Curriculum Information


At Woodfield Academy, we value each individual and encourage pupils to work towards their goals and aspiring to achieve, being the best we can be, together. We have an inclusive culture and passionately believe that education has the power to open doors and change lives for all. We aim for our pupils to not only stand together, shoulder to shoulder with their peers but also exceed expectations because fundamentally – anything is possible!

At the heart of our education is a rich curriculum designed to empower pupils. We believe our pupils need to feel that they are on an adventure in the pursuit of wisdom through which they develop a love of learning in all its rich variety. We build strong communities where every member of our school shares responsibility and is proud of their achievements on their journey with us and beyond.

We harness the best from our pupils through consistently good lessons, valuing parental contribution and working in partnerships to achieve excellence. We believe every student deserves access to the same breadth of curriculum and work hard to scaffold learning and experiences to ensure inclusion. We take pride in providing our pupils with opportunities for personal development and recognise that a pupils’ time spent at Woodfield Academy is a significant part of their journey towards the future.

Our philosophy is centralised around our four core values of:

  • Compassion
  • Respect
  • Resilience
  • Responsibility 

Through promoting these values, we believe our pupils should develop as:

  • Healthy, confident individuals, ready to lead fulfilling lives as valued members of society with compassion for self and others.
  • Ethically informed citizens at a local, national and global level with an ability to show respect to all individuals and the environment.
  • Ambitious, capable lifelong learners who persevere and show resilience.
  • Enterprising, creative contributors who are empowered and ready to play a full-part in life and take responsibility.

Curriculum Intent

The curriculum at Woodfield Academy has been developed to teach pupils the most powerful knowledge in each subject area. Our pupils also learn a wide variety of skills, honing their expertise and talents in practical, vocal and written subject areas. Through a carefully constructed curriculum our pupils are given the maximum opportunity to internalise knowledge and skills across all subjects.

To embed our philosophy in our curriculum we focus on five pillars. These pillars dictate our curriculum intent and vision:

Five Pillars

Our curriculum is linked from lesson to lesson, topic to topic and subject to subject by our pillars which make both explicit and implicit links leading to deeper knowledge and understanding. The aims of our pillars are to help pupils learn and remember more by focussing on:

Community & Enterprise 

We want our pupils to understand the community around them – where we have come from, how we got here and what we can do to improve our circumstances. Our goal is that they understand their responsibility for the world around them and their role within it.

Processes & Techniques 

We aim for our pupils to have a solid understanding of the steps needed to create and design, to change and manipulate, to explore and question to be successful. Our focus is that pupils have skills they are able to apply and have knowledge of the correct processes and techniques in order to become confident problem solvers.

Interaction & Relationships 

We want pupils to learn that there is cause and effect, that connections between people, places and things are significant and their own actions can be influential. Our goal is for our pupils to communicate confidently, show compassion and respect for others and be able to interact with different people in different situations.

Change & Continuity 

We aim for pupils to understand where and when change is necessary, how change has impacted on their lives, the lives of others and the world around them. We want our pupils to understand the importance of continuity in helping to build resilience, leading them to challenging successful outcomes.

Equality & Prejudice

We want our pupils to challenge preconceived views, understand differences and value the importance of equality. Our goal is that they develop and become confident individuals who are able to question and challenge to create an inclusive society for all – showing both compassion and respect.

Curriculum Statements


“Every child is an artist” – Pablo Picasso

Art Vision

The Art department supports and shares the vision for the school; “Success for All”. It is our vision to nurture and explore the artist within all the students.

In a ‘learn by doing’ environment the Art Department enriches students’ lives through art and design education fostering citizenship and culture, the importance of visual learning and the power of diverse perspectives.

Mission Statement for Art

It is our intention that student will…

Develop diverse concepts of art and design, enhanced intellectually by the history and style of the visual arts.

Celebrate and respect works of art from global cultures. Create artwork that integrates emerging technologies as well as traditional techniques.

Learn to analyse in a supportive and respectful manner the visual art works of others. Recognise visual arts as a continually evolving entity that incorporates many different media.

Explore materials and techniques to create pieces of art work that portray their emotions and personality.

Learn the skills to apply the arts to all areas of their academic, personal and future professional lives


There is regular verbal and written feedback given to pupils.

Within the Art department; pupils verbally evaluate their work weekly, it is then presented by the pupil and assessed as a ‘final piece’ at the end of each unit. This method of evaluation prepares them for the upcoming high school format.

Homework and how you can help

Homework tasks are often set as a research piece for the student to work on.

Extra homework’s are always offered but are not compulsory.

If you want to support your child’s’ Art work you could research the topics we cover (Topics are specified on our website) and also I highly recommend buying a sketchbook to keep all their sketches and future masterpieces together!

Design & Technology


  • Jonathan Ive- English designer and senior vice president of industrial design at Apple- “It’s very easy to be different, but very difficult to be better.”
  • Tim Smit Chief Executive and co-founder of the Eden Project – “To say D&T is important for our future is like saying that breathing is useful.”
  • Wayne Hemmingway- Hemmingway design- “HD believes that design is for the common good and that design thinking can help to solve most challenges that society faces.”
  • Neville Brody- Graphic designer “Design is more than just a few tricks to the eye. It’s a few tricks to the brain.”
  • Sir James Dyson, industrial designer – “It’s a subject that allows young people to learn with their hands and their brains.”

Design Technology is studied by all pupils as part of Technology in Key Stage 2 and 3. This includes- Food, Textiles, Resistant Materials, Graphics, Systems and Control.

In Technology, pupils combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve quality of life, solving problems as individuals and members of a team.

At Woodfield Academy it is important to us that pupils work within stimulating contexts providing a range of opportunities, to respond with solutions which challenge expectations where appropriate. As staff we seek and respond to pupil voice to ensure all projects provide this. Pupils are given the opportunity to combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. As they do so, they evaluate present and past design and technology, and its uses and effects. Through design and technology, pupils confidently develop practical skills and become discriminating users of products. They apply their creative thinking and learn to innovate.

In the department we stimulate curiosity and provide a positive atmosphere for the pupils to enquire, take creative risks and succeed in making products of worth.

Our main aim is to provide the skills, knowledge and understanding required to become informed consumers, creative problem solvers and dexterous users of tools, equipment, materials and components. This runs alongside the ability to work successfully, both independently and as part of a team.

We promote the use of experimentation and modelling to develop and evaluate explanations, whilst encouraging critical and creative thought.

There are currently 3 teachers and 1 technician from a wide variety of backgrounds within Technology:

What happens in lessons?
Pupils do practical work where possible. For research, design and written work the department has a suite of computers that are used for group and individual tasks. Pupils may do presentations and lead the learning of the group under the supervision of the teacher. All activities and projects are planned to build on prior learning and to allow for stretch and challenge, and to inspire and enthuse the pupils.

How will progress be assessed?
Throughout the year pupils are assessed by their teachers. Both class and homework is regularly marked with strengths and improvements indicated. Practical skills will be observed and outcomes monitored. Assessment taxonomies allow awareness of individual levels of attainment and guidance on how to improve.

Technology opportunities out of lessons

  • Encourage local, regional, national and global visits to museums, galleries and shops
  • Critically evaluate product design around the home
  • Technology, design, fashion, inventions and food are all popular television topics. Documentaries with “Technology” in the title would also be useful.
  • Encouraging pupils to help with DIY and using tools gives an awareness of tools, equipment and machinery e.g. they could help in the washing and ironing of textile items to develop their knowledge of fibres, fabrics, aftercare and care labelling codes.
  • Encouraging pupils to take advantage of the opportunities available at school and out of school
  • Embrace opportunities to enhance knowledge of cultural design and manufacture
  • Identify technologically related articles in newspapers, websites and magazines
  • Watch films charting key design or technological advances
  • Engage in homework tasks when appropriate
  • Recycle, reuse and repair as much as possible to develop creativity alongside economically and environmentally minded responsibilities
  • Be mindful of ethical product manufacture e.g. fair trade and organic items
  • Open house Technology during lunch times for all pupils, with teachers
  • External competitions advertised on the notice boards


At our core …
Reading is crucial to all success in English and is fostered in lessons at Woodfield.  In lessons students are encouraged to embrace the practice of reading for pleasure and we aim to inspire an interest in books and varying forms of literature – both fiction and non-fiction. Key Stage 3 students are taught to articulate their responses to texts using the P.E.E.(L) (Point/Evidence/Explanation/Link) format.  We use the Accelerated Reader package from Renaissance Learning to challenge the students and to help them become happy, interested readers.

