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Wynndale Primary School

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Curriculum Intent Statement 2019-2020


Our children will journey through Wynndale as kind, courageous and curious citizens, with their passion for learning ignited and with their self-belief and well-being nurtured. Every child will have the chance to shine and will leave us prepared for a future of possibilities.

At Wynndale Primary School we believe that our curriculum is one that is broad and balanced and is ambitious for all. It is exciting, relevant and meaningful and responds to the needs of the individuals within our learning community, enabling them to shine academically and flourish socially, emotionally, morally and culturally.  


At Wynndale, we believe that our curriculum should be seen in its widest sense – as the entire planned learning experience, including formal learning opportunities as well as events, routines and enrichment activities that takes place outside the classroom. Also, permeating our curriculum are the core values of our school ~ Respect, Responsibility, Determination, Tolerance, Pride and Kindness ~, together with the British Values of Individual Liberty, Mutual Respect, Democracy and the Rule of Law.


Our curriculum at Wynndale is designed to allow each one of our learners to:

  • Achieve the best possible academic standards, whatever their ability
  • Develop skills and personal qualities for lifelong learning, preparing children to make an active contribution to society
  • Explore real world experiences, so that children can see the relevance their learning has in the real world
  • Become mentally and emotionally happy and resilient citizens, ready for the challenges of the 21st Century.


Underpinning our ‘curriculum design’ are our key drivers. These shape our curriculum, bring about the aims and values of our school, and respond to the needs of the school community. Our curriculum drivers at Wynndale are:


Our children will have a thirst for learning, both in school and beyond our gates. They will be courageous and curious learners, well-educated citizens and they will gain the knowledge, skills, understanding and vocabulary to empower them to contribute positively to society.  


Our children will be kind. They will show empathy, tolerance and compassion and above all they will have the integrity to make a positive contribution to the world around them. Our children will have healthy minds, showing they are emotionally happy and resilient learners and they will stay true to themselves, valuing their own identity.


Our children will understand their local community and feel proud of where they live. Through our curriculum, we will develop a sense of unity within our community. We will engage in a partnership with our families, aiming higher together and striving for a brighter future for all of our Wynndale Learners.

#Ambition and Aspiration

 Our children will have ambition and high aspirations for their futures. Each child’s capacity to see possibilities in the world will be developed—their horizons broadened. Children will know that their aspirations will be reached through hard work and determination.


We have designed our curriculum with the following in mind:


  • How children learn and remember – we recognise that progress means knowing more and remembering more and so we want our children to know more and remember more as a result of their time with us at Wynndale
  • What our children need to succeed in life – we want our learners to have the ‘cultural capital’ they need to make aspirational choices and experience success beyond their time at Wynndale Primary School.


Our bespoke curriculum at Wynndale, underpinned by current research, has been designed to take account of the statutory requirements of the Early Years Foundation Stage Curriculum and the Primary National Curriculum. (These have been used as the basis for the content and the expectations of our own curriculum). Our curriculum does also incorporate other experiences and opportunities which best meet the needs of the children in our school.


The full range of core and foundation subjects have been carefully mapped out across school in clear progression frameworks, so that knowledge, understanding, skills and concepts build over time. As a result of this, we hope that all children leave Wynndale having mastered a wide range of concepts and skills and gained the knowledge that gives them a love of learning, prepares them for their next steps and develops an understanding of the world in which they live.


As part of our carefully mapped out curriculum, we also ensure we provide all children with opportunities for experiential learning, through things such as residential visits, extra-curricular sports, arts, music clubs, taking part in music and drama festivals, music lessons in school, French lessons for all year groups, cooking etc.

Our Curriculum Implementation:


Our curriculum at Wynndale is built around 8 core features.


