Subjects

Early Reading & Phonics

At West Newcastle Academy our aim is to give children a secure knowledge of the phonemic code in order to become fluent and independent readers. Children will develop an understanding of grapheme- phoneme correspondence and they will begin to use this knowledge to blend phonemes to make words. As proficiency and skills increase, children will begin to segment and blend sounds and apply this to carefully matched reading opportunities.
As children are introduced to a new sound, they will be taught to write the corresponding grapheme, both within decodable words and as a single phoneme.
Our teaching of reading is rigorous and sequenced, and develops childrens’ fluency, confidence and enjoyment; at all key stages, reading attainment is assessed accurately and gaps are tackled quickly and effectively, so that all children can access the whole curriculum.
Rigorous daily teaching of Systematic Synthetic Phonics (SSP) using the Read, Write Inc programme for children in EYFS and KS1. Children are assessed and monitored closely in order to ensure appropriate and rapid progress is made. Sessions are structured in a clear way, in line with the recommendations of the RWI scheme and include opportunities for learning a new sound, spelling, sentence dictation and reading, as appropriate. Children are given a reading book to take home that matches the colour group that they are in and this is read in school with an adult regularly.
Assessments are completed regularly (every half term) by the Early Reading Lead in order to ensure that all children are making progress through the programme and are secure in the number of sounds that they can use. This also ensures that the ERL has a clear understanding of overall progress within their subject.
Children in KS2 who are new to English, or who are unable to access reading at an age appropriate level, are assessed and supported in learning phonics either in a small group, or 1:1 with a trained Teaching Assistant.
Further opportunities for phonics learning are provided throughout the day through carefully planned and implemented adult intervention.
Support staff are thoughtfully deployed to ensure regular opportunities to reinforce phonics learning. Children are listened to 1-1 reading, with a focus on our first 20% being neard read by an adult at least three times per week.
Language rich environments are carefully planned and provided across all elements of the provision.
Children can access stories through role play and reading areas, and EYFS children have rhymes and songs throughout the day. Children in EYFS and KS1 have access to language rich environments and provision which extends their learning.

English

At West Newcastle Academy our aim is to provide a comprehensive English curriculum that promotes a love of language and literature, enabling children to become confident communicators, critical readers, and writers.
Through the development of key skills in reading, writing, speaking, and listening, we aim to cultivate a lifelong love of learning and foster independence in our students
We will provide our children with engaging and challenging opportunities to explore our rich cultural heritage, develop their vocabulary, grammar, and spelling, and widentheir knowledge of the world, and support their social and emotional well-being.
We promote reading for pleasure and purpose across all key stages by providing a rich and diverse range of high-quality texts, including fiction, non-fiction, poetry, and drama.
We explicitly teach reading comprehension strategies, such as inference, deduction, and analysis, and provide opportunities for students to apply these skills in a variety of contexts, using authentic texts.
We teach writing as a process, developing our children's skills in planning, drafting, editing, and redrafting.
We use and adapt the Letter join handwriting scheme from Nursery to Year 6
We teach grammar, spelling, and punctuation in context and provide explicit instruction in the conventions of different text types, such as persuasive writing, descriptive writing, and narrative.
We use and adapt Ed.Shed spelling resources from Early Years to Year 6 as well as Literacy Shed + for planning.
We encourage creativity and provide opportunities for our children to write for different purposes and audiences.
We provide regular opportunities for children to develop their speaking and listening skills, both formally and informally.
We encourage active participation in discussions and debates, provide opportunities for presentations, and develop skills through group work and collaboration
Outdoor learning and community learning showcase skills as children often present assemblies, write instructions, create information posters or use drama/ role-play
Knowledge showcases in Foundation subjects highlight vocabulary learnt and assess children’s comprehension.
Children can access stories through reading areas and all classes have books link to topics to inspire and further learning and understanding
Every week, during our achievement assembly, children are rewarded for being ‘Caught Reading.'
We plan a Spring Reading Challenge across KS1 and KS2 each year.

