Our Intent

At Woodland View Primary School, we are committed to high quality teaching

and learning to raise standards of achievement for all children.

We recognise that education involves children, parents, staff, governors, the local community and the Trust. For optimum learning to take effect, all stakeholders should work closely together to support the process of learning.

Willingham defines learning as; “The ability to retain knowledge and skills in the long term, and the ability to apply that knowledge in different contexts” 

Kirschner, Sweller & Clark state that, “If nothing has changed in long-term memory, nothing has been learned”.

Using these two definitions as a starting point for our curriculum and theory of learning, we have chosen to put a focus into cognitive science and pedagogical practice in order to provide the best opportunities and the most effective use of lesson time for our pupils.

Curriculum Intent Statement

Basic Principles

• Learning is a change to long term memory
• Our aim is to ensure that our students experience a wide breadth of study and have by the end of each key stage, long term memory of an ambitious body of procedural and semantic knowledge.

Curriculum Intent

At Woodland View, it is our intention that all children, including those with Special Educational Needs (SEND) and disadvantaged pupils, receive at least the full entitlements of the National Curriculum. Wherever possible, we strive to exceed these minimum expectations, ensuring that every child at Woodland View benefits from the best possible education to prepare them for the next phase of their learning journey.

Our curriculum is currently undergoing an in-depth review to ensure it is still suitable for all pupils and their diverse needs. Our aim is to carefully plan starting points from our nursery provision and build upon these sequentially and coherently until children leave us at the end of Year 6. Additionally, we work diligently to accommodate the needs of children who join us in Year 3.

Cognitive science tells us that working memory is limited and that cognitive load becomes excessive if students are rushed through content, thereby hindering the acquisition of long-term memory. Furthermore, research highlights that for children to become creative thinkers or develop a greater depth of understanding, they must first master foundational skills—a process that takes time.

We are currently refining the key components of knowledge we want children to learn and retain, guided by the principle of “know more, remember more.” Our goal is to ensure that all children, regardless of ability, access a high-quality, logically planned, and sequenced curriculum tailored to their individual needs and abilities. This approach ensures that the curriculum remains broad, balanced, and accessible to all.

Through thoughtful planning and curriculum design, we aim to enrich children’s cultural capital by providing opportunities beyond the classroom. Our focus is on equipping them with the vital background knowledge required to become informed and reflective members of the community who value and uphold British values. Additionally, we seek to provide opportunities that enable children to excel beyond the academic.

Curriculum Implementation

How we implement the curriculum has been designed carefully focussing on evidence-based practices and principles designed to ensure that all learners thrive. We have drawn upon insights from cognitive science, such as spaced repetition and small steps to ensure optimal student engagement and therefore, increased knowledge retention. Our implementation focuses on clear progression from foundational skills to more complex concepts.

Our curriculum builds upon prior learning, ensuring that new concepts are introduced in a logical order. For instance, in core subjects like literacy and numeracy, concepts are revisited and reinforced to facilitate long-term retention, this is based around the work of Barak Rosenshine.

Our curriculum extends beyond academic content, integrating extracurricular activities, cultural experiences, and life skills where applicable. For example, all students are provided opportunities to engage in outdoor learning, arts, music, and sports, fostering their emotional and social development.

Teachers play an active role in curriculum adaptation, ensuring alignment with the school's vision and pupils' needs. Collaborative planning sessions across year groups enhance the provision for pupils and access to professional development enable staff to share best practices and innovate effectively.

Research is beginning to underpin our curriculum design. For instance, spaced repetition, retrieval practice and interleaving (helps pupils to discriminate between topics and aids long term retention).
We regularly assess, both formatively and summatively, it is designed that assessments measure not only knowledge acquisition but also the application of skills in varied contexts. Evidence of impact includes students demonstrating confidence, resilience, and readiness for the next stages of learning.

Work has been undertaken to ensure that the curriculum reflects a balance of British values and global awareness. Topics such as democracy, sustainability, and ethical citizenship are interwoven into lessons to create informed and responsible individuals.

Impact

As mentioned earlier, because learning is a change to long term memory it is impossible to see impact in the short term.
However, we do use probabilistic assessment based on deliberate practise. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long-run.
It is intended that our academic and holistic and child satisfaction results will increase from the predictions at the start of the year, based on quality first teaching and evidence informed practice.

