Our Curriculum

Curriculum Intent

At the Martin Wilson School, our rich and varied curriculum is designed to provide the best start possible for the life-long learning journey of each individual pupil. This is achieved in a learning environment that celebrates curiosity and embraces diversity. Our school was founded on principles of inclusivity which are reflected in all we do.

Curriculum Implementation 

Skills and knowledge are taught discreetly in subject areas so that our children gain a broad understanding of each subject and know exactly which subject they are studying. However, the curriculum is designed to embed transferable skills throughout, without weakening essential skills based learning.  The outstanding quality of our classroom environments serves to stimulate and engage higher order thinking. 

We recognise the importance of feedback, both adult and peer, as an integral part of the teaching and learning process, and aim to maximise the effectiveness of its use in practice. 

The ethos of the school reinforces equality of opportunity: this supports children in fostering respect for all people regardless of faith, race, gender, age, disability and sexual orientation. Our children learn about rights and responsibilities and they appreciate what it means to be a member of a diverse society.

We believe in every child’s potential. The curriculum is adjusted accordingly reflective of each learner’s needs, including disadvantaged and SEND children to ensure particular barriers are understood and there is equality for all. Equally we recognise the significance of challenge and encourage enquiry through exposure to different perspectives. The impact-a greater curiosity, a deeper, insightful curiosity and a readiness to 

learn independently.

Curriculum Impact

We plan our lessons with clear learning objectives. We base these upon the teacher’s detailed knowledge of each child, striving to ensure that all tasks set are appropriate to each child’s level of ability. Our lesson plans make clear the expected outcomes for each lesson. We make a note of those individual children who do not achieve at the expected level for the lesson, and we use this information when planning for the next lesson. We also keep this information as a record of the progress made by the class.

Day‐to‐day, on-going assessment is a crucial method of assessment which provides instant feedback to the teacher and ensures progress within every lesson. These strategies provide a clear picture of a child’s level of understanding and, ensure that teachers can quickly assess when a child does not understand and needs greater support. Lessons should be flexible enough to allow teachers to adapt to the needs of the child and outcomes are used to inform planning for subsequent lessons.

Progress is assessed regularly. At the end of each term, assessment data is gathered and progress is checked by subject coordinators and the Senior Leadership Team. We have high expectations for all children and where difficulties in learning are identified rapid intervention is put in place to remove any further barriers to learning