The Curriculum

We aim to deliver a high quality English curriculum that gives children the best possible opportunities to become confident, literate, successful members of society with a deep love and understanding of English language and literature. We believe the development of Literacy skills is central to improving a child's life chances.

Teachers have high expectations for all children to achieve and enjoy English and to be able to use the skills they have acquired in a range of contexts. We strive to ensure all children can communicate clearly in spoken and written form and become masters of language. Rich texts are at the heart of our teaching and a love for reading is promoted throughout the school.

Teachers use cross curricular inspirational ideas to engage children in work providing memorable experiences, bringing topics to life through real life contexts. ‘Launch pads’ are planned to launch a unit of work with ‘landing pads’ at the end. Curriculum coverage is carefully monitored by the English Coordinator and the Senior Leadership Team to ensure all staff are delivering the quality English curriculum in line with our vision statement.

The new English programme of study is based on four areas; 
•    Spoken language 
•    Reading 
•    Writing 
•    Spelling, grammar and punctuation

Our aims in teaching mathematics are that all children should achieve a high standard in numeracy and in a range of mathematical skills which they are able to apply with understanding and confidence. We expect them to enjoy the subject for its own intrinsic worth and study it with increasing confidence and a sense of achievement. We strive to promote positive attitudes to mathematics along with an understanding of its importance in everyday situations and the world of work. Our teaching centres on key skills in numeracy involving a wide range of practical techniques and resources.

The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work.

The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Considerable emphasis is placed on mental maths. This is a key area where parents can get involved in helping their children with mathematics at home. We use White Rose maths to support our learning and children particularly enjoy TT Rockstars to challenge their mental recall!

Science Statement 2024-2026

Intent
Our science curriculum at Wavell is designed to ignite children's curiosity and passion for learning about the world around them. As well as this, we wish to develop critical thinking skills, and create a solid foundation for future scientific learners. Utilizing the Cornerstones Maestro
Curriculum, we aim to engage and inspire pupils, promoting a love for Science, while instilling the key knowledge, skills and understanding they need to make sense of the complex and ever
changing natural world.
The intent statement clearly outlines the Wavell’s commitment to providing a broad and
balanced Science curriculum, that is accessible to all pupils, irrespective of their background or
abilities. It also demonstrates how we aim to develop pupils' scientific knowledge, conceptual
understanding, and practical skills through a combination of theoretical learning and hands on
investigations.

Implementation

The successful implementation of an outstanding Science curriculum requires meticulous
planning, effective teaching strategies, and high quality resources. Teachers must deliver
engaging lessons that stimulate pupils' curiosity and encourage them to ask questions,
investigate phenomena, and draw evidence based conclusions. Practical work should be an
integral part of Science lessons, allowing pupils to develop scientific enquiry skills and develop a
deeper understanding of scientific concepts.
Furthermore, the implementation of the Science curriculum should provide opportunities for
pupils to work scientifically, developing their experimental and investigative skills. Teachers
should facilitate discussions, encourage collaboration, and promote independent thinking to
enhance pupils' scientific literacy. Assessment should be ongoing and tailored to individual needs, providing feedback that supports pupils' progress and identifies areas for improvement.

Impact
The impact of outstanding Science education in a primary school is evident in pupils' knowledge,
skills, attitudes, and aspirations towards Science. Using Curriculum Maestro, whilst adapting to
suit our children, pupils are given opportunities to demonstrate a secure understanding of
scientific concepts, be able to apply their knowledge to real world situations, and show
enthusiasm for further exploration in Science.
Moreover, the impact statement highlights the positive effects of the Science curriculum on
pupils' progress and attainment levels. It showcases how pupils are developing the necessary
skills to become confident and competent young scientists, ready for the challenges of Key Stage 3 and beyond. The impact of outstanding Science education is also reflected in pupils' abilities to think critically, solve problems creatively, and communicate their ideas effectively.
In conclusion, Wavell’s Science curriculum is underpinned by a clear intent to inspire curiosity,
implemented through engaging teaching strategies and practical work. The result is a positive
impact on pupils' knowledge, skills, and attitudes towards Science.

Design and Technology Statement 2024-2026

Intent
At Wavell Community Primary School, our Design and Technology curriculum is designed to
inspire creativity, problem solving, and practical skills in line with the National Curriculum's
programmes of study Using Curriculum Maestro as our framework, we aim to equip pupils with
the knowledge and confidence to engage in the iterative process of designing, making, and
evaluating We intend to foster curiosity and innovation by providing opportunities for pupils to
research, explore, and apply their understanding of materials, tools, and techniques to real world
challenges.

Implementation
By embedding cross curricular links, including mathematics, science, and computing, we aim to
develop critical thinking and teamwork skills while celebrating diverse cultural, ethical, and
environmental perspectives Across the school, design and technology is taught as part of a
termly topic, focussing on the knowledge and skills outlined by the National Curriculum and in
line with Curriculum Maestro’s progress of skills At Wavell, our children and their families come
from many different areas of the United Kingdom and the wider world and our school community
is ever changing, with high pupil mobility These unique and challenging factors have shaped our
curriculum drivers.

Our curriculum drivers are
• Healthy, Happy Me
• Talk to Me, Listen to Me
• My Place in the World
• Learning for Life

These underpin every aspect of our children’s learning and this is reflected in the DT curriculum
we provide.
In FS and KS 1 our children engage in termly design and make projects For example, they
investigate and evaluate healthy food, and design and build famous landmarks from around the
world In KS 2 they create designs involving structures such as Stone Age shelters and electrical
systems in moving vehicles We aim to inspire our children with exciting and relevant projects
and provide high standards of teaching and learning.

Impact
The impact of this is to ensure that children at Wavell are equipped with design and technology
skills and knowledge that will enable them to be ready for the curriculum at KS 3 and for life as
adults in the wider world We want children to have thoroughly enjoyed learning about design
and technology and to be aware of its importance and use in the world around them, therefore
encouraging them to undertake new life experiences now and in the future Pupils will leave with
a deep understanding of how Design and Technology shape the world around them, empowering
them to become resourceful, enterprising citizens prepared for the challenges of the 21 st
century.

Computing Statement 2024- 2026

Intent
Children at Wavell Community Primary School are provided with rich, deep learning experiences
that balance all the aspects of computing We believe that computing is an essential part of the
curriculum a subject that not only stands alone but can be woven into all lessons and is an
integral part of all learning We aim to give our pupils the life skills that will enable them to
embrace and use new technology in a socially responsible and safe way and allow them to
flourish In line with the 2014 National Curriculum, our high quality computing curriculum is
designed to enable them to use computational thinking and creativity to further understand our
world The computing curriculum has been carefully crafted so that our children develop their
digital capital in computing lessons and across the curriculum Our aim is that by the end of KS 2
children will have gained key knowledge and skills in the three main areas of the computing
curriculum computer science (programming and understanding how digital systems work),
information technology (using computer systems to store, retrieve and send information) and
digital literacy (evaluating digital content and using technology safely and respectfully). 

Implementation
At Wavell, we ensure that computing is taught with equal importance to that of the core
subjects To ensure high standards of teaching and learning are embedded within computing, we
implement a curriculum that is progressive throughout the whole school Through Purple Mash,
we teach stand alone computing lessons weekly and incorporate aspects of our topic, when
appropriate Children are exposed to lessons that include Coding, Internet and Email,
Spreadsheets, Databases, Digital Music, Presentations and Online Safety.

At Wavell, computing and safeguarding go hand in hand We provide an important focus on
internet safety inside and outside of the classroom In addition to all pupils studying an online
safety unit through their computing lessons, we take part in National Internet Safety Day
Furthermore, all teaching staff at Wavell have received their ‘Child Protection and Safeguarding
Training’ which covers online safety. Specific Groups of children.

All children will have Quality First Teaching
• Any SEND children or those with pupil premium funding may have work additional to and
different from their peers to access the curriculum depending upon their needs Their learning
will be supported using scaffolds and where needed pre teaching of knowledge and skills
• Full use of assistive technology for SEND children Purple Mash has sound icons that will read
text to children There is also the option to use voice to text in some Purple Mash activities
• Children who quickly grasp concepts are encouraged to explore their understanding at a
greater depth through open ended tasks and investigations.

How we monitor learning
• End of unit assessments
• Feedback within lessons
• Learning walks and reflective staff feedback (teacher’s voice)
• Pupil discussions and interviewing the pupils about their learning (pupil’s voice)
• Subject leaders monitoring of work from Purple Mash
• Senior leaders looking at the data and identifying areas to develop

Impact
The impact this will have on the children at Wavell is to ensure that they are equipped with
computing skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as adults in the wider world. At Wavell, we give our children the building blocks that enable them to pursue a wide range of interests and vocations in the next stage of their lives. Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems. Computing at Wavell caters for all children, taking into consideration all learning styles. We want to equip all children with not only the minimum statutory requirements of the computing National Curriculum but also to prepare them for the opportunities, responsibilities and experiences of later life

History Statement 2024-2026

Intent
The History curriculum at Wavell Community Primary School intends for pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world It inspires childrens' curiosity and sense of pride in not only their own heritage but those around them.  Our History provision equips pupils to ask perceptive questions, think critically, weigh evidence, sift
arguments, and develop perspective and judgment. Our History provision helps pupils to
understand the complexity of people’s lives, the process of change, the diversity of societies and
relationships between different groups, as well as their own identity and the challenges of their
time.

