unit. Any misconceptions of gaps are addressed in the final lesson. 

• Teachers actively promote enjoyment and foster the children’s natural inquisitiveness in well planned and implemented lessons. 

• Class visits and visitors are planned to enrich learning where appropriate. 

 

Impact 

This successful curriculum results in a fun, engaging and high quality science education that provides children with the foundations of knowledge and skills for enquiry needed as they progress onto the next stage of their education. Children make good progress in Science and are therefore expected to leave Wendron School reaching at least age expectation. 

Our children become Scientists; this is evidenced through pupil voice, work scrutiny, floor books, teacher assessments and importantly classes full of enthusiastic Science learners.  

Children at Wendron have: 

• A wide variety of skills linked to both scientific knowledge and understanding, and skills for scientific enquiry and investigation covering the programme study from the national curriculum and beyond. 

• An understanding of how developments in science have changed and shaped our world and are ever evolving. 

• Clear communication skills both verbally and written to explain their results. 

• Resilience in their learning. 

• A rich vocabulary to articulate their understanding of concepts. 

• The self-assurance and knowledge to pursue ambitions and aspirations into their next stage of education, enabling them to carry this forward into their future careers. 

• A curiosity to continue their learning of the natural world.