Our Wilton curriculum is designed with four key objectives:
- Our vision of ‘everyone belongs, everyone achieves’ is our golden thread in all aspects of school life
- All children develop a love of learning that enables all pupils to realise their full potential
- All children receive appropriate experiences to develop as confident and responsible citizens
- We provide a coherent and structured academic curriculum that leads to sustained mastery for all and a greater depth of understanding for those who are capable
The Wilton curriculum has key drivers that shape our curriculum, bring about the aims and values of our school and respond to the needs of our Wilton community; ‘Identity Wilton’.
OUR CURRICULUM DRIVERS ARE:
THE WILTON CURRICULUM IS A COHERENTLY PLANNED ACADEMIC CURRICULUM
Underpinned by our school values of courage, kindness, love, perseverance and respect, as well as our British values, our curriculum drivers and our meta-cognitive approach, our academic curriculum uses either the EYFS or the National Curriculum as the basis for content and expectations and Cornerstones as a useful resource. It is structured in such a way as to ensure that each year group has a clear list of what must be covered.
The curriculum maps for each year group ensures each teacher has clarity as to what to cover. We have an inclusive approach and each child must cover a basic understanding and knowledge for each subject and sometimes a deep understanding, if this is appropriate. Each child must reach their full potential and every member of our staff team has high expectations for every child at Wilton.
Our curriculum is based on evidence from cognitive science; three main principles underpin it:
- Learning is most effective when spaced out
- A mixture of subjects and topics help children to commit learning to long-term memory
- Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.
In addition to our three principles, at Wilton we recognise and understand that sustained learning takes time.
Some of our curriculum content is subject specific, whilst other content is combined in a cross-curricular approach.
The impact of our Wilton curriculum is that by the end of each phase- end of EYFS and KS1, end of Years 3 and 4 and finally end of years 5 and 6- the vast majority of pupils have sustained mastery of the content, remembering it and demonstrating fluency in it; with some children showing a greater depth of understanding. We carefully track pupils to ensure that we provide the learning that is right for them to make progress and reach the expectations of our Wilton curriculum. By the time children leave Wilton CE Primary school at the end of year 6 they will have also completed the ‘Wilton 21’ experiences and be ready for their next stage of education.
The Teaching of Phonics and Reading
Phonics and spellings are taught daily throughout the school. When children start EYFS they being by following the Letters and Sounds phonics scheme. Alongside phonics children are taught tricky words; these are the words that can’t be spelt phonetically.
When children enter KS2 spellings are taught using Spelling Bees scheme of work. This is aligned to the National Curriculum 2014.
Reading is also taught daily, both as a discreet subject and through other areas of the curriculum. To ensure that children are exposed to a variety of text types the school uses a range of reading schemes, including Oxford Reading Tree, Rigby Stars and Project X. These books include fiction and non-fiction. Children progress through the reading scheme through ‘coloured book bands’. when a child moves to the next level book band they receive a certificate.
The school aims for all children to read for enjoyment at least five times a week. Children are rewarded for reading at home and celebrated in classes and as a whole school.