Curriculum Overview

Intent, Implementation and Impact

Intent 

At Wormholt Park Primary School, our aim is to prepare children for their role as members of the local, national and global community. We are proud that Rights education is embedded within our curriculum and all children know and can use the language of rights. Our status as a Gold ‘Rights Respecting’ school demonstrates our commitment to developing a school environment where difference is valued and nurtured and our pupils understand others and are equipped for life in a diverse and rapidly changing society. Every child is recognised as a unique individual and we endeavour to provide learning experiences for pupils that enable them to realise their strengths and potential, regardless of gender, background or ability.

Our skills-based learning provides classroom environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired. The curriculum is organised and sequenced to consolidate prior learning by revisiting knowledge and skills time and time again to ensure that all children know more, remember more and can do more

Implementation

Teachers plan a series of lessons which build on prior learning, ensuring careful consideration for revisiting knowledge, progression and depth. Each lesson begins with ‘Flashback Four’, four key questions based on learning that the children should already know – these will usually be from the previous week, term and years. After this, ‘Forward Four’ questions are introduced, these questions are carefully planned and reflect the next steps of the curriculum.

Through continuous assessment, our staff use their knowledge of what pupils already know and understand and what they will learn in the future to pitch the curriculum at the right level.   

Teachers produce a knowledge organiser which outlines the key knowledge, skills and vocabulary all children must master and learn in each topic.

Our skills-based learning provides classroom environments where independence, thinking skills, collaboration and active learning are developed at the same time as knowledge is acquired. We use the Skills Builder program to support this approach. The Skills Builder Universal Framework shows how to build essential skills at every stage of life. 

We are determined that all pupils will learn to read, regardless of their background, need or abilities; our curriculum is designed to ensure children have access to reading activities in all subjects and teachers read a variety of written material regularly with the children; fiction and non-fiction, stories, reports, diaries, poems etc. As a result, children develop a lifelong love for reading. To teach early reading and phonics, we use the ‘Phonics Bug’ phonics programme.

We create a happy, friendly, stimulating working atmosphere, where we place great importance on trips, workshops, clubs and other exciting opportunities to develop children’s cultural capital and to ensure learning comes to life!

Whilst the teaching and learning of Maths and English is a crucial part of everyday learning, the social, physical, intellectual, emotional and spiritual growth of every child, is also a key part of our curriculum.  We celebrate all types of achievements so that everybody experiences the fulfilment of personal and shared success.

Impact

How we measure the impact of our curriculum:

  • Reflecting on standards achieved against the planned outcomes;
  • Marking and in class feedback. We understand that feedback is linked to progress and has to be timely to make an impact;
  • Constant evaluation of  pupil knowledge and long/short-term memory through daily ‘Flashback 4’;
  • Low risk quizzes at the end of topics;
  • Pupil discussions about their learning;
  • Termly evaluations of pupils’ learning across the school to identify progress, mastery and depth of understanding;
  • Skills Builder challenge days;
  • School reports are issued at the end of the school year. All subjects are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations;
  • Teachers hold meetings with parents three times per year, creating an effective partnership to ensure children make progress in learning;
  • A celebration of work, knowledge and skills achieved on displays around the school;
  • Formal Assessment Cycle:
  • KS1/KS2 SATs in May
  • Year 1 Phonics Screen in June
  • PIRA and PUMA standardised tests in Reading and Maths in December, March and June.
  • Writing is moderated by all staff and then Teacher Assessment agreed based on the child’s performance in class.
  • Pupil Asset is used termly to track attainment and progress against subject specific learning objectives.

Curriculum Overview – Reception to Year 6

Please use the links below to see a curriculum overview for each year group

National Curriculum

Please click below to access the New National Curriculum. This document shows the content of the curriculum Wormholt Park follows in each academic year for every subject.

National Curriculum

REHammersmith & Fulham’s Agreed Syllabus

RE Coverage Map

Knowledge Organisers

At Wormholt Park School,  we have developed Knowledge Organisers to support children’s learning. 

The Knowledge Organisers are shared with parents and children at the start of each topic.

They present key facts and information on a single page, which give children the ’big picture’  of what they are required to learn in topics taught throughout the academic year. 

Click on the topics in our Whole School Topic Map to see knowledge organisers for each half term.

Whole School Topic Map

Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
NurseryAll About MeSize, Shape and PatternPeople who help usGrowth and ChangeAnimalsJourneys
ReceptionOurselvesStories from around the WorldTransportHealthGrowthWater
Year 1Super Senses!
The Wormholt Way
History/Geography
Castles
History/Geography
Where do I live?
Geography
Get your Wellies on
Geography
Toys past and Present
History
Year 2Our Local Area
Geography
History of our Local Area
History
Frozen Planet
Geography
Great Fire of London
History
Australia
Geography
Famous People
History
Year 3The Savage Stone Age
History
Egyptians
History
Rainforests
Geography
Rainforests
Geography
Where does our Food come from?
Geography
Where does our Food come from?
Geography
Year 4Ancient Greece
History
Ancient Rome
History
Investigating India
History/Geography
Investigating India
History/Geography
An American Road Trip
Geography
The Maya
History
Year 5The Maya
History (2021-2022 – only)

Extreme Earth
Geography
Anglo-Saxons & Scots
History
Anglo-Saxons & Vikings
History
South America
Geography
South America
Geograph
y
Year 6Tudors
History
Titanic
History
World War One
History/Geography
World War One
History/Geography
Exploring Africa GeographyMe, Myself and I
Geography/History