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Our Curriculum

Our Curriculum

Curriculum Intent:

Our curriculum has been designed to be developmentally appropriate, starting with the Early Years, building upon the characteristics of effective learning. We intend for our children to experience a continuity of skills that allows them to develop and extend their learning. Our curriculum ensures that children have the autonomy to lead their learning through meaningful experiences.

 

Our curriculum focuses on skills and competencies that children need in all aspects of their learning. The planning by teachers takes account of Government requirements and the school’s own policies and schemes of work. The curriculum focus includes the development of Personal, Social and Emotional skills, Communication and Language skills and Physical Development skills. In addition, the curriculum develops and builds on skills in Literacy and Language (Literacy and French), Mathematics, Understanding of the World (Science, Geography, History, RE, Computing) and Creative Development (Art, DT and Music).

 

Through the curriculum, the children use indoor and outdoor environments to revisit, practice and apply their knowledge and skills. The environment ensures that children have regular opportunities to collaborate and elaborate on their ideas; leading to higher order thinking skills, creative and critical thinking through evaluation and reflection.

 

We recognise that successful education is a partnership with children, parents, staff, governors, the community and other relevant external agencies, working closely together to ensure optimum benefits for all.

 

Parents:

Parents can find out more about the school's curriculum through the links on this website. Parent's will also be invited throughout the school year to take part in Family Cafes and class visits where they will have the opportunity to see the curriculum in action.

 

Community

 

We see ourselves as a central part of the community of Lowestoft, as well as of the UK as a whole and the wider world. We aim to develop our pupils’ sense of belonging and of responsibility to the communities to which we belong.

 

Pupil Voice

 

We believe that pupils have a vital role to play in helping to determine the future direction of our school. At Westwood, pupils themselves make many significant contributions to this and in a number of different ways.

 

Our School Council comprises of two pupils from each year group. The School Council is involved in all aspects of school life and contributes in many ways. As well as representing the views of pupils, they are involved in making decisions such as about which charities will be supported. They also participate in the appointment of senior members of staff through a rigorous selection process.

 

These opportunities provide vital life skills and help prepare pupils for their future lives, helping them to develop independence, tolerance, self- confidence as well as an understanding of the benefits of team work and collaboration.

 

Enrichment Activities

 

We  are passionate about providing a broad, balanced and cultural education for our pupils. We believe that our pupils should be able to express themselves through the arts and build confidence for everyday life. Each year we invite specialists, or send children on enrichment days, to work with the children to enhance their learning experiences. Recent projects involve collaboration with Authors Abroad where a number of children in KS2 were invited to attend both maths and English enrichment sessions. These activities, combined with those provided by members of our talented and dedicated staff team, help ensure that everyone has opportunities to develop skills in areas which interest them.

 

 

British Values

 

It is important that every effort should be made to ensure that the school’s ethos and curriculum actively promote the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs; and encourage pupils to respect other people, with particular regard to the protected characteristics set out in the Equality Act 2010.

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