Curriculum

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pglueinggirlsAt The William Amory we aim to develop the whole child, to tap into their natural inquisitiveness and motivation to find things out. We create an atmosphere where children can learn more than just the National Curriculum through the delivery of a creative, topic based curriculum which encompasses all areas of learning, from Maths to Art, From English to Sports.

 

The National Curriculum

The William Amory is committed to improving standards. For that reason our curriculum extends beyond the National Curriculum, to reflect the learning, themes and concepts that we consider important to the education of the children of The William Amory Primary School.
For pupils in the Foundation Stage class we follow a curriculum based upon the Foundation Stage, though again, where necessary we will extend beyond the limitations set out in the statutory Framework for Early Years and Foundation Stage.

IMG_1303At The William Amory we believe that children need to:

1. encounter,
2. learn,
3. rehearse,
4. apply, and,
5. become experienced…
in the basic skills or fundamental elements of an area of learning before they can exceed their expectations and reach beyond their potential. For that reason the WAC consists of two main elements – Core skills and Creative Application.

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  • Stimulating a child will excite her.
  • Giving a child the skills she needs will develop her.
  • But only when a child is given the skills she needs and the inspiration to use them will she reach her potential and beyond.

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p-y2handwritingCore Skills

Core skills are the fundamental elements that make up an area of learning. For example, in Sport it may be catching a high ball or floating in the water. In art it may be mixing paints for colours and densities or holding a brush correctly. In Computing it may be about keyboard skills. Tables and number bonds; reading strategies and sentence structure may be examples from maths and English. The example here is how handwriting in Year 2 can assist with letter formation and all other forms of writing.
Core skills would form the majority of teaching, though this may not be reflected in time, ie. It may take longer to put a skill into practice than it takes to learn it. But the majority of teaching would focus on the skill.

 

t-y3romans-0513Creative Application

Creative application is where there is a clear and obvious context within which to apply the skills that have been taught.
The term creative is used in order to recognise that the stimulus for applying skills plays an important part on the final outcome of a child’s work. Stimuli that are interesting or motivating are far more likely to drive the children to create work beyond their expectations and will inspire them to stretch themselves. Nominally, application would account for 40% of teaching time. For example – in a PE lesson up to 60% of the time may be spent on skills development (catching a high ball, catching a low ball) and 40% spent putting those skills into practice.

 

garden03 - CopyLife Skills

We believe that the children of The William Amory will be best placed with life skills. For this reason, part of each child’s learning will include developing a sense of respect, independence and similar.

 

Thinking Skills

We believe that divergent, lateral thinking; thinking outside the box is essential in the modern world. For this reason part of our curriculum includes teaching the children ways of thinking and extending their ability to reason, argue and evaluate amongst other skills. Blooms taxonomy and other strategies are employed to extend this.

 

 

Statutory information

  • Our curriculum can be downloaded here.
  • Please note that individual year group curriculums can be found in class pages. Go here for more information.
  • The school follows Letters and Sounds Phonics in KSI
  • The school follows an eclectic reading scheme – choosing the correct book from a range of sources that best suits the children’s needs.
  • For further information on the curriculum, please visit Contact Us for contact details.