EYFS & Foundation Stage
Key Stage 1
Lower Key Stage 2
Upper Key Stage 2
Each area of the curriculum is broken down into three main strands and is based around or school crest.
These underpin all learning. Without roots a plant cannot grow. Similarly, without letter knowledge a child cannot read or write.
Roots skills are the skills that anchor and feed learning.
Without a stem or a trunk a plant cannot grow. Stem skills are the skills common to all areas in the subject. Without skills in observation or analysis, a scientist struggles to make sense of the world.
Without a branches a plant cannot blossom. It cannot take in light or flower.
Branches of learning give children the knowledge, skills and understanding to help them blossom.
Please select a year group to look at what is being taught.
At The William Amory we aim to develop the whole child, to tap into their natural inquisitiveness and motivation to find things out. We aim 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 William Amory have adopted The William Amory Curriculum (WAC) for Years One to Six.
At The William Amory we believe that children of all ages need to:
…in the basic skills or fundamental elements of an area of learning before they can exceed their expectations and reach beyond their potential.
Additional to this are two further elements.
Firstly the need to revisit learning. Strategies such as the school’s WAPSHai or Number Sense maths illustrates the meaning here – we revisit core skills over a period of time to slowly embed those skills. The effectiveness of repeated drills in the core skills are clear in all fields such as sports and music. To repeat and to revisit embed learning.
Secondly, the concept of failure as learning tool. Here Thomas Edison summarised this idea most effectively in his oft quoted (but not sourced) statement that he had not failed, just, “found a thousand ways to not make a lightbulb. I only needed to find one way to make it work.” Terms such as trial and error and learning from our mistakes are core to much of learning pedagogy. We are not frightened to allow children to make mistakes and we aim to teach them that it is alright to make mistakes.
Curriculum Implementation for Key Stage I and Key Stage II
For that reason the WAC consists of two main elements – Core skills and Creative Application.
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.
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. 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.
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.
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.
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.
The demands of the National Curriculum and the time available in the school timetable mean that the school does not provide discrete timetabled lessons as may well be seen in secondary schools. Here topics aim to cover areas of learning such as English, history, geography, art and design and others in a more holistic approach. Subjects such as art and design may be taught in a sold block of time (typically x number of afternoons for x number of terms) as more of a creative application. The table below illustrates the school’s intent on teaching and teaching timescales.
English, maths, PE are allocated definite timetabled lessons but it should be noted that these are flexible and as such, lessons can be maneuvered over the weekly timetable for a teacher to best utilize learning time.
Web Page Information & Links
Updated September 2021
The school follows Little Wandle 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.