Implementation
Using Curriculum Maestro to support our teaching and learning, History is well sequenced to
provide a coherent subject scheme that develops children’s historical knowledge, skills and
subject disciplines. Key aspects and concepts, such as chronology, cause and effect, similarity and difference, significance and hierarchy, are revisited throughout all projects and are developed over time. All projects also develop historical skills based on evidence and historical enquiry. The choice of historical periods follows the guidance set out in the national curriculum, with specific details relating to significant events and individuals chosen to present a rich and diverse account of British and world history. Where there are opportunities for making meaningful connections with other projects, history projects are sequenced accordingly. At Wavell, we provide memorable experiences for the children to help bring History to life.  All History projects are taught in the Autumn and Summer terms, with opportunities to revisit historical concepts in some of the spring term history projects.

Impact
Our children will be young historians, equipped with a range of skills to enable them to succeed
on their learning journey in their secondary education They will be critical and analytical thinkers
who are able to make informed and balanced judgements based on their knowledge of the past.

Geography Statement 2024-2026

Intent

Our Geography Curriculum intends to inspire pupils with a curiosity and fascination about the
world and its people that will remain with them for the rest of their lives. Teaching should equip
pupils with knowledge about diverse places, people, resources and natural and human
environments, together with a deep understanding of the Earth’s key physical and human
processes. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Implementation
The geography projects are well sequenced to provide a coherent subject scheme that develops
children’s geographical knowledge, skills and subject disciplines. Although Geographical locations are not specified in the national curriculum, we have been chosen to provide a broad and diverse understanding of the world Where there are opportunities for making meaningful connections with other projects, geography projects are sequenced accordingly. All geography projects are taught in the autumn and spring terms, with opportunities for schools to revisit less secure concepts in the summer term.

Impact
At Wavell, our children leave school equipped with a range of skills and knowledge to enable
them to study Geography with confidence at Key Stage 3. We empower our children to be
curious and inspired geographers, with a sense of respect and appreciation for the world around
them.

Art and Design Statement 2024 - 2026

Intent
At Wavell Community Primary School, we aim to provide a high quality art and design curriculum
which enhances their existing knowledge and will inspire our children’s curiosity about art and
artists Using Curriculum Maestro, while adapting it to suit our children, ensures a detailed
progression of knowledge and skills This will enable our children to study art and craftspeople
from different times and cultures Our teaching will equip children with knowledge about artistic
styles and concepts, as well as the chance to explore and evaluate different materials and
techniques We want children to enjoy learning about the work of different artists and give them
an understanding of its cultural relevance in the wider world.

Implementation
Across the whole school, art and design is taught as part of a termly topic, focussing on the
knowledge and skills outlined by the National Curriculum and in line with our own progression of
skills document At Wavell, our children and their families come from many different areas of the
United Kingdom and the wider world and our school community is ever changing, with high pupil
mobility These unique and challenging factors have shaped our curriculum drivers.
Our curriculum drivers are
• Healthy Happy Me
• Talk to Me, Listen to Me
• My Place in the World
• Learning for Life

These underpin every aspect of our children’s learning and this is reflected in the art and design
curriculum we provide
In
FS and KS 1 our children engage in termly art and design projects For example, creating self
portraits and investigating different techniques to represent landscapes with cross curricular
links.

In KS 2 our children engage in half termly art and design projects For example, studying art from
different times and cultures and creating work inspired by it, as well as exploring the work of
famous artists.
At Wavell Community Primary School, we celebrate children’s work through displays. We aim to
inspire our children with exciting and relevant art projects and provide high standards of teaching and learning.

Impact
The impact of this is to ensure that children at Wavell are equipped with art and design skills and
knowledge that will enable them to be ready for the curriculum at KS 3 and for life as adults in the wider world. We want our children to have thoroughly enjoyed learning about artists and their work and be aware of its importance and relevance in the world around them, therefore encouraging them to have a lifelong love of art

Pupils are taught to perform and compose music and to listen to and appreciate music. This includes enjoying the work of different styles of music and composers. All children sing daily and many pupils learn recorder, woodwind, brass, violin, guitar and keyboard. We have a full house for our end of term musicals. We have a marvellous school choir and very popular recorder groups. The school choir gained the highest marks for their performances in the 2008 Wensleydale Tournament of Song and again highest points for a small school in 2009 and 2012.

