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Walton On Trent C of E Primary and Nursery School

Living | Learning | Laughing

Curriculum

 

The Walton Curriculum

 

At Walton we base our curriculum planning and delivery on the National Curriculum. We choose to use Curriculum Maestro to support our delivery of the National Curriculum. This is a creative and thematic approach to learning that is mapped to the National Curriculum to ensure comprehensive coverage of national expectations. It is based on a child-centred pedagogy called The Four Cornerstones (engage - develop - innovate - express) and is delivered through Imaginative Learning Projects (ILPs) which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of children’s learning.

 

We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our curriculum provides many learning challenges throughout the academic year that require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively.

 

We also have a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age-related so that staff can track children’s progress and identify their individual learning needs. Subject leaders base use this to map out the skills progression across the school.

 

For more info on the National Curriculum please see the following link;

 

https://www.gov.uk/government/collections/national-curriculum

 

Some children will be working towards these expectations, some at these expectations and some at greater depth. Your child's class teacher will keep you informed of your child's stage of learning and progress at the twice yearly parents' information evenings. These are held in October and March each year. An end of year report is sent home in July.

 

If you require more specific information about how to help your child more at home, please do not hesitate to make an appointment with the class teacher.

Don't forget to check the class pages and our twitter page for further information too.

Individual Subjects at Walton

 

At Walton we are proud that we have an extensive, broad and balanced curriculum. Subject leaders work very hard to ensure that our curriculum provides a rich experience of knowledge and skills in their subject area.

We have put together a brief section on our website to share with you our Walton approaches for each subject area along with progression maps and other relevant information that will help you to understand the learning that takes place at our school.

 

...Subject sections will be updated soon- watch this space!

English

Intent

At Walton, our teaching of Phonics and Reading, Writing and SPaG follows the National Curriculum. We aim to: nurture a love of reading by developing fundamental skills, especially in early reading; develop children's stamina and resilience when composing extended pieces of writing; ensure children are confident when using the technical elements of SPaG in writing and reading.

 

Implementation

We use a mixture of Letters and Sounds and Read, Write, Inc. to teach Phonics and early reading with a view to implementing Read, Write, Inc. across EYFS and KS1. At KS2, we teach the VIPERS reading skills through Whole Class Reading lessons.

 

We use Pie Corbett's Talk4Writing to teach writing in EYFS and KS1 and progress to using Jane Considine's The Write Stuff at KS2.

 

Impact

Phonics and Early Reading:

Our children feel confident to use their phonic knowledge to engage with reading and can use their decoding skills to understanding new and exciting vocabulary.

 

Reading:

At Walton, our children have a positive attitude to reading as an interesting and exciting subject, appreciating our rich and varied literary heritage. They have developed the habit of reading widely and often, for both pleasure and information.

 

Writing:

They write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. Our children aspire to have fluent and legible handwriting using a cursive font. They feel confident to  plan, draft, revise and edit their own writing and know, understand and are able to write in a range of genres. The children have an interest in words and their meanings and a growing vocabulary. Through reading and writing, our children develop their powers of imagination, inventiveness and critical awareness. 

 

 

Maths

Intent

At Walton, our Maths curriculum follows the National Curriculum. We have chosen to use the Power Maths scheme to support our delivery of Maths, supplemented with additional challenges from White Rose Maths Hub. We selected these schemes because of their mastery principles of concrete, pictorial, abstract (CPA), the way the lessons are scaffolded and the small steps in which units and lessons progress.

 

At Walton, we aim to create resilient, enthusiastic and confident learners with growth mindsets who are fluent in the fundamentals of mathematics.We aim to ensure children have a balance of procedural fluency and conceptual understanding.

 

Implementation

At Walton, our classes are mixed age. However, Maths is taught in individual year groups.

 

For more information on how we structure our lessons in KS1 and 2, please see the document ‘Walton’s Approach to Maths in KS1 and 2’.

 

In EYFS we follow the EYFS framework. In Reception, children follow the same lesson structure as in KS1 and 2 (Discover, Share, Think together) but over the space of a week in smaller groups. Challenge is included through questioning. In Nursery, learning focuses on the children exploring number through a range of continuous provision and teacher-led activities, always using concrete and/or pictorial representations.

 

In addition to five daily maths lessons per week, children in Y3-6 access Rock Star Times Tables daily. Children in Reception-Y2 access Numbots to practise subtilising, number bonds and their mental maths.

 

Examples of Misconception Moments (See Walton's Approach to Maths in KS1 and 2 to understand how these are used in lessons):

 

 

Formative assessments: Teachers use formative assessment in all lessons to check children’s understanding. We use a range of methods including: questioning, misconception moments, observations, analysing errors and regular marking of work.

