Children are admitted to Wensum at the start of the school year following their 7th birthday. They enter one of our year 3/4 classes. Children are taught in mixed year group classes with the number of classes depending upon the number of children in each year group. The classes are made up of children covering all ranges of ability. The class teacher, as well as being responsible for the general welfare of the children in the class, is also responsible for teaching a broad and balanced curriculum which can draw on the National Curriculum but, as an academy, we have the freedom to tailor the curriculum as we feel is right for the pupils. Teachers are supported by subject leaders.
Wensum School – Curriculum Intent Statement
Curriculum Rationale
- The curriculum at Wensum is designed to provide a broad and balanced education that meets the needs of all pupils and gives them the skills, knowledge and understanding to prepare them for their future lives.
- It ensures that academic success, creativity and problem solving, reliability, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning.
- The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the pupils’ spiritual, moral, social and cultural development.
Curriculum Statement
Here at Wensum Junior School we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each year group. The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education. It is important that the curriculum considers the development of the whole child as well as concentrating on academic success. Cultural capital gives our pupils key knowledge that they need to become successful students and then later in life, valued members of our community.
Implementation
Our curriculum
Our curriculum is mapped to the 2014 primary national curriculum to ensure comprehensive coverage of national expectations. Each subject has an overview that provides a rigorous skills and knowledge framework that outlines the end of year expectations for all year groups. These skills and knowledge are tied to age related activities so that staff can track children’s progress and identify their individual learning needs.
Higher attainers are challenged further in their learning to deepen their knowledge and understanding and children who find aspects of their learning more difficult are appropriately supported so that they too are enabled to experience success. National requirements and school requirements are mapped out as a whole school and then individual year groups plan the curriculum for their pupils accordingly. The curriculum is underpinned by the school’s Core Values, of honesty, kindness and respect. There is a focus on these values over the course of the school year where these are taught in other areas of the curriculum, including assemblies. The spiritual, moral, social and cultural development of our pupils and their understanding of the core values of our society are woven through the curriculum.
Theme weeks, whole school activities and opportunities within and outside school develop the children’s learning. After school clubs and events extend these opportunities further.
Impact
Aside from maths and English which are taught daily, other subjects are taught weekly and in some cases through a themed week. Attainment and progress are assessed over the academic year. Ongoing assessment in maths and English ensures teachers are able to identify where children are achieving or exceeding expectations, where further support is required for individuals and also to inform future planning.
Lesson observations, learning walks and book scrutinies are used to see if each stage of learning matches the age-related expectations. Summative assessments are completed termly and at the end of KS2 (SATS).