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Curriculum Information

The curriculum at Widecombe-in-the-Moor Primary School

Empowering our pupils sits at the very heart of our curriculum design. We are passionate that every child who leaves any of our schools does so with a complete sense of self; with an ability to make informed decisions that reflect their own values and beliefs; a knowledge of where they sit in the world and the impact they can have.  Curiosity is nurtured at every turn as we recognise that we are preparing our children for a future that will be vastly different to our current reality – a child who understands themselves will be well equipped to make choices that impact positively on themselves, others and their environment.

Building and reflecting our communities is an integral part of our thought process and we look to ensure our pupils recognise where they sit and the impact they can have on a local, national and global scale.  Tolerance and an ability to recognise the views of others sit centrally to our curriculum ethos. In teaching children explicitly to articulate their views with respect, we recognise that every small moment and interaction can support them in developing a responsibility for their choices; where this sits with their own values and their impact on the world around them.

Our curriculum seeks to develop ambitious attitude for every pupil to place them in a position whereby their future choices are theirs to make.  In considering a clear progression in skills, knowledge and experience, we equip children to be aspirational and the best possible version of themselves.

Widecombe is placed in a unique and beautiful location in the heart of Dartmoor and we value everything that this location offers our children. A sense of community is central to our ethos, and we want our children to value and understand their own school community, the surrounding local communities but it is also extremely important to us that they develop a wider sense of what community means globally which opens their eyes to the world beyond where they live.

At Widecombe, we want our curriculum to give frequent and varied opportunities for our children to develop their personal voice. We want our children to leave Widecombe as confident, competent individuals who know how to make a positive difference to the people and the world around them. Child voice should be integral to the planning process and children should be given scope to make decisions about their own learning thus engaging them fully in the process.

Through developing positive learning behaviours, our curriculum will enable children to develop high expectations of themselves and to actively explore possibilities beyond the familiar. They will leave our school with the life skills needed to succeed, and if they don’t always succeed, they will have the resilience and positivity to pick themselves up and try again.


Accessibility Plan

This plan shows how we intend, over time, to increase the accessibility of our school for disabled pupils, staff, parents/carers and visitors:

• Increasing access to the curriculum for pupils with a disability This includes teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits.

•Improving access to the physical environment This includes improvements to the physical environment of the school and physical aids to access education.

• Improving the delivery of written information to pupils This will include planning to make written information that is normally provided by the school to its pupils available to disabled pupils. The information should take account of pupils’ disabilities and pupils’ and parents’/carers’ preferred formats and be made available within a reasonable timeframe.

The National Curriculum

Our school curriculum includes the ‘National Curriculum’ and EYFS curriculum as well as RE, PSHE and sex & relationships curriculums.

The National Curriculum is a statutory curriculum document used by primary and secondary schools.  It covers what subjects are taught and the standards children should reach in each subject.

The National Curriculum is organised into blocks of years called ‘key stages’ (KS). At the end of each key stage, the teacher will assess pupil progress and outcomes. 


Long term plans
Our long-term plans pace out the topics or themes for each year group in a rolling programme.  Key areas for learning and learning 'hooks' may be identified.  Beneath this plan sits the National Curriculum and our Key Skills documents. Teachers plan in more depth for each subject, identifying specific vocabulary too. 
Curriculum Design statements