Skills

For each subject, the National Curriculum sets out what skills should be taught in each year group or phase. At West Drayton Academy, skills are arranged into ‘progression grids’ to map the learning journey across the school, from EYFS to Year 6.

Knowledge

Year on year, using key concepts that groups subject content, pupils grow their knowledge by building on prior learning. Key concept information, from Early Years to Year 6, is assembled into ‘journeys’. Curriculum content is often scholarly.

Involvement 

Linked to the 4 Pillars, West Drayton Academy’s ‘100 Club’ provides 100 enrichment opportunities. Throughout their time at school, children will engage in a range of experiences, develop life skills and grow their general knowledge that will help to prepare them for adolescence and adulthood. Involvement is visiting the seaside, preparing a healthy meal, administering first aid and naming the major constellations.

Pillars 

The ‘Pillars’ are a list of values and skills, categorised into four subheadings; Head, Heart, Hands and Health. The list was put together by parents, children and staff. We believe that the skills and values will prepare our children for today, for the next stage of their education and beyond. Every day, we try to demonstrate and reference the Pillars. The Pillars are taught through the curriculum, particularly PSHE and RE.

Personalised learning 

The curriculum is planned by teachers  and personalised for children. We individualise learning by knowing each child omnisciently, setting personal targets and sharing layered success criteria that challenges the large majority of children (SOLO taxonomy).

Every child has a ‘Pupil Profile’ that contains information about their behaviour, happiness, strengths, needs, likes, dislikes, skills and interests. Knowing children helps teachers to remove specific barriers to learning. To ensure all children can demonstrate their learning, assessment opportunities can be tailored to support their individual needs.

Solo Taxonomy describes how learners’ understanding builds from simple to complex. By highlighting the difference between surface and deep understanding, children are consistently challenged. Children are more engaged with their learning because they enjoy the differentiated challenge. 

Pupils and teachers understand what the learning outcomes of an activity or unit are. Pupils working at the ‘gold’ standard are achieving age expectations. Pupils working at the ‘platinum’ standard are achieving beyond age expectations. Pupils working at the ‘bronze’ or ‘silver’ standard are working towards age expectations.

We teach children how to develop positive relationships and we provide the resources and the opportunity for children to ‘show off’ their talents. To be at their best, West Drayton children need to be safe and happy.