Welcome to our Curriculum Page
At Worlebury St Paul’s Primary School we believe in Learning Without Limits. We aim to provide an authentic, purposeful curriculum that engages and inspires our children through active, challenging, meaningful, public and collaborative learning. As a school, we have develop a set of Core Practices which drive teaching and learning. These practices are our vision for school improvement and development. This document is at the heart of continuing professional development and is continually referred to.
Worlebury School builds a culture of trust, respect, agency, inclusion, courage, and kindness, where children and adults are committed to quality work and citizenship. School structures and traditions such as crew, community builders, exhibitions of children’s work, and service learning ensure that every child is known and cared for, that children’s leadership is nurtured, and that contributions to the school and world are celebrated. Children and staff are supported to do better work and be better people than they thought possible.
At the heart of our Learning Without Limits approach are ten learning design principles drawn from Expeditionary Learning and Outward Bound Education, Harvard University.
1. The Importance of Self-Discovery
2. The Having of Wonderful Ideas
3. The Responsibility for Learning
4. Empathy and Caring
5. Success and Failure
6. Collaboration and Competition
7. Diversity and Inclusion
8. The Natural World
9. Solitude and Reflection
10. Service and Compassion.
Worlebury St Paul's approach to curriculum makes standards come alive for children by connecting learning to real-world issues and needs. Academically robust learning projects based on key concepts, case studies, fieldwork and service learning inspire children to think and work as professionals do, contributing high-quality work to authentic audiences beyond the classroom.
British values in Jigsaw by puzzle and year group
British Values in Jigsaw by lesson
The Jigsaw Approach
Phonics and Spelling
Reading is a complex process about making meaning. The reading process includes phonemic awareness, fluency, vocabulary development, and comprehension. In Worlebury School, comprehension strategies and critical thinking skills are taught from the EYFS to Year 6 to help children make sense of content and the world around them. Children learn to read while reading to learn. Children work with a balance of informational and literary text, and learn to read carefully to extract evidence from text. Complex text sources, whether primary or secondary source material, are used with all children as an enriching challenge. Like a steep mountain, complex text presents an opportunity for children to go beyond their perceived limits and accomplish more than they thought possible. Children - collectively and individually -tackle complex texts with care and patience as their reading skills are strengthened.
Reading is taught across all content areas because each subject area requires children to learn from different kinds of text (e.g. science articles, historical primary sources, maths word problems). By integrating reading throughout the day, schools convey to children the importance of reading, critical thinking, and meaning-making in school and in life.
In Worlebury School, writing is taught across the curriculum. Children learn to write effectively to inform, to build arguments substantiated with evidence, and to write with literary power in narrative and poetic genres. Teachers in our school develop and teach a common language for the writing process and the traits of good writing derived from the National Curriculum. They use consistent practices for teaching and assessing writing. Through writing, children learn more deeply about content and communicate what they know. They learn to craft quality writing in a variety of contexts. Children write to learn while learning to write. Children have regular opportunities to write for authentic purposes and audiences beyond the classroom, which fosters motivation for producing quality writing. While the nature and amount of writing varies by discipline and age related expectations, writing is a central vehicle for learning and communicating in all classrooms.
In Worlebury School, maths is taught with robustness and integrity in discrete maths classes. Along with discrete maths instruction, maths is integrated into projects whenever possible, in a lead or supporting role. Teachers support mathematical thinking through concrete, pictorial and abstract approaches. . In the same way that we celebrate English through events, projects, community meetings, exhibitions, and hallway displays, mathematical thinking and learning is showcased and discussed throughout the building.
As a school, we focus on foundational facts for fluency - vocabulary, formulas, algorithms, and number facts - that are always grounded in conceptual understanding. Teachers ensure that children develop procedural fluency, calculating with accuracy and efficiency. There is an equally strong focus on problem-solving skills and critical thinking. Children learn to use appropriate technology strategically in problem-solving, technology tools are used not as a substitute for learning foundational facts, but to enhance conceptual understanding and problem-solving. At Worlebury School, we support children to think like mathematicians and cultivate mathematical habits of curiosity, risk-taking, perseverance, grit, and craftsmanship. Children learn to reason abstractly and quantitatively, model mathematically to empirical situations, and to construct and critique mathematical arguments. In our school, we aim to also recognise the “gates of opportunity” represented by high-level math concepts and prepare all children to have the opportunity to engage in high-level maths learning as part of a mastery to maths approach.
White Rose Overviews: