Curriculum

At Woolton High our V.O.W (Vision of Woolton) is to:

  • Ensure that each pupil will make progress by having access to a curriculum that is organised, personalised, meets their individual needs, offers access to vocational learning and prepares them for their next stage of their learning.
  • Ensure that each pupil is taught, by ‘Outstanding’ teaching staff, experiences well-planned learning, assessment, feedback and educational support, in a way that involves and motivates them.

Our Aims:

We aim to ensure that we are living our Vision for Learning through improving learning outcomes and experiences.

This will be achieved through a four part model:
ASSESS-PLAN-DO-REVIEW

Furthermore, this model will be underpinned by clear success criteria for outstanding practice that will facilitate learning. These core elements of effective learning are explained through the acronym:

 S.T.R.E.N.G.T.H.S

The core elements of effective learning, through Outstanding practice are:
S – Special and differentiated: Activities should be challenging, well matched and differentiated to pupils’ abilities enabling all pupils to make rapid progress which is evidenced as sustained progress in their exercise books or other appropriate means of evidence of progress.
T – Target and success criteria: Pupils, teachers and teaching assistants should be engaged in activities that ensure pupils can articulate what they have learnt and what they need to do to improve. Wherever possible students should assess the success of their own and others’ learning and set their own targets.
R – Relevant: Every effort should be made to link learning to a personal interests so that learners are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills.
E – Engaging through a variety of experience: They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities. Students are inspired and enthused as a result and alternative learning experiences clearly impact on progress over time.
N – Numeracy, Literacy and other-subjects are incorporated: Wherever possible, links with other subjects should be made when it is clear that there is a cross curricular opportunity to build on learning.
G – Give pupils the opportunity to give feedback and work independently: Pupil voice as an assessment tool for learning and effective learning experiences, should be utilised wherever possible, to facilitate progress.
T – The higher order thinking skills are utilised effectively: Teachers provide adequate time for practice by the way they introduce subject content progressively, giving pupils the opportunity to explore, remember, understand and apply knowledge, understanding and skills securely.
H – Has a moral purpose and explore s any perspectives of Health, Social, Moral, Spiritual or Artistic nature : Learning should make pupils aware of how to use of a range of social skills in different contexts, in line with the schools core value behaviours of TEAMWORK, COMMITMENT, RELECTIVE, SELF-CONTROL and THOUGHTS AND FEELINGS. This may be demonstrated ,for example, by working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds.
S – Stickability: To be effective learning ‘must stick’ and be able to be demonstrated through clear, specific and tangible outcomes.  Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.