Physical Education Statement 2024-2026

Intent
At Wavell Primary School, we believe all children should have access to high quality Physical
Education (PE) that inspires them to be physically active, healthy, and confident. Our PE
curriculum is designed to provide a broad range of activities that promote both physical and
mental well being. Through a balanced approach to physical development, we offer students
opportunities for skill building, teamwork, and resilience, as well as intra and inter school
competitions. Swimming is also a key component, ensuring students develop essential water
safety skills and confidence in aquatic environments.

Implementation
Our PE curriculum is delivered through the Complete PE program, which offers a structured and
progressive learning experience from Early Years Foundation Stage (EYFS) through to Year 6. The program is designed to build on prior learning, ensuring students are challenged appropriately based on their developmental needs. The curriculum is flexible, allowing us to select specific units that align with students' abilities and interests while also meeting the competition standards set by the School Games Organiser (SGO) at Richmond and the Catterick cluster.
The curriculum supports not only physical development but also cognitive, social, and emotional
growth, using a physical literacy informed approach. We ensure all students are included by using adaptive resources tailored to their individual learning needs, ensuring full participation in PE activities. Swimming lessons are provided water safety and aquatic skills. Additionally,
opportunities for friendly competitions within and between schools are integrated, helping
students apply what they've learned in real life, competitive settings.

Impact
The impact of our PE curriculum is reflected in the holistic development of each child. Our
students develop physical confidence, resilience, and teamwork, as well as cognitive and social
skills. They are encouraged to pursue physical activity beyond school, fostering a lifetime
enjoyment of being active and healthy.  Participation in intra and inter school competitions helps
students build leadership skills, sportsmanship, and a strong sense of achievement.
By the time students leave Wavell, they have developed the skills, confidence, and mindset
needed to live an active, healthy lifestyle, with a positive attitude toward physical activity that
extends beyond their school years.

Religious Education Statement 2024-2026

Intent
Religious Education at Wavell Community Primary School explores how individuals and
communities make meaning and sense of their lives through the major religions of the world.
Our RE curriculum is explored through the guidance the North Yorkshire Agreed Syllabus and
considers the wide and varied religious and non-religious backgrounds of our children and
families. We embrace the diversity of our community and uphold a sensitive approach to each
child’s personal experiences. RE here enables the individual to know about, understand and
respond to the important and ultimate questions of life. RE is delivered in ways that encourage
the children to be inspired to explore, develop and affirm their own faith and values and have
respect for the faith, beliefs and values of others. We understand the inter-relationship between
our children’s spiritual, moral, social and cultural development and the important role which RE
plays in the development of these areas.

Implementation
At Wavell Community Primary School, RE supports and strengthens the vision, ethos and values
which are at the heart of what we aim to do in every aspect of school life. The North Yorkshire
Agreed Syllabus for RE is our statutory document of guidance for the teaching of RE. Where the
importance placed on the development of the whole child spiritually, morally, socially, culturally
and intellectually is reflected in the RE curriculum.
Within our RE curriculum, we aim to enable pupils of all abilities and stages of development to:
• Develop knowledge and understanding of Christian beliefs and practices so that they
understand the importance of the Bible, the role of the church and recognise that for
Christians their faith provides a way of interpreting life and its meaning.
• Develop knowledge and understanding of the beliefs and practices of the other principal
religions and non-religions in Britain.
• Understand how belief may impact on culture, relationships, values and lifestyle.
• Understand how belief can be expressed in a variety of ways including art, dance, music, ritual
celebration and in different cultural settings.
• Develop spiritually, morally, culturally and socially by helping them to reflect upon personal
feelings, responses and relationships.
• Explore ways in which religious values and teaching have an impact on actions and decisions
for people of faith
• Be supported in their own search for meaning and purpose in life.
• Develop curiosity and fascination, and a sense of awe, wonder and mystery.
• Explore concepts of love, forgiveness and sacrifice.
• Develop skills of reflection, empathy, communication, analysis, investigation, interpretation,
evaluation and synthesis.
• Develop attitudes of respect, sensitivity, open-mindedness and self-esteem.
• Understand that, through an enquiring and open mind, a strong sense of spirituality and self,
and a solid grounding in subject knowledge, they are equipped to encounter and explore all
aspects of the world in which they live.
• Develop the skills to make informed, safe choices about themselves now and throughout their
lives.

Impact
Throughout the scheme of work for RE we will ensure children maintain a good balance between
knowing about and understanding religions and worldviews, expressing and communicating their ideas and also gaining and deploying the skills in relation to their Religious Education. Our
children are able to explore, develop and affirm their own faith and values and have respect for
the faith, beliefs and values of others. In our school we are able to provide a high standard of
Religious Education all within a positive, caring environment, we provide the opportunity for
every child to reach their full potential.