Our curriculum has been designed to enable children to realise their full potential, leaving school with the highest standards, a love of learning and a set of moral values that will enable them to make a positive contribution to society.
In order to raise children’s aspirations and improve their life chances, we provide opportunities for children to broaden their horizons, challenge stereotypes and consider the vast range of possibilities open to them if they consistently embody our Trust values of Passion, Urgency, Positivity, Aspiration and Commitment.
At Westbridge Academy we believe that a high quality English curriculum should develop children’s passion for reading, writing and speaking. We are committed to inspire an appreciation and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning. We believe that children need to follow a clear pathway of progression as they advance through the primary curriculum.
Our children thrive on practical and first-hand learning opportunities, as it provides concrete and meaningful experiences which are enhanced by educational trips and visitors within school. Pupil voice supports this, and pupils often say how much they value these first-hand experiences. Pupils are able to discuss their learning confidently and can make links to their curriculum knowledge.
At Westbridge, we use Letters and Sounds, as our preferred method of delivering high quality synthetic phonics.
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to develop pupils speaking and listening skills and to prepare pupils for learning to read by developing their phonic knowledge and skills.
There are six overlapping phases. Below is a summary based on the Letters and Sounds guidance for Practitioners and Teachers.
Phase One (Nursery/Reception)
Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two (Reception) up to 6 weeks
Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three (Reception) up to 12 weeks
The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
Phase Four (Reception) 4 to 6 weeks
No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five (Throughout Year 1)
Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six (Throughout Year 2 and beyond)
Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.
The intent of our mathematics curriculum is to ensure that it is accessible to all and that it maximises the development of every child’s maths ability and academic achievement. We want all children to have a sense of enjoyment and curiosity about mathematics, and to experience success in the subject as the expectation is that all pupils can and will achieve. We want the children to know that mathematical knowledge is essential to everyday life, and plays a crucial role in understanding the content of other subjects; ‘it is critical to science, technology and engineering, and necessary for financial literacy and most forms of employment’. We are committed to ensuring that Westbridge Academy pupils make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems in accordance with the national curriculum for mathematics. Our academy values of ‘Passion, Urgency, Positivity, Aspiration and Commitment’ and our belief that ‘there is the difference in not knowing and not knowing yet’ which is linked to growth mindset are at the centre of everything that we do at Westbridge.
We believe that pupils should have the opportunity to develop their understanding of Science through knowledge and scientific enquiry. Teaching and learning throughout selected objectives in three areas of the Early Years Foundation Stage curriculum, Personal Development; Understanding of the World and Expressive Art and Design, provide children with the fundamental skills and experiences needed to develop their knowledge, understanding and analysis of the world. Through lots of talk and careful observations in engaging lessons and experiences, pupils begin to understand that there is a lot that we can learn about the world around us and talk about their observations and discoveries clearly and with confidence.
Skills taught across EYFS feed into the National curriculum. The structure of our curriculum allows for pupils in KS1 and KS2 to build on their existing knowledge from their previous key stage and develop them further. Our Science curriculum very much makes links with and feeds into other areas of the curriculum. Lessons are created to prepare pupils for their daily lives and open their eyes and aspire to the possibility of Science related careers in the future.
Learning geography helps us to be more socially and environmentally sensitive, informed and responsible members of our local and global community. At Westbridge Academy, we aim for a high-quality geography curriculum to inspire in our pupils a curiosity and fascination about the world and its people. The curriculum is designed to develop the knowledge and skills that are progressive, as well as transferable, for the pupils throughout their time at Westbridge Academy and also to their further education and beyond.
At Westbridge Academy, we aim to help our pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We intend to inspire our pupils’ curiosity to know more about the past and equip them to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.
Computing is becoming an ever increasing part of our lives. At Westbridge Academy, we believe it is a core life skill, and that is why a good early start in grasping the fundamentals is so important. Through a progressive curriculum, our children begin a learning journey that sees them take their first steps in understanding how computers shape the world around us. From learning how to create animated story books in Year 1 that extend their imagination, to building spreadsheets and databases in Year 6; we aim to equip our children with the skills needed to succeed in a digital future.
At Westbridge Academy, we recognise the value of Physical Education (PE) and its importance in leading a healthier lifestyle as well as impacting cognitive skills, attitudes and academic behaviour. These include enhanced concentration and attention as well as improved classroom behaviour. It is important that children at Westbridge learn how physical activity benefits the body and how exercise encourages healthy lifestyles into adulthood.
PE at Westbridge encourages children to be involved in physical activity and develop competence in a broad range of activities such as running, jumping and throwing as well as providing opportunity to collaborate and work as part of a team based upon games such as football, netball and hockey. At Westbridge, gifted and talented sports people that show commitment, passion and positivity, will be given opportunities to reach their aspiration with small group teaching with the PE teacher.
At Westbridge Academy, our intention is that children develop an enthusiastic passion for music based on listening, singing, performing and discussing a wide range of musical styles, historical periods, and traditions. Our goal at Westbridge Academy is to create a catalyst for what will be a life-long love of music, full of curiosity and respectfulness. We are committed to ensuring children have the skills, knowledge, and confidence, to access, create, and enjoy all types of music that they may have the pleasure of experiencing throughout their lives.
Westbridge Academy is part of a wonderfully diverse community with the intent that our children become supportive and encouraging, accepting and understanding, mindful and inquisitive learners. Our R.E. curriculum allows children to discover and gain an insight into religions within the world that we live by exploring important texts, festivals and beliefs. As with the rest of the curriculum, this knowledge is built upon and expanded as they progress through the school.
At Westbridge Academy, Personal, Social and Health Education (PSHE) enables our children to become healthy, independent and responsible members of society. The intent of our PSHE curriculum is to enable our children to understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. We aim to prepare children to be global citizens now and in their future roles within a global community. We want to build a PSHE curriculum that incorporates the understanding of RSE, which enables pupils to explore the complexity of the relationships they have now and to know how to be safe, preparing them to understand and develop healthy relationships in their future lives.
Philosophy for Children is an approach to education that puts philosophical enquiry at the heart of the learning process and provides an opportunity for children to develop some of the life skills and qualities that are linked to our curriculum intent.
P4C develops thinking that is: