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Intent, Implementation & Impact

Curriculum Intent

Our Vision for the Curriculum at Woodstock CE Primary School

Woodstock CE Primary School strives to be an inclusive community where children grow, learn and achieve together. We value each child as an individual with a unique potential for learning.  Their natural curiosity is fostered through a creative and ambitious curriculum that excites and challenges; and enables all to be independent, resilient and successful learners.  Our curriculum nurtures and prepares children educationally, socially, morally and physically for their continuing learning journey, where doors will be opened rather than closed to future success.  Supported by a culture of equality and aspiration we aim to remove disadvantage so that every child believes in themselves and can thrive.  Through the curriculum children develop an understanding of citizenship and are empowered to make valuable contributions locally and globally. 

How our curriculum is designed

Curriculum design is viewed by Senior Leaders, Governors and Teachers as an exciting, continuous and fluid process which takes into consideration the needs, characteristics and interests of our children; their prior learning and experiences; and the statutory curriculum (EYFS Statutory Framework and the NC). It is constantly evolving to ensure local, national and global contexts are topical; that approaches to ever-changing technologies are embraced; and current educational research and best practice informs pedagogy.  As such, our annual Raising Achievement Plan targets focus on innovative approaches, enhancing initiatives and maintaining high standards to ensure our curriculum is aspirational, dynamic and forward thinking.

Senior Leaders, Governors and teachers are involved in the design of the school’s curriculum, and the views of pupils and parents are sought to inform policy and practice.  To ensure our curriculum is

When designing the curriculum, the following factors influenced its development:

  • Providing a coherent, structured and ambitious framework for teaching and learning, which is motivating, engaging and appropriate for all
  • Delivering a progression of knowledge and skills from Nursery to Year 6 to ensure all pupils achieve as well as they can
  • Ensuring new knowledge and skills build on what has been taught before and sets the foundation for future learning
  • Encompassing a wide range of subjects and opportunities for academic, technical, creative and sporting excellence
  • Supporting a culture of resilience and positive mental health and wellbeing, where every child is safe, healthy, achieving, nurtured, active, respected, responsible and included
  • Promoting children’s spiritual, moral, social and cultural development
  • Strengthening children’s capacity as a learner and developing their independence, initiative, determination, and love of learning
  • Equipping children with the knowledge and cultural capital they need for future success

The aims of our curriculum

We want children to develop a love for learning enabling them to become lifelong learners. At Woodstock CE Primary we take pride in celebrating that we are all learners; and that every child can achieve their full potential. Through a rich, broad and balanced curriculum, our aim is to make all aspects of teaching and learning exciting, engaging and motivating; ensuring all children have the best possible start to their school life.

Through careful and considered planning, we aim to provide:
  • A broad and balanced provision that promotes aspiration and ambition
  • A structured and progressive framework for the acquisition of knowledge and understanding, and the development of skills which leads to maximum progress for all children and long-term learning
  • Ensure all children are literate and numerate, recognising that a focus on reading, writing, speaking and listening and mathematics is fundamental
  • High-quality learning experiences, which engage, excite and motivate children in the classroom and beyond
  • Enrichment experiences where learning and teaching can take place beyond the classroom and involve the wider community
  • Opportunities that promote pupils’ personal development and encourages them to extend their interests beyond school, for example, through an extensive range of after-school clubs
  • A wealth of relevant resources – in classrooms, outdoors, in the local community and the wider area, including visits and visitors
  • Development of children’s enterprise skills for them to grow into innovative, creative, strategic-thinking individuals who are equipped with skills that underpin employability
  • A self-reflective learning environment which enables children to know and understand what they are learning and why, and allow time to engage, reflect and review – including peer and self-evaluation
Effectively supported by qualified, highly-skilled and enthusiastic teachers, the curriculum aims to foster:
  • An enjoyment of, and commitment to learning
  • Essential Reading, Writing, Speaking & Listening, and Maths skills they need to access learning across the curriculum
  • Attitudes, understanding and skills to become successful, resilient and independent learners
  • Curiosity and creativity
  • A culture of high aspiration of all pupils for future career options through a series of termly STEAM presentations
  • Resilience and promote children’s positive mental health and wellbeing
  • Positive learning and social behaviours through the teaching, development and understanding of ‘Core Christian Values,’ British Values’ and ‘Learning Powers’
  • Children’s spiritual, moral, social and cultural development
  • Appreciation and concern for the environment
  • Effective, rigorous processes to monitor and assess progression in attainment and application of skills

Curriculum Implementation: How do we achieve this?


Knowledge underpins and enables the application of skill. We strive for children to learn new skills alongside knowledge, ensuring that both are explicitly developed.  Recognising that knowledge and skills are intertwined, we take a cross-curricular approach to maximise links across subjects and to ensure teaching and learning is relevant and meaningful.

Using the EYFS Statutory Framework and National Curriculum, age-appropriate progression in knowledge and skills for each core and foundation subject has been identified and mapped out across the primary phases.  Priority is given to the development of English and Maths skills of all our pupils.  

