We provide a rich, relevant and engaging curriculum, ensuring all pupils:
• are challenged to achieve the very best they can and make progress in line with, or above, national expectations;
• develop enquiring minds and a balanced outlook on life;
• build upon knowledge and deepen understanding;
• are taught with context and purpose;
• are collaborative, resilient learners with a strong sense of personal choice and responsibility who enjoy and value their learning, through developing our characteristics of effective learning;
• grow into confident and responsible young people who can shape their own views and explain their opinions embodying our Woodmansterne Values.
We do this through:
• creating an aspirational high achievement culture;
• ensuring progression, context and purpose in our curriculum content, underpinned with specific knowledge, outlined by way of Knowledge Organisers.
• providing a smooth transition between phases by allowing staff the unique opportunity to learn and teach across phases, building relationships and developing knowledge of individual children;
• providing extensive enrichment opportunities to raise cultural capital;
• valuing creativity and learning within and beyond the classroom, taking full advantage of the wealth of art and culture London has to offer;
• collaboration and competition with other educational establishments and exposure to a range of inspiring guest speakers;
• house events, including assemblies and charity work;
In the primary phase we provide diverse and exciting experiences, which are taught with context and purpose. From EYFS to Year 6 our curriculum is thematic, with room for cross-curricular teaching as well as discrete teaching of particular subjects and units.
In the secondary phase our curriculum is taught in 25 hours of contact time each week. The curriculum builds upon the knowledge and skills pupils bring from the primary phase, whilst at the same time preparing our pupils for the demands of the new GCSE examinations.
We measure the impact of our curriculum formatively, using feedback to inform planning, and summatively at set times during the year. We benchmark against national standards in a variety of ways including; Comparative Judgement in writing across the school, external Maths Mastery assessments in KS3 and frequent moderation activities with colleagues from other schools.
Pupil progress is monitored in KS2 and KS3 by way of individual pupil ‘flight paths’ which are compared to results of summative assessments and allow us to identify and address brriers to learning of individuals and groups.
Pupil and parent voice are crucial tools in informing us what we are doing right, and what we need to develop.
End of year outcomes show that Woodmansterne children achieve highly, embody our core values and have a deep knowledge and understanding of our curriculum.