Students are taught to be strong, creative writers through a process of modelling, scaffolding and independent writing. This teaches them to shape texts for all purposes and for a wide range of intended audiences. Where appropriate, students are given a choice of task allowing them to apply their learning to an activity of their choosing and a chance to showcase their creativity.

GAPs (Grammar, Punctuation and Spelling) is an integral part of literacy focussed lessons; through their study of sentence structure, language rules and usage and the accepted rules applied to spelling in English understanding and enjoyment as a reader will grow, and skills as a writer will mature.

Spoken language is an essential element of the English curriculum; students are given frequent opportunities to develop their speaking and listening skills in both formal and informal contexts. Spoken language will inform writing and improve confidence in many different contexts, preparing our learners for the next stage in their academic journey.

Key Questions by focus area for Key Stage 2:

  • Why has the writer chosen to present their writing in this way?
  • What is the effect of the words used on us as a reader?
  • Is there a theme being developed in the text?
  • Is it possible to compare this text to other texts we’ve/you’ve looked at?
  • Why has this particular verb/adjective been used here? How is it supposed to make the reader feel?


  • Who are we writing this piece for? Who is the intended audience?
  • Why are we writing it? What purpose is the task fulfilling?
  • What techniques should we include to add fluency to our writing?
  • What is the desired effect on the reader?
  • How can we improve our writing?


  • Can you find a way to remember this spelling rule?  What strategies can we use?
  • Why do we use this punctuation here? What is the effect of using it?
  • If we rearrange the words order of the sentence, what is the effect on the reader?


Spoken language

  • How can we share our ideas about a topic?
  • Why are we discussing this? What are we hoping to get from the discussion?
  • Can we use the skills from discussion to enhance or improve our writing?


Essential Key Skills for success in English

  • Maintain positive attitudes to reading;
  • Read for pleasure;
  • Understand what is being read
  • Plan, draft, write and edit effectively;
  • Understand that texts have different purposes and audiences;
  • Develop an understanding of Grammar, Punctuation and Spelling rules;
  • Apply knowledge of Grammar, Punctuation and Spelling rules;
  • Use Spoken Language to effectively participate in a range of contexts.

Key Questions by focus area for Key Stage 3:

  • How do we know that this piece is from the Elizabethan period? Find evidence to support your answer.
  • Which themes are being developed in this text?
  • What other texts can we compare this one with?
  • Can we see more than one occasion where the technique of _____ is used in the text?
  • Can you structure your answer using PEE(L)?


  • Who is the intended audience?
  • What is the purpose of this task?
  • How can we adapt the tone of our writing?
  • How can we manipulate the reader?
  • Have we had the desired impact on our reader? How?


  • Can you find a way to remember this spelling rule?  What strategies can we use?
  • Why do we use this punctuation here? What is the effect of using it?
  • If we rearrange the words order of the sentence, what is the effect on the reader?
  • Where could we add a clause to give additional meaning to our writing?

Spoken language

  • Can we compare the language of Elizabethan times to language now? How has language evolved?
  • Can we use the skills from discussion to enhance or improve our writing?
  • Have you considered the viewpoint you want to express? How will you impact upon your audience?

Essential Key Skills for success in English

  • Develop an appreciate and love of reading, and read increasingly challenging material independently;
  • Read critically clearly expressing an opinion;
  • Write accurately, fluently, effectively and at length for pleasure and to give information;
  • Plan, draft, edit and proof-read;
  • Consolidate and build on knowledge of GAPs;
  • Speak confidently and effectively; including the use of Standard English.



