At Walton the Hill Primary School we aim to offer a varied and engaging school experience in which children are willing partners in their own learning.  They enjoy school, form friendships for life and become responsible, respectful young people.  Our curriculum is diverse, well planned, thought-provoking, aspirational and punctuated with memorable moments and events.  Our students love learning, read willingly for pleasure and retain key skills and knowledge.  The values we instil embody qualities, skills and characteristics that equip all children to become successful, independent and content – at school and beyond.

The curriculum we offer at Walton on the Hill Primary aims to:

• instil a love of learning and reading
• offer a diverse range of engaging learning experiences peppered with memorable moments and events
• nurture confident, independent and resilient individuals equipped and skilled for later life
• ensure the skills and knowledge taught build sequentially with logical planned progression using a small steps mastery approach
• give everyone the opportunity to fulfil their highest potential, both academically, and in respect of their wider interests and talents
• offer a community curriculum that makes full use of the local and outdoor environment but also reaches out into the wider world to nurture global thinkers and global citizens of the future
• use oracy, drama and debate to encourage structured, confident and articulate communication
• offer the widest possible range of enrichment activities and experiences, including after-school clubs and educational visits
• provide expert teaching and motivated teachers who are well-trained and supported to ensure ongoing professional development and dialogue
• foster creativity and curiosity
• nurture, protect and bolster children’s mental health, emotional resilience and wellbeing

Curriculum Implementation & the Learning Sequence

At Walton on the Hill Primary School we believe effective curriculum sequencing and planning is essential to facilitate impactful learning.  Learning needs to be planned over time with an understanding of how children progress, develop and retain information.  Teachers and subject leaders need to be aware of the existing knowledge base, skill level and vocabulary to ensure children are provided with learning opportunities targeted at the appropriate zone of proximal development.

Long and medium term curriculum planning and assessment are crucial to ensuring the success of this strategy.  Subject leaders work in conjunction with SLT and class teachers to ensure lessons and teaching sequences are appropriately pitched.  Learning points sit within learning sequences; units of work build on procedural, disciplinary and substantive knowledge from earlier points in the curriculum.  Teachers and students should make explicit links between their current learning and previously mastered knowledge and skills.  We expect teachers to know the logic of the teaching sequence and where the learning sits in the bigger curriculum sequence.  We regularly revisit prior learning to help ensure long term retention of knowledge and skills.