 

Summative assessment: Termly assessments are carried out across the school from Year 1 to Year 6, using NTS assessments which are in line with our schemes of learning. These materials, along with teacher judgements entered on class mark books on Classroom Monitor inform our overall judgements.

 

Visits and enrichment - We place great importance on visits and enrichment experiences to support children’s love of mathematics. To enrich our curriculum, we have carefully chosen experiences that allow our children to enjoy hands-on activities linked to our long-term plans. For example, in Years 5 and 6, children have the opportunity to be part of a maths masterclass at John Taylor High School.

 

Impact

Pupil Voice

Through discussion and feedback, children talk enthusiastically about their maths lessons and speak about how they love learning about maths. Children show confidence and believe they can learn about a new maths area and apply the knowledge and skills they already have.

 

Evidence in knowledge

Mathematical concepts or skills are mastered when a child can show it in multiple ways, using the mathematical language to explain their ideas, and can independently apply the concept to new problems in unfamiliar situations.

Children demonstrate a quick recall of facts and procedures. This includes the recollection of the times table.

 

Evidence in skills

Pupils use acquired vocabulary in maths lessons. They have the skills to use methods independently and show resilience when tackling problems.

The flexibility and fluidity to move between different contexts and representations of maths.

The chance to develop the ability to recognise relationships and make connections in maths lessons.

 

Outcomes

At the end of each year we expect the children to have achieved Age Related Expectations (ARE) for their year group. Some children will have progressed further and achieved greater depth (GD). Children who have gaps in their knowledge receive appropriate support and intervention.

Science

Intent

At Walton, our science provision follows the National curriculum for KS1 and KS2 and the EYFS curriculum for the Early Years. We aim for every child to be able to gain a knowledge and understanding of the world around us through observation and experimentation, developing skills associated with a process of enquiry. Through practical application, children will be able to draw conclusions about themselves and the world around them. Children are encouraged to be curious in their thinking – both scientifically and creatively. Children are encouraged to use simple scientific language when communicating their ideas and also to present their ideas in different ways.

 

Implementation

Science is taught once per week in all classes, from the EYFS-Y6 and we use the ‘Cornerstones’ scheme of work as a basis to support its delivery. Within this time, the children are given the opportunities to learn scientific facts and deepen their knowledge base within topics. In addition to this we use the Curriculum Maestro ‘Love to investigate’ enquiries. This exposes the children to a wide variety of enquiry types, where the children can apply their knowledge and skills in a more investigative approach.

Throughout the year, we revisit topics previously taught providing the children with the opportunity to retrieve prior learning, in an aim to improve long term retention of knowledge and skills.

 

Impact

Through the provision put in place, we aim to create scientists across the school who are curious, observant, and excited about the world around them.

RE

PE

Computing

Humanities

 

Intent

At Walton-on-Trent primary school we follow the national curriculum for our teaching of humanities.

The Humanities consists of the subjects of Geography and History. Each has something unique to offer the children; each one adding to a students’ understanding of their world and their place in it.

As a group of subjects, Humanities is uniquely placed to promote core universal and ‘British Values’ of respect and understanding of different cultures, religions and the environment.

Through the study of Humanities at Walton-on-Trent Primary School our students will:

  • Be curious, self-motivated and reflective learners; consistently asking and answering challenging questions and issues, whilst being open minded to evidence and other viewpoints.
  • Develop the life skill of interpreting and understanding a myriad of cultural, historical, economic, social and environmental issues within Britain, Europe and the World.
  • Be able to form, articulate and defend opinions based on evidence and understanding and therefore become active citizens and participate fully in democracy.
  • Develop high levels of literacy, oracy and graphicacy ensuring that students who study Humanities subjects develop important employability skills as well as life skills.
  • Develop into well rounded, knowledgeable and active citizens, reflecting the school values of Respect, Aspiration and Determination.

 

Implementation

In order to achieve the aims outlined above Humanities is organised into topics across the school. These topics are set out for each class from Curriculum Maestro, these topics are used as a basis to help and support teacher planning then teachers are free to develop ideas on top of this. The teachers use creative and cross-curricular approaches as well as teaching the subjects independently. As we have mixed classes, we provide suitable learning.

Planning and evaluation of work take place in weekly plans, medium and long term plans. The Humanities subject leader will complete a book trawl to ensure curriculum coverage is consistent.  People with an interest in or expertise in a particular topic or area of history and/or may be invited into school to work with the children. Such visitors may include parents, grandparents, other family members, neighbours, and the local community. School trips are also a part of the curriculum delivery to enable children to have a wider experience of a topic.