  • Locate and name countries, cities, regions and features of the UK.
  • Locate world’s countries, focusing on Europe and America’s – on key physical and human features.
  • Study a region of the UK (Local area).
  • Use 8 points of the compass, symbols and keys.
  • Describe and understand climates, rivers, mountains, volcanoes, earthquakes, water cycle, settlements and trade links.
  • Use field work to observe, measure and record ideas and findings.


  • Name and locate countries, cities, regions and features of the UK.
  • Understand latitude, longitude, equator, hemisphere, tropics, polar circles and time zones.
  • Study a region of Europe and of the Americas
  • Understand biomes, vegetation belts, land use, economic activity, distribution of resources, etc.
  • Use a 4 and 6 figure grid reference on OS map.
  • Use fieldwork to record and explain ideas.
  • Describe and compare climate, rivers, mountains, trade links, settlements etc.


  • Name and locate countries of the world, focus on Africa, Russia, Asia and the Middle East.
  • Study environmental regions – polar and desert.
  • Describe and understand coasts and hydrology.
  • Describe & understand key physical and human characteristics, countries and major cities.
  • Interpret OS maps in the classroom and in the field.
  • Extend knowledge of globes, maps, and atlases.
  • Study human geography – population, urbanisation, international development, use of natural resources.
  • Use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data.
  • Use multiple sources of increasingly complex information.


  • Understand geographical similarities and links between a region of Africa and a region within Asia.
  • Extend knowledge of human geography – Plate Tectonics & Rocks.
  • Understand how human activity relies on effective functioning of the natural system.
  • Understand how human & physical processes interact to influence and change landscapes, environment and climate, ice age to present; and glaciation.
  • Understand thematic mapping, and aerial and satellite photos.
  • Use grid references, scale and 8 points on a compass and degrees with symbols and keys when map plotting.
  • Use (GIS) Geographical Information System to view, analyse, to understand and interpret places and data.


Our History curriculum aims to ignite the children’s curiosity about the past in Britain and the wider world. It builds and develops skills such as understanding, enquiry, interpretation and reasoning. The children are encouraged to consider how the past has influenced the present and through this gradually develop an understanding of chronology. During their time in school children are given opportunities to go on educational visits to further develop their understanding of past societies.

Years 5 and 6 teach History in line with the school’s Creative Curriculum. The curriculum map allows the teaching of a wide range of topics. Lessons should teach children the knowledge, understanding and skills of history through these topics.

The curriculum for KS3 History at Woodfield offers students the opportunity to learn about both British history and that of the wider world. History lessons equip students with the knowledge and skills to ask perceptive questions, think critically, evaluate evidence, consider arguments and create judgements from sources to inspire students to better understand and become curious about the past. In Year 7 they learn about the Norman Conquest, Medieval Life and the Black Death amongst other topics. In Year 8 they study the English Civil War and Industrial Revolution amongst other topics.


ICT is a critical skill that we all need – Computing is the more critical science underlying it that most people probably don’t understand. Word processing, use of databases and spreadsheets are all essential skills. But how do these programs work? Can they be improved? Could you create your own?

In Computing at Woodfield we offer our students an opportunity to study both areas of ICT and Computing.

Year Five students will use a variety of software to create a range of digital documents. In the first term they will use image manipulation software to create and rectify images to use in their work. During the spring term students begin their journey in computer programming using scratch to create simple programs to solve simple problems.  In the summer term students will learn how a database is created and can be used to filter and present data. Finally they will plan, cost and present a journey around the world combining all of the skills they have learnt to date.

Students in year Six will learn how to create an interactive information point and effectively use multimedia to enhance their work. During the spring term our students will extend their understanding of programming concepts by learning to manipulate variables using scratch. In the summer term our year six students will combine spreadsheets and databases to investigate and manipulate data.

Year Seven being their studies by using Kodu to build games and in doing so learn about programming constructs and how they can be used to solve problems. In the spring term they will begin to look at how computers are built and how they work, this will be followed by an investigation into future technology. In the summer term our students will learn how to plan, build and host a website. During this term our students will learn how to build webpages using HTML code and by using Kompozer.

