High Wycombe Church of England School Curriculum Statement
Our Christian vision explains who we are as a church school and why we are here:
Be strong and courageous: do not be afraid or discouraged for the Lord your God is with you wherever you go (Joshua 1:9) NLT
HWCE is a loving, inclusive school community with a Christian ethos that enables all to be independent, confident, resilient learners, respectful within the school and the wider world, encouraging all to flourish thereby ‘Opening the doors to opportunity’ for all
Our curriculum is under-pinned by our vision and is designed to provide a broad and balanced education that meets the needs of
all children, encouraging all to flourish. It provides opportunities for children to develop as independent, confident, resilient and
successful learners, who know how to be respectful and how to make a positive contribution to their community and the wider
society. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community.
but a wide range of enrichment opportunities to engage and deepen learning best meets the learning and developmental needs of the children in our school. We have worked together to provide a curriculum that promotes a sense of belonging a growth mindset approach to enable the children to develop he life skills required for the next stage of their learning journey and the world of work. Key skills and activities to promote and refine these skills such as resilience, teamwork, independence and creativity are embedded and assessed through our curriculum the statutory requirements of the
The assessment of these life skills considers how we develop pupils’ language and cultural capital. It is very important that our pupils appreciate the wealth of experiences and opportunities that life presents, knowing that not everyone has a chance to experience these. Each year group has trips, visitors and a wide range of extracurricular opportunities. Year 5 and 6 pupils experience water sports off site and take part in a residential visit to an Outdoor Adventure Centre.
As a church school, we use the curriculum to find ways to explore pupils’ spiritual, moral, social and culturally development. Subject leaders ensure that all pupils can access the curriculum especially the most disadvantaged and SEND pupils. We aim to provide opportunities to ensure pupils acquire knowledge, which they can retain in long term.
Subject leads have worked with all staff and produced a subject overview as well as a curriculum map to ensure full coverage of the national curriculum and provide an overview of what the children will be learning in each year group.
A progression of skills has been developed for each subject. Topics have been selected to enable children to develop these skills within each subject area as they progress though the school; staff identify which skills to focus on for each curriculum area at appropriate levels for the children in their class.
Each year a curriculum overview is produced, which provides more detail of what the children will be learning and some of the planned activities.
At the heart of our curriculum are the core subjects of English, Mathematics, Science and RE. We also truly value our wider curriculum, covering all other National Curriculum subjects. This wider curriculum is organised into discrete subject specific work taught as ‘stand-alone’ units of learning and ‘cross-curricular’ learning, where meaningful links can be made with other subjects, which help secure prior learning or develop learning further. All year groups have a termly enrichment or hook to excite and engage the children and a ‘purpose’ for study so that learning is meaningful and relevant for them. Where possible, learning will be supported and enriched through a variety of resources and opportunities. These include; visits, visitors, workshops, artefact boxes, role-play and practical resources. Progression of knowledge, skills and understanding is carefully planned, reviewed and adapted yearly, to ensure that the children’s learning builds effectively over time and they are ready to meet the expectations of their next stage in education. Teachers will be self-reflective and will enhance their teaching skills and strategies to help raise standards across the full breadth of the curriculum.
The curriculum provides children with memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills
We make full use of the skills of a wide range of professionals; throughout their time at the school, children will work with specialist coaches as they learn a variety of sports, the school holds the ‘School Games Gold Award ‘and the YTS Gold mark. Through our PSHE/SRE, science and PE curriculum, as well as through our 'Healthy Hero's' week in the summer term, children learn how to look after their Health and wellbeing. All children have a wide variety of opportunities to take part in sporting competitions both amongst our own school community in the form of house competition and within the wider community, entering local and county competitions. There are a wide variety of opportunities for children to develop their dance performance skills; this includes all children work with an external dance specialist on a choreographed piece on an annually which they then perform as part of our Christmas performance; other opportunities take place biannually for our KS2 children to perform in a theatre as part of Echoes’ and Energise.
A varied timetable for extra-curricular activities is offered by the school, clubs that support many areas of the curriculum, as well as those, which develop specialist skills, such as football, whilst also extending the range of children’s experiences. A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement; providing purpose and relevance for learning.
The school takes pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and most make good progress in all subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth and those who do not find learning easy are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review and the subsequent celebration of good practice contributing to the ongoing commitment to evolve and improve further. All subject leaders are given training and the opportunity to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and their colleagues throughout the school.
At the end of each term assessment data is gathered and progress is checked by the senior leadership team, alongside the class teacher, and actions for supporting underperformance and challenge are put in place. Children are expected to make good or better progress in all subjects and this individual progress in the core subjects is tracked and reported to parents and carers at parents evening and in the end of year report.
Our children enjoy school and lessons, this is demonstrated by our high attendance levels, and we believe this early love of learning stimulates children to become life-long learners. Enjoyment of the curriculum promotes achievement, independence, confidence, resilience and good behaviour.
They will have strong communication skills, both written and verbal, and will listen respectfully and with tolerance to the views of others. They will take pride in all that they do, always striving to do their best. They will demonstrate emotional resilience and the ability to persevere when they encounter challenge. They will develop a sense of self-awareness and become confident in their own abilities. They will be kind, respectful and honest, demonstrate inclusive attitudes and have a sense of their role in our wider society