 

Impact

Within history we strive to support children in analytical thinking and questioning which helps pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and are curious to know more about the past. Through this study pupils learn to ask perceptive questions, think critically, weigh evidence, and develop perspective and judgement.

Within Geography we strive to support the children with the geographical knowledge and skills to help them explore, navigate, and understand the world around them and their place in it. Children’s knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent geographers in secondary education.

Art & DT

 

Intent

At Walton-on-Trent Primary school Art and Dt is fully inclusive to every child following the National Curriculum, being broad and balanced. This instils an appreciation and enjoyment of the visual arts. This will stimulate the imagination and creativity, by allowing children to have a range of experiences. Art and design will promote careful observation and the ability to explore the work of other artists and designers. The curriculum is progressive and will encourage the children to take risks, experiment, innovate, and develop a critical understanding.

 

Implementation

The Art, Design and DT curriculum at Walton-on-Trent Primary School is based upon the Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using our progression of knowledge and skills document alongside the topic guidance on Curriculum Maestro. Teachers can use this document to plan their art and design lessons suitable to their class’s interests, topic and what they want to learn.  The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. The teachers use creative and cross-curricular approaches as well as teaching the subjects independently. As we have mixed classes, we provide suitable learning.

 

We give children the opportunity to work by themselves and in collaboration with others, on projects in two and three dimensions, and at different scales. We ensure that children are given the opportunities to investigate, explore and develop ideas as well as evaluate, revisit and improve their work. Children also have the opportunity to use a wide range of materials and resources, including computer technology.

 

Impact

Within Art, Design and DT, we strive to create a supportive and collaborative ethos for learning by providing investigative and skills-based learning opportunities.  Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school.

Our Art and Design curriculum is high quality and is planned to demonstrate progression.  We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.

 

Within Design and Technology, we strive to prepare children to take part in the development of tomorrow’s rapidly changing world.  We aim to encourage children to become creative problem-solvers, both as individuals and as part of a team.  Through the study of design and technology, children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as of functions and industrial practices.  This allows them to reflect on and evaluate present and past design and technology, its uses, and its impact.  Our Design and Technology curriculum is high quality and is planned to demonstrate progression.  We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work.

Music

Languages

Please go to the individual class pages for more information about the long term topic planning for each year group. We do half termly topics in each class. You can find more information about how reading is taught in each class too on these pages.

 

If you have any questions about the curriculum in a specific year group, please speak directly to the class teacher.

 

You can also refer to our subject policies under the Key Information tab. For example our calculations policy is a really useful policy in helping you to understand how we teach all of the strategies to work out maths calculations.

Phonics teaching

Click on the link below to access a free letters and sounds resource to support the teaching of phonics. Each of the different phases are explained too.

http://www.letters-and-sounds.com/

We also have our own dedicated phonics information page. You can find this on the main tab under Key Information.

Reading

Please see the information below for ideas on how to help your with their reading and how you can help teach inference skills. The reading toolkit is particularly useful... can you encourage your child to use all of these skills to help them read?

 

We expect that you will listen to your child AT LEAST five times every week. This may only  be for 10 minutes at a time. Our Rainbow Reading Rewards system at school encourages your child to read as many times as possible. Please help them to achieve this but do not push them through the Book Band stages. Teachers will decide when they are ready to move up to the next colour. It is not just about reading (and racing) through the books...it is more important to understand and enjoy the stories!

 

The most important thing is that the more you read at home with and to your child, the more confident a reader your child will be!

We know that if your child is helped to read well and enjoy and talk about stories,  the better chances they have in all other subjects.

Homework at Walton

We consulted the children about homework in order to rewrite our homework policy.

 

Homework is set both weekly and half termly at Walton.

 

Weekly Homework expectations

Reading a minimum of five times per week

Learning spellings

Learning times tables

Any other work that teachers may send home to reinforce learning in class.

 

AND ...

 

Half termly Homework expectations

A half termly independent homework project linked to the class topic. We expect parents to work with their child to complete this over a number of weeks. This may involve researching, designing, creating, discussing and making amongst many other tasks! This independent project should enable children to use their own personal interests,talents and skills to produce their project linking learning in class to their own research.

Please see each class page for examples of projects completed.

The children say they love doing their homework in this way. Please help them to make the most of this opportunity and really produce some excellent projects that they are proud to showcase!

 

We also realise that children need time to be children after school and  we really want them to have time with parents, brothers and sisters. We value family time and the importance to talk, listen to each other and play and share together. 

Spending quality time with your children is just as important!

My Activity Passport- a DFE check sheet to help all children to enjoy life skill opportunities!

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