  1. We have adopted a thematic approach to our curriculum and throughout the academic year, each year group designs learning around three key themes – one driven by History (Discover), one driven by Geography (Explore) and one driven by the Arts (Create). The particular ‘theme’ chosen is always relevant to the children and is designed to be exciting and engaging for that particular cohort. Whilst these subjects are the main drivers, the themes are cross-curricular and other subjects are taught as part of the termly theme. To prevent the creation of tenuous links however, discrete subjects are taught where necessary. RE is taught following the Jigsaw scheme of learning. Maths follows the White Rose Maths Hub planning sequence.
  2. To engage, immerse and ‘hook’ the children in their learning experiences, every classroom learning environment reflects the theme that the children are learning about. For example, if the theme is Rainforests, the classroom is turned into a rainforest environment, to try and bring learning to life. This learning environment is not only used as a tool for engagement, but also to support and deepen the learning experiences taking place in the classroom.
  3. Through the theme, all children engage in a memorable experience to enhance their learning, and further develop their knowledge and understanding. This could be for example, a visit to a place, a visitor into school or a practical activity or experience led by school staff. As our curriculum develops, we will also be looking at how ‘launch’ activities can add to children’s excitement and engagement in learning.
  4. We want PSHE to lie at the heart of our curriculum we deliver, to closely meet the needs of our children. As a school, we have created a ‘core concepts’ map for each phase in school. This map identifies the PSHE concepts that we wish our children to learn about and develop throughout their Wynndale journey. When each theme is planned, chosen core PSHE concepts weave through the theme to enhance the learning and add a different dimension to children’s thinking. For example, in Y6 the children learn about World War Two, and through this theme develop their understanding of the concepts of empathy, prejudice, redemption and oppression to name a few. PSHE is also taught explicitly, and we are currently designing a bespoke PSHE framework, that again meets the needs of our specific school, in consultation with the whole school community.
  5. Quality texts are integral to our curriculum approach, as we recognise that fluency in reading enables children to have access to the full curriculum entitlement. We believe it is our role to ensure children leave us being able to articulate themselves clearly, and read and write confidently and effectively. A quality text is chosen each half term to drive learning in English and as the basis for the teaching of our bespoke ‘writing sequence’. We ensure as far as possible that the texts chosen as the driver for English link to the termly theme. During the term, children will experience narrative, poetry and non-fiction texts.
  6. We endeavour to ensure that children see a relevance and a purpose to their learning, so plan for learning to build towards a purposeful outcome at the end of the term. This is an opportunity for children to showcase their learning to a wider audience, for example through an exhibition to the school community, or through the publication of a class text or similar.
  7. Strong learning behaviours are essential in order for children to be equipped to be successful in life. We have created a culture in school of children as ‘Wynndale Learners’ and our eight key learning behaviours thread through every learning experience in school. Children regularly reflect on how these learning behaviours enable them to be successful learners.
  8. Central to all of the above, and to our curriculum design, is an expectation of well thought out quality first teaching and learning, delivered by all. Teaching staff use our curriculum progression document and planning format to ensure that learning is sequenced so that children build knowledge and skills over time – both building skills and knowledge within the year group curriculum, but also building on, and making connections with, prior knowledge from other years in school. Staff identify the ‘sticky knowledge’ that they want the children to learn during the course of the theme and then ensure there are plenty of opportunities for the children to practice and apply this knowledge in a range of different contexts, so that they achieve deep, long term learning.


As a school staff we are currently developing our understanding of the evidence from cognitive science as to how children learn best and how learning ‘sticks’ in long term memory, and we are exploring how interleaving and longitudinal learning may further complement our current curriculum model.


Continuing Professional Development for all staff is a priority to ensure they have the skills and knowledge necessary to deliver the highest standards across the entire curriculum. Subject leaders have the necessary expertise to play a pivotal role in both the design and delivery of their subject area; ensuring a clear progression of both skills and knowledge across all year groups, underpinned by a robust assessment system. They can confidently articulate how learning is revisited and developed year on year, to ensure a real depth of learning across the school.

Our staff work in Curriculum Leadership Teams (CLTs) to ensure there is collective responsibility for the curriculum. This has allowed for distributed leadership of the curriculum, and means that a team of staff are responsible for the action planning, resourcing, monitoring and evaluation of their curriculum area (both curriculum provision and quality of teaching and learning) throughout the year.


At Wynndale, we have high expectations for the quality of teaching across school. We ensure that continued improvement is the focus of our monitoring schedule by focusing on how staff can share good practice between each other, what areas for improvement they have and what high quality CPD can be provided to support their improvement.

The Impact of our Curriculum:


As a result of our well planned and implemented curriculum, we would expect the impact to be that:

  • Our children show kindness, compassion, empathy and courage
  • Our children demonstrate a passion and thirst for learning
  • Our children achieve well – all making good progress from their starting points and achieving at least the expected standard across the entire curriculum by the end of Key Stage 2. They will have the knowledge, skills, understanding and vocabulary that empowers them as citizens in the 21st Century
  • Our children have access to a wide and varied curriculum, enabling each of them to excel as individuals and be the best they can be
  • Our children have high aspirations for the future and know that these can be realised with hard work and determination
  • Our children are mentally and emotionally happy and resilient learners
  • Our families work in partnership with us to ensure their child’s journey at Wynndale is a positive one and prepares them to contribute positively to the world in which they live