In our final year our year eight students will be learning to program using a text based programming language. Our students will start off by creating smaller programs in Kodu and Game maker to build on the skills of previous years. In the spring term students will become project managers by planning, costing, designing and presenting their own theme park, in this using our students will be calling on all of their previous skills in modelling and desktop publishing.  In the summer term our students will now be learning how computers work and communicate using Binary logic and number systems. After this our students will follow an extended unit of work learning how to code using Python.


Welcome to the Mathematics department at Woodfield Academy, where we believe that every pupil is given the opportunity to achieve their best through the dedication of their teachers who strive to foster and maintain positive relationships with their classes. Pupils are taught across the school within ability groups to ensure that both support and challenge is available and that pupils work at a pace that suits them best.

In Year 5 pupils are taught initially within classes and then using class teacher assessment, information from First Schools and written assessments, the pupils are placed into sets. Pupils are tested on a regular basis to assess their progress in line with the new curriculum. This is constantly monitored so that set changes can be made throughout the year and gaps in understanding addressed. There are 6 sets within the year group, with the lower sets being much smaller and Learning Support Assistants working predominantly within these. Pupils with special needs are supported by differentiated work within lessons and extra support to further help individual pupils enabling them to reach their full potential. Once settled within the sets pupils undertake regular arithmetic tests to prepare them for the new SATs examination.

Year 6 continue to be taught within 6 sets that are closely monitored through regular assessments. They also continue to undertake regular arithmetic tests throughout the year. There is additional support for selected pupils to improve their understanding through small group intervention which takes place both during the school day and after school in the form Booster Lessons.

At Key Stage 3 the Mathematics department is following a new scheme of work which is differentiated into 3 programmes of study. Again, regular assessments are made to ensure that pupils are making progress and are in the correct set. During the school year small group intervention continues with selected pupils completing pre-topic intervention. Gifted and Talented pupils have the opportunity to take part in workshops at Trinity High School and upper sets complete the UKMT Mathematics Challenges as well as. At the end of Year 8, pupils undertake a common assessment to all middle schools and using this and teacher recommendations pupils are placed in sets at their chosen High School. Pupils progress in mathematics throughout the school continue to be very good with over 95{6c69a2e77c4d162fc5a6ba659ff9ac9c533af96654b1dea3c87a3e2cb3b35da3} making over two levels progress from baseline to exit.


The ability to communicate in a foreign language is a key skill for citizens of the 21st century. By speaking a language other than English our pupils have an asset for the rest of their life. We live in a multilingual, multicultural world and are still currently part of the European Union where we can live, work or study in any of 28 countries. The internet has brought everyone much closer together so chatting, blogging and networking with people in different languages from all over the world is really easy. It may seem that everyone speaks English, but in fact 75{6c69a2e77c4d162fc5a6ba659ff9ac9c533af96654b1dea3c87a3e2cb3b35da3} of the world’s population does not. However, the ability to use a language at work could increase your salary by 8-20{6c69a2e77c4d162fc5a6ba659ff9ac9c533af96654b1dea3c87a3e2cb3b35da3}.

Here at Woodfield Academy our pupils enjoy the opportunity to study French in KS2 and German in KS3. We aim to offer them an insight into the world beyond the classroom by providing them with a wider knowledge and understanding of the world in which they live and will ultimately work.

In class, pupils study a wide range of topics as well as learning about French and German-speaking countries, their lifestyles, traditions and cultures. They are able to make comparisons between our own British culture and those of different countries. Pupils work independently, in pairs or in groups to complete learning activities.

We focus not only upon the vital skills of reading, listening, speaking and writing but also upon grammatical exploration of how a language works, which forms a firm foundation for future language learning. Learning a foreign language helps our pupils to improve their communication skills, teamwork skills, resilience, mutual respect and their overall literacy in English, as well as their capacity for remembering information.

At Woodfield Academy, we feel that extra-curricular activities form a vital part of learning. Sampling the language and culture of a foreign country first hand is a vital learning tool and we aim to provide opportunities to do so through residential trips abroad as well as contact with native speakers where possible.


