Key Stage 1 Curriculum
KS1 Intent, Implementation and Impact Statement
At Woodfield we aim to create a nurturing, caring and stimulating environment where children feel happy, safe and develop a love for learning. We ensure to create a learning environment which is inspiring, encouraging and where children are actively involved with their learning. We help each other be the best we can be and ensure everybody feels a part of our Woodfield team.
‘Be kind, be hardworking, be part of our team, be Woodfield!’
At Woodfield Infant School, we want our children to be excited, engaged and curious to learn and we also want them to be able to confidently talk about themselves as learners. We provide a supportive, nurturing environment in which for them learn; an environment where every child can flourish and can reach their full potential.
We are lucky enough to be situated in a beautiful part of the country, with easy access to a variety of features which can support the learning experience for our children. We live in the birthplace of Charles Darwin with the longest river in Britain flowing through it. We make use of our immediate local environment for many curriculum areas including geography, history and science and draw upon this knowledge to make comparisons with areas further afield. This approach builds up the children’s sense of who they are and where they live.
Our school values underpin everything that we do in school. We focus on kindness, respect, thankfulness, collaboration, honesty, forgiveness and charity. We teach the children what they mean, how to show them and how to recognise when someone else is showing them. Alongside our Values, we also have our 7Rs of Learning. These are skills that we feel are essential for children and adults to become effective, confident learners. The 7Rs of Learning are: being ready, being resourceful, being responsible, being able to take risks in trying new things, being able to reason, being resilient and being reflective.
In addition to our Values and 7Rs, the curriculum at Woodfield has been designed to suit the needs of our children and our community. It is an aspirational curriculum, with high aspirations for all, a curriculum which gives the children the broad and exciting learning opportunities that we want for them. In order to deliver the knowledge and skills outlined within the National Curriculum, we draw upon a range of themes and topics to use as the stimulus through which clear concepts, knowledge and skills are developed. We also draw upon other elements of learning to add breadth, enrichment and Cultural Capital to our curriculum offer and we engage the wider community by involving them in the life of our school; families and visitors are invited into school and our children experience visits on the local area and further afield.
In order for our children to meet age related expectations, the curriculum at Woodfield is a progressive curriculum. The experiences, knowledge and skills gained in EYFS are built upon in Year One and again in Year Two. This allows the children to embed and deepen their knowledge and skills; making progress in their learning by knowing more and remembering more. Our children are then ready for the next stage of their learning journey when they move on from us at the end of Year Two.
The curriculum offer at Woodfield is enhanced through the use of quality texts. Texts which have been carefully chosen and developed into a reading spine of books that we want the children to become familiar with, to know and love as a Woodfield pupil. These books reflect the children’s interests, cross curricular topics and cultural diversity.
The long term plan also highlights key dates and celebrations throughout the year; enriching the Cultural Capital. These ‘Special Days’ are celebrated by the whole school with visitors invited into school to help us to celebrate them. These days broaden the curriculum offer and allow for first hand experiences of important times; these first-hand experiences help the children to place knowledge and skills into context, build upon prior knowledge and lay the foundations for future experiences.
Visits away from school, or visitors into school, also compliment the planned curriculum and are used to begin a unit of work, to draw together learning at the end of a unit of work or to exemplify certain aspects of a unit of work. When planning for enhanced experiences such as these careful consideration is given to the cost of the activity and our Pupil Premium Grant funding is used to allow all children to participate.
Throughout Key Stage 1, the children are working towards an agreed set of end points for each curriculum area. Further information about each curriculum area can be found on our curriculum pages.
The first step in implementing the curriculum towards these end points, is the use of long term plans and progression grids for each area of the National Curriculum. These documents detail what is taught in each year group and how the children make progress from one year to the next.
From our long term plans, medium term and short term plans are developed. Using the progression grids as a guide, these plans are used by teachers to map out a sequence of learning. School has identified key knowledge and facts that we want the children to learn. These key points are organised into Knowledge Organisers which support the planning for each curriculum unit of work.
Planning, teaching and learning is monitored by subject leads, by the Senior Leadership Team (SLT) and by the Local Governing Body (LGB) throughout the year. This is mapped out using our monitoring and evaluation cycle. A variety of monitoring techniques are used including book looks, learning walks and pupil voice conferences. Monitoring ensures that curriculum coverage, consistency, compliance and appropriate pitch and expectation is happening within the subject area.
In order to ensure that the children are making progress in relation to age related expectations (AREs), we draw upon a range of formative and summative assessment practices throughout Year 1 and Year 2.
Summative assessments in reading, writing and mathematics take place towards the end of each term. These include NFER standardised assessments, Salford reading assessments and phonics assessments. These assessments aid the teachers in making robust teacher assessments of the children to ensure that expected progress is being made and, where this isn’t happening, additional activities can be put in place to support the children in making progress. Termly Pupil Progress meetings where each child is discussed take place between the class teachers and the SLT. During these meetings, all aspects of the children’s educational journey are discussed, including their social, emotional, mental health and well-being.
The progress of all children is celebrated, whether it be academic progress or progress in social, emotional or independence skills and the children leave us at the end of Year 2 and make the move to Key Stage 2 ready to begin the next stage of their journey.
We are proud of the academic standards children achieve at Woodfield. The attainment outcomes for children at Woodfield, at the end of Year 2, are consistently above national standards for reading, writing and maths both at the expected standard and at the greater depth standard.
Smooth transition processes and learning progression documents are in place to support children as they move into Key Stage 2. Children leave Key Stage 1 with the skills, knowledge and confidence to continue their journey as learners in all areas of the curriculum.
KS1 Long Term Plans
Curriculum Planners for Parents
Each term we send home a curriculum planner for parents, an example of which can be seen below. These planners provide additional information about each of the curriculum areas being covered. Parents have told us that these planners are helpful to bring about discussions with their children about what they are learning at school. They also enable parents to engage in out of school learning with their children. We don't set photocopiable sheets as homework for children as we believe that these are of extremely limited benefit in moving children's learning on. Instead, we prefer that parents discuss what their children are learning in school (using the planners) and look at the everyday application of this learning in the world around them. For example, when children are learning about structures in school, parents showing children structures around them, e.g. bridges, pylons, architecture, sculptures, scaffolding, etc. can really help children to understand the everyday application of what they have learned in school.
Further examples of these planners can be found by clicking on the 'Parents' Planners' link below.
For more information about the subjects we teach at Key Stage 1, please click on the subject link below.