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Our Academic Curriculum
at Wyton on the Hill



How do we organise the content of our curriculum?

Whilst our curriculum is designed to support children’s natural curiosity and to stimulate their creativity, it is also structured to ensure that they develop the fluency and mastery in ‘the basics’ necessary to explore their learning in greater depth.

We plan our curriculum content annually, using the National Curriculum to ensure coverage and bearing in mind the following principles about the nature of learning:

  • Children can only truly ‘know’ a skill, concept or fact when they are given multiple opportunities to remember what they know and to apply it in a range of contexts.
  • Learners will forget what they know; therefore we need to design a curriculum which allows for repetition and eventually results in children remembering more.
  • Learning takes time and effort: progress happens over a key stage at children’s own pace.

When planning each teaching sequence we start by looking at the standard we expect every child to achieve and what deep level learning will look like. Learning experiences and learning challenges are then planned to ensure that every child stands the best possible chance of achieving both the expected standard and deep level learning.

We have a strong focus on English, Maths, Computing and Science, and all four are taught regularly as discrete subjects in order to ensure that pupils develop the fluency of skill and the mastery of knowledge and concepts that they will need in order to use and build on these ‘basics’ throughout their learning.
However, where appropriate, English, Maths, Computing and Science are also taught as an integral part of our enquiry-based and cross-curricular topic work. This includes an emphasis on encouraging children to develop their command of spoken and written English across a wide range of contexts and to apply Maths and Computing in everyday situations.
We may, when appropriate, focus on a particular curriculum area for a few days. For example, rather than having one RE or DT lesson at a particular time every week, children may have a week focusing on RE or DT, which really allows them to become really engrossed in their learning.

Music and the Arts are an important part of daily life at Wyton in the Hill, because of their natural links with our curriculum priorities: creativity, community, commitment and challenge.  Wherever possible, cross-curricular topics and themes are explored through Music and the Arts.

Singing is a key feature of our daily assemblies and the appreciation of music is taught both as part of our scheduled assemblies and as part of our cross-curricular / enquiry-based topic work. In addition all pupils from Year 1 upwards receive approximately an hour a week split between ocarina / recorder tuition and African drumming / Samba lessons so that by the time they leave primary school, they are able to read music and are confident with a variety of rhythms and percussive techniques. At the end of each term all pupils have the opportunity to perform in two concerts, which are very well attended by parents and members of the wider community.

Similarly, Art is taught both as an integrated part of our weekly curriculum and in discrete art project weeks. Our children’s work is displayed in class art galleries throughout the year for parents and families to see, as well as publicly our local hospital and library.

Throughout the year we hold a number of whole school subject-based themed days and weeks to enhance learning, help children to be more aware of their wider community and celebrate important occasions. These include:

  • RE festival days
  • Sports Days
  • Wyton Science fortnight
  • Poetry Week
  • Heritage project weeks

Typically, these events are followed by a whole school assembly, or Big Conversation, so that children from all age groups can share and compare their learning. Such events are perfect for inspiring cross-curricular writing.

To see the learning and assessment objectives for each year group, please click on the links below.

Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Contexts for learning

We often plan our teaching sequences through a “context for learning”. This is the over-arching topic or theme we use to provide a meaningful context to the children’s work within and across subject areas. We look to make links between the subject areas and often consult our pupils on topics and contexts which interest them.

Whilst our key principles remain the same, our approach to the use of contexts for learning differs slightly between Key Stage 1, Key Stage Two and the Early Years Foundation Stage. This is due to the way in which pupils need to develop as learners as they continue on their learning journeys.

Our cross-curricular topic-based Key Stage 1 curriculum

In Key Stage 1 we take a theme-based approach through which most subject-learning is organised around a termly cross-curricular theme. By linking children’s learning through a central theme or topic, we help to make it more immersive, memorable and meaningful for our younger learners.

Our choice of termly, over-arching cross-curricular Key Stage 1 contexts this year has been guided by the areas our children said they would like to find out more about in one of our ‘Big Conversations’ and are as follows:
Autumn 2017
Spring 2018
Summer 2018

‘A Toy’s Story’

‘Down on the farm’

‘Commotion  in the Ocean’

In Key Stage 1 there are occasions when areas of learning are taught discretely, for example, in RE, where the children learn Christianity, Hinduism, and Sikhism, following the agreed Cambridgeshire syllabus. This is because we do not believe in contriving links, only in making the most of connections where they naturally exist.

Our Enquiry-based  Key Stage 2 curriculum
In Key Stage Two we have experimented with organising subject-teaching around a central context, but often found that this did not give our children enough time to explore some of the subject-specific skills and knowledge at the depth they need as they move forward in their learning.

As a result, we have moved towards an enquiry-based subject approach, starting with a question related to a particular subject, which then becomes a focal point for future learning and assessment.

This approach offers children the opportunity to work towards both fluency and depth in each of the subjects, giving them the time they need to reflect on, consolidate, transfer and make personally meaningful connections in their learning. We encourage our Key Stage 2 pupils to identify themselves as Scientists, Artists, Historians, Musicians (and so on) and to consider the particular skills, concepts and attitudes they will need to be successful in each of the subjects taught.

Where appropriate, we help children by using the natural links between subjects and, as a result, the learning becomes more meaningful and memorable for our children. However, as with Key Stage 1, we do not believe in contriving links but in making the most of them where they naturally exist.

Our cross-curricular topic-based EYFS curriculum
Planned, purposeful play is the foundation of development and learning for young children. It is the way skills are developed and practised. It is essential for physical, intellectual, linguistic, emotional, and behavioural and social development. It is the process through which children can explore, investigate, recreate and come to understand their world.

Through a theme-based approach we deliver learning for all 17 areas of the Early Years Curriculum through purposeful play and learning experiences, with a balance of adult-led and child-initiated activities. We follow the Early Years Foundation Stage Framework, which sets out statutory guidance on the standards that schools and childcare providers must meet for the learning, development and care of children under 5. Themes are shared across the EYFS and Key Stage 1, so that our younger pupils can develop a sense of community, belonging and shared purpose with pupils who have already established themselves as learners in Years 1 and 2.

Our Contexts for Learning
To see what we are learning each term, click on our Contexts for Learning Map below.

Learning Cycle A

Sports Premium
If you would like to know more about how the school teaches PE and sport and uses the money it receives from the Sports Premium funding, please click here.

Wyton on the Hill Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
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