Our Approach
At Watcombe we offer a curriculum that inspires our learners. The curriculum holds high expectations through a broad and balanced approach in which all learners are motivated to achieve the highest standards possible in all areas of learning and provides equality of opportunity for all.
Rich and varied experiences enable the learners to cohesively and progressively acquire, develop and apply a range of knowledge, understanding and skills as well as promoting creative and critical thinking. The curriculum utilises opportunities for cross curricular links to deepen and strengthen learning as well as to promote the transference of knowledge and skills.
The curriculum map across the school ensures that the depth and coverage of knowledge and skills meets the statutory requirements and the needs of the pupils and community.
At Watcombe the term curriculum refers to the opportunities that learners experience whilst at school both in lessons, throughout the day and within extra school clubs or curriculum events. It includes the national curriculum subjects, RE, PSHE and RSE.
Inherent within the curriculum is the promotion of emotional wellbeing as well as an integrated opportunities to develop spiritual, moral, social and cultural learning.
The knowledge of the community in which our learners live is instrumental in influencing the curriculum design in order to ensure their needs, both academic and pastoral, are met.
Our Curriculum: Specific Principles
EAWHigh Expectations
High expectation and uncompromising focus upon the development and application of reading, writing and maths skills.
EY and KS1
In the EYs and KS1 there is a clear progressive phonics focus to support reading and writing progress.
Opportunities
Create a range of broad and balanced opportunities, across the different subjects, which are tailored to the interest of the pupils and in turn inspire pupils to learn purposefully.
Developing and Understanding
Emphasis upon developing an understanding of the world around them and the high profile of developing and extending vocabulary.
Learning
Learning is sequenced cohesively and progressively encouraging children to build on prior learning towards clearly defined outcomes at different stages.
Outcomes
Outcomes are diagnostically evaluated in order to direct future planning.
Curriculum
Curriculum is accessible and equitable for all learners (inline with the Equality Act 2010 and the Special Educaitonal Needs & Disablity Regs 2014) support and intervention needs (both academic and pastoral) are identified early and provision put in place to counter needs with regular review of impact.
Community
Community partnership engagement is harnessed to utilise learning opportunities and to develop a sense of belonging and commitment.
Parental Support
The pursuit of parental support is paramount in order for pupils to achieve to the highest degree.
Relationships
First class teaching is based upon building positive relationships in which all learners feel valued and develop confidence and self-esteem.
Promoted
Promoting active learning is paramount to ensure pupils challenge themselves to deepen their thinking and understanding of knowledge, skills and concepts.
SEMH
Support for SEMH and positive emotional well – being needs features highly to ensure pupils are able to independently regulate emotions and access learning.
Focus
Clear focus to develop an understanding of the importance of healthy lifestyles both physically and mentally.
British Values
British Values are held in high recognition and explicit within the curriculum and supported by SMSC
Growth Values
‘Growth Mindset’ promotes positive lifelong learning behaviours and attitudes.
Pupils
Pupils play a central role in the curriculum to ensure it is meeting their needs and that they have the right support and opportunities to make the best progress possible.
Safeguarding
Safeguarding (including E safety) – both keeping pupils safe and pupils learning how to keep themselves safe is at the forefront of the curriculum.
The curriculum is designed to support the children in making progress towards the holistic over – arching school aims
- To be a confident individual
- To be a successful learner
- To be a responsible citizen
In support of these aims, the school community has established 4 learning values which are integral to the curriculum:
- Respect- We want learners to show respect to other people and their opinions within school and the wider community.
- Responsibility- We want learners to be responsible for their actions and attitudes.
- Confidence- We want learners to be confident and believe in themselves
- Aspirations- We want learners to have ambitious personal goals.
Learners are encouraged to be reflective in their learning and develop a clear understanding of what they may need to do next to make progress. Independence is promoted across the school ensuring learners are resilient and creative.
Parents and community are integrated into the learning journey planning and active in celebrating or taking part in the outcomes. The curriculum has a holistic comm