Our vibrant and rich curriculum is designed so that the subject specific skills are scaffolded within a cross-curricular theme or context each term.  Themes are delivered on an annual basis in the Early Years and on a two-yearly rolling programme for KS1, Years 3 & 4 and Year 5 & 6.  Topics are carefully designed to capture the interests and imaginations of our children, within a local context.  In order to ensure that progression and balance is maintained, the programmes of study are developed into medium-term plans which clearly highlight the learning objectives, assessment opportunities, differentiated tasks as well as links to other subjects. Themes include Our European Explorers; Field to Fork; Rule Britannia; On Our Doorstep; Fighting Fit; Earth Matters; Amazon Adventure; as well as many more exciting topics.  Each theme is introduced through a Curriculum Launch Day which aims to ignite children’s interest and motivation to learn; and finishes with a grand finale to celebrate all that has been achieved.  We use every opportunity to capitalise on connections between subjects and develop and apply all important reading, writing, speaking and listening, and maths skills in a purposeful context.  RE, PE, PSHE which includes RSE and Health education are often taught as discreet subjects to ensure coverage of the main objectives and age-appropriate knowledge and skill development.

Curriculum Impact: What difference does the curriculum make to our children?

At Woodstock CE Primary School we strive for all pupils to achieve their absolute potential, by having high expectations across the board. Children make rapid progress from Foundation Stage and, by the end of Key Stage Two, do extremely well when compared with national and local results across all subjects at both the expected standard and at greater depth. Our stimulating curriculum prioritises core skills in English, Maths and PSHE whilst actively encompassing the acquisition of knowledge and skills across all area of the National Curriculum. The innovative practice across the school provides a strong foundation and opportunities for children to collaborate and develop social skills both indoors and out. This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality-first teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes. The impact and measure of our curriculum is to ensure children not only acquire the appropriate age-related knowledge linked to the curriculum but also skills which equip them to progress from their starting points.  In shaping our curriculum this way, progress is measured and evidenced for all children, regardless of their starting points or specific needs. Enjoyment of the curriculum promotes achievement, confidence and excellent behaviour.

When our children leave us, as well as being ready for a KS3 curriculum, they have a wealth of transferrable skills which have been developed throughout their time at primary school in an inclusive and nurturing environment.  Our children enjoy lessons and we believe this early love of learning stimulates children to become life-long learners.  Our work on promoting social skills and character traits through our PSHE and ‘Learning Powers’ curriculum, which include resilience, responsibility, risk-taking, collaboration, curiosity and empathy, enables children to become excellent role models and aspire to be the very best they can be.  Developing their independence, motivation and attitudes as learners, and their sense of responsibility as future citizens is at the heart of all our teaching and learning.

We ensure quality-first teaching enables our children to develop their long-term memories and define their progress as knowing and remembering more.  Teachers and staff work hard to plan a broad, balanced and ambitious curriculum which is expertly delivered to ensure a child’s entire school experience enables them to develop a deep body of knowledge which will see them through to further study, work and a successful adult life in whatever pathway they choose. 

We are proud that once the children from Woodstock Primary have moved on to secondary school, they have been supported through their transition; have been exposed to rich vocabulary and have high aspirations and self-belief all through the teaching of this broad and balanced curriculum.

Monitoring & Reviewing Impact of the curriculum:

Our children are assessed within every lesson which helps the teacher plan the next steps to be taught.  At the end of each term assessment data is gathered and progress is monitored by the Senior Leadership Team. Children are expected to make good or better progress in all subjects and this individual progress is tracked and reported to parents at Parents’ Evenings and within End-of-term Reports.

Class Teachers are responsible for the day-to-day organisation of the curriculum.  Phases monitor the weekly lesson plans, ensuring that all classes are taught the full requirements of the agreed schemes of work, and that all lessons have appropriate learning objectives.

Subject Leadership

Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review and the celebration of good practice contributes to the ongoing commitment to evolve and improve further.  All subject leaders are given access to training and CPD opportunities to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and the professional practice of colleagues.

The role of the Subject Leader and/or team is to:

  • Provide a strategic lead and direction for the subject.
  • Support and advise colleagues on issues related to the subject.
  • Monitor pupils’ progress in that subject area.
  • Provide efficient resource management for the subject.
  • Keep up-to-date with developments in their key area of learning at both national and local levels.
  • Monitor how their subjects are taught through monitoring the medium- and short-term planning ensuring that appropriate teaching strategies are used.
  • Reviewing curriculum plans for their key areas ensuring there is full coverage of the National Curriculum and that progression is planned for.
  • Review the way the subjects are taught in the school and plan for improvement linking to whole school priorities.
  • Lead sustainable improvement through supporting colleagues and others.
  • Judge standards within their subjects so they indicate the achievements of children at each key stage and indicate expectations of attainment.
  • Evaluate teaching and learning, and assessment within their subjects.
  • Have a secure awareness of the schemes of work for EYFS, KS1 and KS2.
  • Report to the Headteacher on the strengths and areas for development of the subject and the strategies for improvement.

It is the role of each Subject Leader and/or team to keep up-to-date with developments in their subject, at both national and local level. They review the way the subject is taught in the school, and plan for improvement - development planning links to whole-school objectives and priorities. Each Subject Leader reviews the curriculum plans for the subject and sees that knowledge, progression and acquisition of skills is planned into schemes of work.