Maths

At West Newcastle Academy, we aim to provide a Mathematics curriculum that fosters a deep understanding of mathematical concepts and promotes a love for the subject.
We equip our children with the necessary mathematical skills and knowledge they require to be successful in and beyond their education journey.
We inspire our pupils to be curious, independent learners who apply mathematics in the real world and appreciate its significance in their daily lives.
We use the ‘White Rose Maths’ scheme of learning which we adapt to suit the needs and abilities of the children we are teaching. Our curriculum provides a sequential, coherent, and logic path that is rooted in the principles of mastery and builds on prior learning. It includes concrete resources when needed, pictorial representations, and the use of abstract methodologies to enable pupils to think mathematically and apply their learning to everyday situations.
It is a core belief of our school that children can achieve mathematical excellence and we aim for them to demonstrate confidence in applying mathematical skills and knowledge in various practical situations, both in and out of the classroom.
We have a strategic focus on improving foundational skills in EYFS where Our team provide enough teaching and practice for children to be able to count and calculate, and describe time, size and shape using correct mathematical terminology
Our high quality teaching utilises time to cover the curriculum and gaps from previous years
Our staff to embed the I do, we do, you do with clear, explicit modelling and reference to the approach within daily practice, prompts on board and worked examples
Focussed interventions happen consistently and are reviewed regularly
We encourage teachers to plan one maths lesson outside of the classroom each week and the cross-curricular teaching of maths
In addition, our teachers Weekly recap skills to embed learning daily.

Science

At West Newcastle Academy, we intend to develop a life-long curiosity and interest in Science through investigating, observing and questioning.
Our curriculum provides opportunities to enhance and develop student’s scientific knowledge and skills.
Throughout our school we encourage children's voices during science and empower children to think like scientists.
There are opportunities for children to build their problem solving skills and resilience through practical experiments.
Throughout the year groups we use post it note planning to support the children in learning how to plan and conduct scientific enquiries.
We aim for children to be actively curious and explore the environment around them.
Opportunities for science on outdoor and community learning support this as children are able to explore different environments and habitats in the wider local area.
Science is taught each week, by skilled and enthusiastic teachers.
Links are made to science and other subjects across the curriculum.
Science and outdoor learning links are made to maximize opportunities for hands on learning.
Children are encouraged to question and investigate, drawing conclusions from their findings.
Children explore the world around them during Outdoor Learning (ODL)opportunities.
Links are made to a range of topics and they are explored within the wider world (weather, animals, plants, materials, rocks and soils etc)
Libraries are stocked with a range of fiction and non-fiction books and are supplemented with appropriate texts from the local library service.
Experiential learning is at the heart of our school and our children benefit from our extended learning environment.
Children explore a range of habitats and environments (beach, pond, woodland, meadow etc), recognizing the adaptations and features of animals and plants found there.

Geography

It is West Newcastle Academy’s intention to inspire children’s curiosity and interest in the world they live in along with it’s people, places and cultures so they become confident global citizens.   
In order for children to become an active member of society, they need to know who they are and where they belong in the world.
We intend to equip children with the skills to gain confidence in discussing and making changes in society through our teaching.
At West Newcastle Academy we provide first hand experiences that provoke inquisitive minds, encouraging children to ask and answer questions about their own interests and passions about our world.

As Geographers, we want our children to: 

Develop a deep understanding of the key geographical concepts: place/space/scale/physical &human/interdependence/ Environmental Impact and Sustainable Development and Cultural awareness and diversity
Create a safe and open environment where they are able to express their opinions and challenge perceptions. 
Consider how geographers apply their knowledge to the world. This is about understanding everyday experiences, recognising the challenges facing people and the planet and considering how to address injustices and inequalities.
 Build knowledge about our planet and develop their ability to respond to its issues in the future, and how to approach this with an understanding of their responsibilities and role as a global citizen.  
Have a sense of ownership of where they live through a knowledge of the diversities, people, natural and physical aspects of their own community.  This will be underpinned throughout school life through our development of a sense of community, as well as undertaking projects based in the local area through outdoor and community learning days. 
To be able to explore the connections between different places, processes, nature, people and the earth itself.

