Curriculum Overview

At Woodfield Primary School, we love being engaged and active in our learning through a wide range of topics, subjects and lessons.

We have planned our own curriculum content, to ensure full coverage and delivery of Curriculum 2014 through topics which our pupils have requested and which are relevant and of interest to them.

The curriculum is in a two year cycle so that within each phase they work together and show progression of skills. The curriculum is regularly reviewed at phase and whole school levels, with feedback from pupil and parental voice. All stakeholders therefore have ownership of the curriculum at Woodfield Primary School.

The Foundation Curriculum

Children entering the Foundation Stage at Woodfield Primary School have a range of different experiences and a variety of skills and interests that they bring with them to school. To ensure that our early year’s curriculum is effective, it is carefully structured with quality teaching of skills that builds upon what children already know and can do. We promote learning through play and plan around the needs and interests of children giving them the opportunity to learn about the world around them. Children have rich and stimulating experiences through our well planned and well organised learning environment. We believe that children develop rapidly during the early years-physically, intellectually, emotionally and socially. Therefore, our practitioners ensure that all children feel included, secure and valued. Planning is based around children’s interests and loose seasonal topics.

Teaching and learning is strongly underpinned by the Characteristics of Effective Learning:

  • playing and exploring children investigate and experience things, and have a go
  • active learning children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • creating and thinking critically children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

The well-planned activities provide opportunities to develop all their skills in the three prime areas.  These areas are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

The four specific areas enable the three prime areas to be strengthened and applied:

  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design

We provide a balance of adult-led, adult initiated and child initiated activities, delivered though both indoor and outdoor play. Children are taught both phonics and maths in differentiated teaching groups allowing their teaching to meet their level of development. Skills taught within these sessions are consolidated through both continuous provision and guided activities. Adults are clear of their roles in these sessions as to the amount of involvement they have in an activity and the recording of achievements through observations, notes and photographs.

Wider skills, such as fine and gross motor skills or creative skills, are taught through adult initiated sessions of mixed ability groups and practised in child initiated learning sessions.

The children are given the opportunity to evaluate and recall their work in a variety of ways including during review sessions. This is support by a rich and varied range of continuous and enhanced provision across the unit.

In addition activities are planned for the well-developed Outdoor Learning area to ensure children regularly have access to experiences which support all areas of learning.

 Key Stage One and Two – Focus areas

We have three areas we focus upon in our curriculum each year:

Discover – This is a humanities focus, where the majority of the skills and knowledge being taught is through Geography, History and Religious Education.

Explore – The main focus is on Science and Scientific enquiry, building on skills, investigating and problem solving.

Create – Time to get creative and further develop skills, understanding and enjoyment of all arts subjects, such as Music, Art, Design Technology and Drama.

Key features of The Woodfield Curriculum

Key features and drivers which flow consistently through all phases and topics are:

-Details of every subject area within the curriculum

-Core texts (Novel study approach to English)



– E-Safety (Gooseberry Planet Curriculum)


-Enterprise and charity projects

-Collaboration and engagement strategies


-Experiences, opportunities, visits and visitors

-Vocabulary use of 2nd tier vocabulary in all subject areas

-Outdoor learning opportunities

-Learning for Life

-Skills based learning

-Metacognition; understanding themselves as learners


Long Term Overview

Our Long Term Overview shows coverage of Curriculum 2014 across all phases over a two year rolling cycle.


Medium Term Planning

Medium Term Plans show coverage of all subjects, with the main driver focus topic being in the centre of the plan. Each year the 3 main drivers will be Discover, Create or Explore.


The Teaching of Phonics.

At Woodfield Primary we use the Read Write Inc (RWI) programme to get children off to a flying start with their literacy.  RWI is a method of learning centered round letter sounds and phonics, and we use it to aid children in their reading and writing.

Reading opens the door to learning. A child who reads a lot will become a good reader.  A good reader will be able to read more challenging material.  A child who reads challenging material is a child who will learn.  The more a child learns, the more he or she will want to find out.

Using RWI, the children learn to read effortlessly so that they can put all their energy into comprehending what they read.  It also allows them to spell effortlessly so that they can put all their energy into composing what they write.

For pupils who require additional support with phonics, we then use the TELL intervention programme to accelerate their progress or build confidence through small 1:4 teaching.

Pupils making above average progress or who have passed the Phonics Screening Check then start to focus on developing their Spelling and comprehension as well.


The Teaching of Reading – Read to learn and learn to read

It is important that children enjoy reading and are engaged and become immersed in books. All pupils learn to read through being taught the key reading skills within the curriculum, with a focus as well on identifying and teaching Reading Domains to identify question stems and develop their comprehension.

As shown in the Reading flow chart, children learn to read through a holistic approach. They have their own individual reading scheme book to take home and move through a range of schemes which are banded and progress is tracked individually. We have a range of reading scheme books, such as Oxford reading Tree, Reading Recovery and phonics based books. Each child also accesses the school library and can take a `reading for pleasure` book home to read.

When pupils reach a Level 30, they become a free reader. In order for children to read a range of texts which are age and ability appropriate, we have a three tier system of Free Readers in each year group which is tracked for individuals.

Teachers model good reading, they select their Novel study quality texts with pupils ensuring that there are cross-curricular opportunities, strong writing focuses and that Spelling, Punctuation and Grammar can be developed through the text too.

We identify Reading Domains and focus on skills using the VIPERS approach, which can be seen on the Teaching and Learning web page.

Alongside their own reading books, novel study and library books, pupils read class topic texts, non fiction texts and poems. Each term the school takes a picture book and performs their narrated story as a whole school, showing progression across the phases.

We ensure coverage of genres and the curriculum through our English working group and update Core texts and Key topic texts before and then after each topic.

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