Curriculum Overview

 

Curriculum intent

 

At Welholme Academy we aim to create a curriculum that compels all pupils to achieve. We believe in a curriculum where all subjects are valued. However, we must never forget the importance of English and Mathematics which underpin attainment and progress in every subject and are essential tools for a successful life.

 

Our Curriculum will give our children opportunities to become lifelong learners by enabling them to develop their social, emotional and mental well-being. As a result of our curriculum they will

• become resilient learners with a desire to achieve and learn new things
• be aspirational and be the very best they can be
• develop a pride in the outcomes they produce
• develop stamina to maintain quality
• become curious, confident and enthusiastic learners
• work collaboratively in a range of settings as well as having the confidence to work independently
• reflect and think about their learning and support others to do the same
• ask questions to clarify and deepen their understanding
• make choices about things that are important to them
• build nurturing and respectful relationships
• build emotional and social resilience
• understand and value opportunities to make a positive contribution to their school, local and wider community
• be prepared for the next stage in their education
• We believe in a broad and balanced curriculum. This will be founded on The Early Years Foundation Stage Curriculum and The National Curriculum. Through our relevant and contextualised curriculum our children will have the opportunity to
• learn within a coherent and progressive framework
• explore the depth and breadth of the wider curriculum
• develop a deep and rich subject knowledge
• see clear links between different aspects of their learning
• apply knowledge and skills to novel situations
• develop new skills through memorable engagement including first hand experiences, visits and visitors
• build cultural capital by broadening their awareness, knowledge and understanding of the world in which they live
• become confident communicators, able to express their opinions in a variety of settings
• become literate and numerate
• develop and demonstrate creativity.

 

We have chosen to deliver our curriculum through a whole school themed approach. All children from the Early Years through to Y6 study the same theme, but the knowledge being taught is appropriate to their age group. Each year group has their own focus within each whole school theme, as outlined below.

 

	Autumn 1	Autumn 2	Spring 1	Spring 2	1 week	Summer 1	Summer 2
	History	RE	Geography	History	RE	Geography	Art
Year 1 & 2 (Cycle A)	Living history: Have children always lived like me? locate, society	What does it mean to belong to a Christian family?	What makes Grimsby a good place to live? locate, settlement, society, economy, environment	Local study: How did fishing change Grimsby? locate, society, settlement, economy	Palm Sunday	What is the weather like around the world? locate, settlement, environment	How do artists use colour and pattern?
STEM	Science: Living things & Habitats	Science: Animals including Humans	Science: Uses of everyday materials DT: How can we make a stable structure?	Science: Building circuits		Science: Light & Shadows	Science: Plants DT: How can we create a healthy drink?
Year 1 & 2 (Cycle B)	Explorers: Who was the more important explorer, Matthew Flinders or Ernest Shackleton? settlement, locate, society	Why do people use light to celebrate?	What are the wonders of the UK? locate, environment, settlement	Stone Age: How did Neolithic families live? locate, society, settlement	Last Supper and Maundy Thursday	Where would you rather live – Grimsby or Buikwe? locate, settlement, economy, society	How do artists use shape, form, space and texture?
STEM	Science: Seasonal changes	Science: Plants	Science: Everyday Materials	Science: Pushes & Pulls DT: How can we make a toy move?		Science: Animals including Humans	Science: Living things & Habitats DT: How do I make a puppet?
Year 3 & 4 (Cycle A)	Ancient Egypt: What was the role of the river Nile in developing the Ancient Egyptian empire? locate, society, economy, settlement	How do Jewish people show they belong together?	How have rivers and seas influenced where we live? locate, settlement, environment	Anglo Saxon Britain: Who were the Anglo Saxons and what happened to them? locate, settlement, society, belief, conflict	Good Friday and Jesus’ crucifixion	What is similar and different between Grimsby and Hull? locate, settlement, society, economy, environment	How are artists inspired by nature?
STEM	Science: Living things & Habitats DT: How do I make a cushion?	Science: Animals including Humans	Science: States of Matter	Science: Sound			Science: Electricity DT: How can I light a card?
Year 3 & 4 (Cycle B)	Vikings: Ruthless killers or peaceful settlers? locate, society, settlement, belief, economy, conflict	Why are stories important in Hinduism?	How do volcanoes and earthquakes affect people’s lives? locate, settlement, society, economy	Henry VIII: What was the significance of Henry VIII break with Rome? belief, conflict, society, locate	Easter Sunday and Jesus’ resurrection	What is great about Italy? locate, settlement, society, economy	How can artists represent real life?
STEM	Science: Animals including Humans	Science: Light	Science: Forces and magnets DT: How can we make a car move?	Science: Rocks			Science: Plants DT: How do I make a seasonal crumble?
Year 5 & 6 (Cycle A)	Victorians: What were the risks to a poor family in Victorian Britain? society, locate, economy	What does it mean to live a good life?	How is the UK economy driven by land use? economy, environment, locate, settlement	Romans: Boudicca – Heroine or villain?	Origins of Easter traditions	What are the similarities and differences between the UK and South America? locate, settlement, society, environment, economy	How do artists use perspective?
Y5 Science STEM	Science: All Living Things	Science: Animals Including Humans DT: How do I develop a recipe?	Science: Properties and changes of materials	Science: Forces			Science: Earth & Space DT: How can I make a stuffed toy?
Year 5 & 6 (Cycle B)	Benin: How should we remember the Kingdom of Benin? locate, society, belief, economy, conflict	How do the Five Pillars guide a Muslim’s life?	What makes mountains magnificent? locate, environment, economy	WW2: Who was persecuted during the Nazi regime and why? belief, conflict, society, locate	Judas – Easter hero or traitor?	The world’s natural resources – save or spend? settlement, economy, society, environment	How do artists create emotion without a brush?
Y6 Science STEM	Science: Living Things & Habitats	Science: Evolution & Inheritance	Science: Animals Including Humans DT: How can we improve our school playground?	Science: Light			Science: Electricity DT; How can I make a pop-up book?