Our Intent

At Woodland View Primary School, we are committed to high quality teaching

and learning to raise standards of achievement for all children.

We recognise that education involves children, parents, staff, governors, the local community and the Trust. For optimum learning to take effect, all stakeholders should work closely together to support the process of learning.

Willingham defines learning as; “The ability to retain knowledge and skills in the long term, and the ability to apply that knowledge in different contexts” 

Kirschner, Sweller & Clark state that, “If nothing has changed in long-term memory, nothing has been learned”.

Using these two definitions as a starting point for our curriculum and theory of learning, we have chosen to put a focus into cognitive science and pedagogical practice in order to provide the best opportunities and the most effective use of lesson time for our pupils.

Curriculum Intent Statement

Basic Principles

• Learning is a change to long term memory
• Our aim is to ensure that our students experience a wide breadth of study and have by the end of each key stage, long term memory of an ambitious body of procedural and semantic knowledge.

Curriculum Intent

At Woodland View, it is our intention that all children, including those with Special Educational Needs (SEND) and disadvantaged pupils, receive at least the full entitlements of the National Curriculum. Wherever possible, we strive to exceed these minimum expectations, ensuring that every child at Woodland View benefits from the best possible education to prepare them for the next phase of their learning journey.

Our curriculum is currently undergoing an in-depth review to ensure it is still suitable for all pupils and their diverse needs. Our aim is to carefully plan starting points from our nursery provision and build upon these sequentially and coherently until children leave us at the end of Year 6. Additionally, we work diligently to accommodate the needs of children who join us in Year 3.

Cognitive science tells us that working memory is limited and that cognitive load becomes excessive if students are rushed through content, thereby hindering the acquisition of long-term memory. Furthermore, research highlights that for children to become creative thinkers or develop a greater depth of understanding, they must first master foundational skills—a process that takes time.

We are currently refining the key components of knowledge we want children to learn and retain, guided by the principle of “know more, remember more.” Our goal is to ensure that all children, regardless of ability, access a high-quality, logically planned, and sequenced curriculum tailored to their individual needs and abilities. This approach ensures that the curriculum remains broad, balanced, and accessible to all.

Through thoughtful planning and curriculum design, we aim to enrich children’s cultural capital by providing opportunities beyond the classroom. Our focus is on equipping them with the vital background knowledge required to become informed and reflective members of the community who value and uphold British values. Additionally, we seek to provide opportunities that enable children to excel beyond the academic.

Curriculum Implementation

How we implement the curriculum has been designed carefully focussing on evidence-based practices and principles designed to ensure that all learners thrive. We have drawn upon insights from cognitive science, such as spaced repetition and small steps to ensure optimal student engagement and therefore, increased knowledge retention. Our implementation focuses on clear progression from foundational skills to more complex concepts.

Our curriculum builds upon prior learning, ensuring that new concepts are introduced in a logical order. For instance, in core subjects like literacy and numeracy, concepts are revisited and reinforced to facilitate long-term retention, this is based around the work of Barak Rosenshine.

Our curriculum extends beyond academic content, integrating extracurricular activities, cultural experiences, and life skills where applicable. For example, all students are provided opportunities to engage in outdoor learning, arts, music, and sports, fostering their emotional and social development.

Teachers play an active role in curriculum adaptation, ensuring alignment with the school's vision and pupils' needs. Collaborative planning sessions across year groups enhance the provision for pupils and access to professional development enable staff to share best practices and innovate effectively.

Research is beginning to underpin our curriculum design. For instance, spaced repetition, retrieval practice and interleaving (helps pupils to discriminate between topics and aids long term retention).
We regularly assess, both formatively and summatively, it is designed that assessments measure not only knowledge acquisition but also the application of skills in varied contexts. Evidence of impact includes students demonstrating confidence, resilience, and readiness for the next stages of learning.

Work has been undertaken to ensure that the curriculum reflects a balance of British values and global awareness. Topics such as democracy, sustainability, and ethical citizenship are interwoven into lessons to create informed and responsible individuals.

Impact

As mentioned earlier, because learning is a change to long term memory it is impossible to see impact in the short term.
However, we do use probabilistic assessment based on deliberate practise. This means that we look at the practices taking place to determine whether they are appropriate, related to our goals and likely to produce results in the long-run.
It is intended that our academic and holistic and child satisfaction results will increase from the predictions at the start of the year, based on quality first teaching and evidence informed practice.