Learning at WOT

Curriculum Intent

Learning through Character, Collaboration and Challenge

At Wise Owl Trust we pride ourselves in knowing our children and the skills that they need to be successful both in school and beyond. We are committed to preparing our children to face the challenges of the modern world with confidence, whilst ensuring that they are strongly numerate and literate, therefore equipping our children to overcome academic challenges with determination. Our vision is to ensure that children have the necessary skills to support positive mental health whilst providing our children with the future skills they will need to ensure employability and success in society.

It is with this knowledge of contextual need that our curriculum has been carefully tailored to respond and meet these challenges, encouraging critical thinking and philosophical minds. Experiential and social learning are the key strands to run throughout all aspects of the curriculum. The aim is to encourage children to think critically and creatively, whilst teaching the children the skills of working as a team and the importance of positive competitiveness. All extended pupil participation will be seen as an important aspect of ensuring that children receive a well-rounded and holistic education.

The thematic approach embraces the learning and application of basic skills across the curriculum, encouraging opportunities for work at a greater depth. The curriculum construct has been carefully designed to inspire and motivate our children in fun and challenging ways whilst giving the children a wide range of opportunities to gain experiences that they otherwise would not have had. The teaching of character is the underpinning focus, to give our children the ability to choose intelligently between alternatives and to take ownership of their own actions, giving our children the skills to contribute significantly to society and be academically capable. Research has shown that people with higher levels of emotional intelligence enjoy more satisfying and successful careers and relationships. (Goleman et al 1995)

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“There is nothing that our children cannot aspire to be. It is our role to ignite our children’s dreams. Learning through Challenge, Collaboration and Character nurtures creativity in our children. This coupled with giving them the skills, confidence and inspiration, our children will achieve their goals and dreams.”

Sophie Murfin, Executive Principal.

Aims of the curriculum

  • To provide opportunities that encompass a wide range of purposeful learning experiences
  • Access to progressive, sequential learning preventing episodic learning
  • Personalised learning that is reactive at the point of learning
  • Development of self- motivation, independence, positive attitudes and confidence
  • Consistency of approach to support all children, encouraging breadth & depth
  • Promoting individual liberty, mutual respect & tolerance of others, democracy and rule of law (British Values)
  • To support positive mental health, giving children the skills needed to be successful in later life

Rationale

  • Reacting to national and Trust gender differences – diminishing the difference
  • Teaching the basic skills and then providing opportunities to apply these through careful planned activities to engage & promote the use of specific character traits
  • Specific curriculum links to ensure learning is purposeful through links to the activity
  • Giving the opportunity for children to have experiences they may not otherwise have had
  • Promoting the ‘want’ to learn within children and developing a growth mindset
  • Project work to encourage deep & sustainable learning
  • Encouraging personalised learning
  • Encouraging the use of and development of problem solving skills
  • Application of basic skills, promoting working at a greater depth
  • Encouraging children to identify the skills needed independently
  • Providing more opportunities for AFL
  • Allowing the children to work at their own level of ability, thus promoting self esteem/confidence
  • Building on the success of the model of continuous provision through setting differentiated challenges