 

Where possible, work in all subjects is linked to the main whole school theme. However, this is not forced and many subjects are taught entirely as stand-alone subjects each term. The declarative and procedural knowledge that is found in each subject overview document was decided upon by staff using the 2014 National Curriculum as a foundation. Planning is designed to be engaging, creative and inspiring, whilst still being rooted in the requirements for each curriculum subject and the basic skills of literacy and mathematics. In the Early Years, the theme focus is intertwined through all subjects on an ongoing basis throughout the term. To enrich the learning experiences for our children, as well as covering objectives linked to the National Curriculum through classroom-based learning, Welholme Academy has developed a Cultural Passport which outlines the experiences that we aim to provide for each child over the course of their time at Welholme.

 

Schemes to support learning

 

Welholme has purchased a range of schemes to support delivery of the curriculum. Some of these are followed as the main means of delivery, whilst others are available to support teachers as they choose to use them.

 

Read, Write, Inc. (RWInc.) is used for the delivery of our phonics programme. This is implemented as a scheme from Early Years and in to Y2. We have regular training from RWInc. trainers to support staff with this and ensure consistency of delivery.

 

White Rose Maths is used across the school for the delivery of maths. In order to support and extend learning in this subject the school also uses Number Stacks and Deepening & Understanding.

 

In music staff can use Music Express to support their delivery of the curriculum. In addition, we employ the services of music experts from the Local Authority to facilitate the teaching of singing, recorders and of the cello.

 

For Religious Education we use Discovery RE and for Modern Foreign Language we use Salut! In Physical Education staff are able to access Primary Steps in PE to support their delivery of the curriculum. In Computing we follow the scheme that has been drafted by the Trust.

 

In Personal, Social and Health Education we follow the Jigsaw scheme. Every year group, from Early Years through to Y6, follows the ‘Jigsaw’ scheme of work. This is taught on a weekly basis and, over the course of each year, covers the following units:

• New beginnings
• Getting on and falling out
• Going for goals
• Good to be me
• Relationships
• Changes

 

If you would like more information regarding the school's curriculum, please talk to your child's class teacher or view our individual Curriculum Subjects page.