History

The aim of History of West Newcastle Academy is to ensure all of our children to have a journey of discovery about the past.
We carefully explore local evidence and expertise in the community and the wider society.
Children will develop their enquiry skills by questioning the world around them and reflecting on historical events and influences. 
Our curriculum will ensure children develop a secure sense of chronology and become critical and analytical thinkers.
We use outdoor learning, the local community and resources to enable children to think critically and be excited by history.

As Historians we want our children to:

Identify and explain change and continuity across periods of history, focusing on chronology. They refer to the timeline throughout each unit, looking at
Identify similarities and differences across periods of time. They will explain similarities and differences between social, cultural, religious and ethnic diversity in Britain across time periods and suggest reasons for these.
Sequencing, intervals between events and the duration of each key event
Looking into the reasons for, and results of, historical events and analysing these, children develop an understanding of cause and consequence. Children explain the reasons for and results of historical events, situations and changes.
Considering what makes events and people significant in their historical context and the present day, children compare significant people and events across different time periods and explain the significance of these.
Using a range of different sources to investigate the past identifying whether they are primary or secondary sources. They use sources of evidence to build up a picture of the past and can identify the reliability and limitations in the sources they use
Sudying how historians interpret the past and why events, people and changes were interpreted in different ways. They will learn to evaluate a range of historical interpretations, considering their reliability and quality.
Know substantive key concepts, such as ‘empire’, ‘monarchy’, or ‘invasion and settlement’, which children learn about during their study of primary History. Substantive concepts are fundamental elements of children’s historical knowledge, however they are abstract and therefore children may find them challenging to understand. The 2021 Ofsted research review into history states that, to be able to use them confidently, children need to have a secure knowledge of substantive concepts in different contexts:

Art & Design

It’s our aim that by the time every child leaves primary school they can feel as if they have found an area of the visual arts that is relevant and engaging to them – that might be through drawing, or making, or designing, or talking about art.
To achieve this it’s important that we create as many different kinds of opportunities as possible so that each child can find the thing which strikes a chord with them. That means covering lots of different disciplines, techniques, materials and approaches. It can be complicated knowing what to fit in and what to leave out, and how to order elements, but we’re confident that all versions of our curriculum provide a balanced yet rich offering, with progression of knowledge and skills woven throughout.
In practice, that might mean one day a child is practising observational drawing skills, another day they are working from their imagination making larger scale images, and another day they are discussing as a class how the context in which art is presented can change it’s meaning. The richness and relevance of experience makes learning memorable and impactful.
We’ve thought carefully about the purpose of art. Not just in relation to the purpose of teaching art in school but the relevance of art in all our lives.
And this is important because at the moment, although artists help shape and define our lives in so many ways, we seem to have lost touch as a society as to the purpose art serves, and there is a danger that art is seen as disposable, or a nice added extra.
The new AccessArt Curriculum helps build knowledge and understanding in pupils (and teachers) as to some of the ways art is relevant to all our lives. By combining technical skills with contextual and conceptual understanding our curriculum helps ensure every pupil feels entitled to embrace their own creativity as something which is important to them, and something which is valued by society.
Our art sketchbooks will show a range of materials and processes. Within our children’s art sketchbooks, you will see that they have used drawing, painting, collage. There is always space to experiment with and you will notice that we teach it’s ok to make mistakes

Design & Technology (D&T)

At West Newcastle Academy children receive a Design Technology curriculum which allows them to implement their creativity and passion through stimulating designing and making opportunities.
Our children are taught to combine their designing and making skills with knowledge and understanding in order todesign and make an end product.
Children evaluate their own products against design criteria, which allows them to not only celebrate their successes but also consider how to improve the products that they have designed.
Skills are taught progressively to ensure that all children are able tolearn and practise in order to develop as they move through the school.
Outdoor Learning and Forest school activities play an integral part in the delivery of the Design and Technology curriculum.
Where possible, the curriculum is delivered using relevant contexts allowing the children to experience ‘real world’ issues.
Through engaging in a creative and challenging curriculum, the children will develop a lifelong love of learning.