Music education at Woodfield is concerned with bringing students into contact with the musician’s fundamental activities of performing, composing and listening. Through a balanced curriculum and one that gives students the opportunity to work with the raw materials of music, students can discover and appreciate music’s evocative power and its vitality.

At Woodfield we aim to create a music education that enables students to develop their musical intellect as well as their creative skills.
We are fortunate in having a suite of rooms which house a large number of electric keyboards, tuned/unturned percussion as well as Apple Mac desktops.
We offer Guitar and Percussion tuition and there are a variety of music clubs which students of all stages of learning are welcome.


Whilst attending Woodfield Academy pupils take part in PfL lessons on Friday afternoons. PfL is a planned programme of study through which our pupils acquire the knowledge, understanding and skills they need to manage their lives positively in the future. PfL develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

The Government does not stipulate an exact programme of study which has enabled us to plan schemes of work to meet the needs of our pupils. These cover three main areas; How to be healthy, stay safe and manage their own wellbeing; How to maintain positive and healthy relationships; How to be successful in the wider world and how to look after it.

All teachers plan lessons that incorporate social, moral, spiritual and cultural aspects in addition to instilling British Values. A number of lessons are also designed to cover current affairs and the hardships we all face as we travel on our journey through life.

Finally we aim for all of our pupils, by the time they have left us, to have developed a respect for differences; developed independence and responsibility, and have made the most of their own abilities in order to become citizens of tomorrow.


Our Physical Education course consists of gymnastics, dance, games, athletics, swimming and outdoor pursuits. Such comprehensive coverage gives children the skills, the personal challenge and the means of expressing and communicating ideas and feelings. In so doing it helps children to have an appreciation of their abilities and the limitations of themselves and others. In addition it assists them to co-operate with each other, to manage the spirit of competition, and to be sensitive to others and their safety.

We recognise that the children have tremendous enthusiasm for the learning of physical skills and that it is between the ages of 9 to 13 that the ability to acquire skills is at its highest. Thus our Physical Education programmes are planned to take advantage of this critical period of development and cater for individual needs ensuring success and enjoyment. The school has excellent facilities, comparable with any Middle School, and the work in this area of the curriculum is led by specialist teachers. Opportunities are provided to enable the children to display their newly-found skills through team matches, tournaments, competitions, festivals and displays both during and outside school hours. Similarly a range of outdoor pursuits and activities are provided.


At Woodfield we aim to promote religious education throughout the whole life of the school promoting, moral and social responsibility, a concern for the environment and a respect for other faiths and cultures. A fundamental part of that however is delivery of high quality, explicit RE teaching. Delivery takes place in all year groups, for one hour a week in their form groups.

As part of the RE Curriculum we promote the understanding of variety of religions including Christianity, Hinduism, Islam, Sikhism, Judaism and Buddhism. Through learning about a variety of religions, we aim to prepare the children to be citizens of a multi-faith and cultural society promoting tolerance and understanding. We encourage children to appreciate the views and attitudes of others whilst also learning about religions and traditions. Pupils are encouraged to develop an awareness of their own and other people’s spirituality, they are provided with opportunities to explore life’s questions through their own reflection and discussion.

Collective worship and assembles are planned thematically and organised in the form of whole school and year group assemblies. Children will then encounter this theme in whole school assembly, class assembly and Key Stage assembly. The Key Stages also congregate together for a ‘celebration’ assembly which is opportunity to reward children.


Our children are living, and will grow up, in an ever-changing and scientifically technological world. It is our aim that every child will have the opportunity to develop their ideas about the importance of science in their own and other people’s lives.

By the end of their time with us, pupils should not only have achieved a good level of scientific understanding but also the ability and confidence to make their own judgements and decisions on issues which affect them and the community in which they live.

Science is taught throughout the school as a series of topics delivered at KS2 by the class teachers and science specialists, and by these science specialists in laboratories at KS3. The content and nature of the topics are designed to meet the requirements of the National Curriculum and help develop the children’s investigative skills as well as skills in numeracy and literacy.