Religious Education (RE)

WNA is a diverse and inclusive school.
Many faiths and beliefs are represented and respected within our community.
Children understand and acknowledge that other people may have different beliefs to themselves and show their beliefs in different ways.
At West Newcastle Academy we are committed to providing a Religious Education curriculum that fosters a strong sense of belonging, community; promoting moral development and spiritual growth.At our school, all children, regardless of their faith or background will:
Develop a respect and understanding of various religious beliefs and traditions
Discover their own sense of spirituality and feel confident in their personal beliefs
Learn about the importance of faith in guiding moral decision-making and develop a strong senseof ethics and values
Feel a sense of belonging and inclusion in our school community, regardless of their religious background
Understand the significance of cultural and religious celebrations.
Experience a curriculum that is engaging, age-appropriate, and relevant, and which fosters a curiosity about the world and a desire to learn more.
By embracing this vision for Religious Education,we aim to cultivate a learning environment that is nurturing, supportive and reflective of our school’s values.

Computing

At WNA, we understand that technology is always changing and that we need to equip children with the skills to not only use current computer programmes, but to develop key understandings of computational thinking and problem solving that will enable them to adapt to the everchanging technologies of the future.
Computational thinking will be explored both using computers and without, so that children can deepen their systematic thinking in both artificial and natural contexts – and be able to identifytechnologies in wider contexts.
Children will begin to be able to identifythe best current computer programme or platform for a given purpose, and know how to use it effectively and imaginatively.
Through a gradual and controlled introduction to online platforms and the world of the internet, they will begin to understand their own personal responsibilities online, whilst deepening their awareness of how to safely navigate the internet in all ofits forms.
This will be also beunderpinned by our promotion of a safe and healthy lifestyle through the PSHE and RSHE curriculum and wider school life.
As children become digitally literate, they will begin to understand that computing is a creative discipline that enables self-expressionand they will be given a core understanding of the languages of coding and computers. Through this, they will be empowered to explore the subject imaginatively, playfully and meaningfully.

PSHE & RSHE

PSHE Overview

We recognise the importance of PSHE in preparing children and young people to live safe, fulfilled and healthy lives. The overarching objective of PSHE is to support children and young people through a journey of physical, emotional and moral development via the teaching of essential knowledge, skills and values within the framework of the law and relevant acts and guidance.

PSHE will be approached through evidence-based, best practice principles to ensure the highest impact on improving pupil health, wellbeing, safeguarding and lifelong outcomes. The following principles are based on research evidence, supported by a wide range of leading organisations. We follow the PSHE association curriculum model for Years 1-6 and have built a bespoke Early Years PSHE offer.

Our PSHE curriculum:

Delivers lessons where pupils feel safe and encourages participation by using a variety of teaching approaches with opportunities to develop critical thinking and relationship skills.
Is based on reliable sources of information, including about the law and legal rights, and distinguishes between fact and opinion.
Promotes safe, equal, caring and enjoyable relationships and discusses real-life issues appropriate to the age and stage of pupils, including friendships, families, consent, relationship abuse, sexual exploitation and safe relationships online.
Gives medically accurate information so that pupils can learn about their bodies and sexual and reproductive health in ways that are appropriate to their age and maturity.
Gives pupils opportunities to reflect on their values and influences (such as from peers, media, faith and culture) that may shape their attitudes to relationships and nurture respect for different views.
Includes learning about how to get help and treatment from safe sources such as health and advice services including reliable information online.
Fosters equality linked to protected characteristics and challenges all forms of discrimination in everyday school life.
Meets the needs of all pupils with their diverse experiences including those with special educational needs and disabilities.
Seeks pupils’ views so that teaching can be made relevant to their real lives and assessed and adapted as their needs change.

RSHE Overview

RSHE is an integral component of our PSHE curriculum, which is central to our approach and at the core of our ethos. RSHE is learning about the emotional, social and physical aspects of growing up, relationships, sex, human sexuality and sexual health in an age and stage appropriate manner. RSHE equips children and young people with accurate information, positive values and the skills to enjoy healthy, safe and positive relationships, to celebrate their sexuality and to take responsibility for their health and wellbeing both now and in the future.

Effective RSHE can make a significant contribution to the development of personal skills needed by pupils to establish and maintain relationships. RSHE will ensure children and young people are encouraged to understand the importance of stable, loving relationships, respect, love, and care. It also enables young people to make responsible and informed decisions about their health and wellbeing.

PE

At West Newcastle Academy, Physical Education is an important part of our curriculum that is inclusive and engages all pupils.
Children are given the opportunity to develop the key knowledge, skills and competence in order toallow them to become team players, develop their leadership skills and effectively problem solve.
A wide range of sports and physical activities are offered as part of our Physical Education curriculum, allowing the children to develop these further independently through outdoor play equipment, optional afterschool activitiesand outdoor learning days.
Physical Education lessons are used in conjunction with PSHE lessons to emphasise the need for being active and promoting a healthy lifestyle. Groups in the local community allow us to provide enriching physical education experiences for our children such as Bikeability in KS2, allowing children to understand safe road use.
It is important to celebrate our children and their Physical Education capabilities through assemblies and Sports Day where excellent team work is celebrated and families are invited to share in our pride for our children and their efforts.
We aim for all children to be offered a range of team games and physical activities helping to develop their life skills with problem solving and teamwork.

Swimming is an important life skilland all children will leave primary school being able to swim at least 25 metres at the swimming pool in our local community. Our children have swimming lessons in Year 4, 5 and Year 6.
Creativity and curiosity are encouraged through Physical Education lessons and outdoor learning experiences such as through creating dance and gymnastic routines and creating outdoor adventurous activities, really encouraging these opportunities to build independence and for open-ended and enquiry-based learning.

Music

At West Newcastle Academy we understand that a quality music curriculum will develop children’s wellbeing, encourage feelings and widen their world view.
Our children in EYFS and KS1 received a weekly music session delivered by our specialist Music teacher Rachel; whilst Years 3 and 4 and Years 5 and 6 alternate half termly.
We sing together every Monday, Thursday and Friday afternoon.
Our music curriculum provides every child with the opportunity to develop an appreciation and understanding of music which they can carry with them throughout their lives.
From Reception to Year 6 children will listen toand evaluate music from a wide variety of historical periods, styles, traditions, and musical genres. Discussions around these pieces of music will enable children to develop a value and respect for different music whilst developing the skills to identify the technical aspects of music such as pulse, rhythm, pitch, tempo, dynamics, timbre, texture and structure.
Adapting ‘Sing Up’ and the ‘CharangaMusical School Scheme’ children learn about the same musical concepts through different activities so that they develop a deeper understanding and a more secure knowledge.
As part of our music curriculum, every Y4 child has the opportunity to learn to play a string instrument as part of a string orchestra. We also provide optional violin lessons for children from Y1-Y6 and an after school folk band club.

French

At WNA our teaching of French will give children an opportunity to be curious, problem solve and express themselves.  This will be taught explicitly by a specialist French teacher in order toensure that children are given the best opportunities to respond to and communicate with one another accurately and in complex and meaningful ways– both written and verbal. 
Implicitly, ideas, words and concepts will be revisited by the class teacher who will be a part of all French lessons as a learner and an additional adult. 
Positioning adults as learners within the classroom will help to instil a culture of learning languages and their processes, whilst modelling how challenges can be overcome. 
This culture of overcoming challenges will provide a foundation for learning further languages, equipping children with the skills to become global citizens whilst unlocking opportunities to live, work and study in other countries.