Understanding the termly curriculum overview

The aims of the subject curriculum overviews are to:

  • Explain the nature of the main topic being covered in a subject – which may include knowledge or skills.The name of the topic being taught either termly or half-termly is
  • Identify opportunities to engage with learning based on spiritual, moral, social and cultural (SMSC) themes that will be taught as part of the topic. These opportunities are written in green on the overviews.
  • Identify links between subjects so that  learning happens across the curriculum.

The English curriculum overview explains the basic structure of how English is taught.  However, more specific information can be obtained directly from each English group’s teacher.

Planning has to remain highly flexible in order to provide the individualised learning that we pride ourselves upon at Woodfield.

The Maths curriculum overview is set out differently and focuses on the learning that is covered in different maths groups.  Many areas of maths are constantly revisited and future teaching is dependent upon our ongoing assessment of students’ progress.

From the summer term teachers will provide information specifically about their maths group’s focus for the upcoming half-term.

The PSD syllabus is also under revision in order to ensure it supports British values as well as now including the

 for the teaching of Emergency Life Support.  This will be available shortly.

Subject Overviews 2018/19

E safety maps for the current Woodfield curriculum

The Curriculum

Delivery and Organisation

Woodfield School offers a modified/adapted National Curriculum to all of its students.  This curriculum is the same as in mainstream schools but has the learning processes broken down, so that sequences of small steps may be taught.

Students move through the school according to their age, following a programme at the relevant level and having regard to their global learning difficulties and individual needs. We challenge all students to work to the very best of their ability and this is reflected in the termly targets set. We offer calm, highly structured and active learning experiences.

Many visitors comment on the students’ obvious enjoyment and willingness to learn.
A description of what we do will not reflect the enthusiasm our students have for learning, or indeed the staff dedication to ensuring that every student’s need is met. Our lessons are fun, and are therefore rooted in the fact that one learns more effectively through enjoyment.

We work hard to offer a hands-on experience across all subject areas. You will only experience this through visiting our classrooms and seeing for yourself!   


Year 7 is considered a transition year, where there is a closer link with the tutor than in the other year groups. Students are set in ability groups for Maths and English throughout as this ensures we are better able to meet the students’ needs to maximise progress.
In readiness for Key Stage 4 (Years 10 & 11), students choose options and follow a curriculum that helps them prepare for vocational opportunities. In year 10 pupils  participate in community work where personal organisation and social skills are developed. This also helps improve  their independence and confidence, thus preparing them for their work experience later on.

The placements include helping at the local day centre, helping the caretaker at a local school and supporting young children learing through play at local nursery schools , play groups, and Mother and Toddler Groups.

From the summer term in Year 10 onwards, students attend the local college for half a day and this helps them to make informed decisions about what they want to do post 16.

To ensure the above is successful, our Work Experience Coordinator organises travel training and support for those pupils requiring additional support.
In addition to Entry level qualifications (or GCSE where appropriate), students follow a national Foundation Learning route in Functional Skills, Maths, English, Computing and vocational areas.

Students can experience the same tutor for two years’ running as careful consideration is given to match student and student groupings to staff strengths and expertise. 

Flexi-Teach Provision

Our Flexi-Teach provision is a vertically streamed nurture/flexible teaching group for a small number of complex needs pupils who have not been able to access learning/education in a previous setting or in our main school. The aim is to provide these pupils with a small team of consistent adults and a truly personalised curriculum offer. The work set and the strategies used to support them is specifically tailored to their needs, through highly differentiated, small-steps and flexible teaching and learning. The Assistant Headteacher (Mrs T. Wyse) and the Flexi-Teach Tutor (Mrs E. Wain) oversee the pupils’ personalised learning plans and create bespoke timetables where Flexi-pupils are taught within the Flexi-class and/or attend a number of main school lessons, both with a high level of TA support.

These pupils have a held place in a regular tutor group within the main school, with the medium/long term goal to access as much of their year group’s timetable as possible, as well as eventually registering with their form on a regular basis – both will increase, as appropriate for each individual pupil as part of the personalised plan, led by key staff in liaison with parents.

As well as the core number of Flexi Teach pupils there will be a small number of pupils who for the majority of the time cope in the wider school but on occasion need increased support and a short term change in provision. These pupils will fall under the remit of the Flexi-Teach group, for short periods within an academic year, as a temporary alternative to main school teaching.

The final set of pupils falling under the Flexi-Teach remit are school refusers transitioning back into Education after becoming a school refuser at a previous school. The Flexi-teach provision will manage the small steps necessary as they integrate into education within the main school setting. These pupils may or may not be taught in the complex needs group but their transition plan will be overseen by Mrs T. Wyse.

While teaching arrangements are flexible and bespoke within Flexi-Teach, the aim is to ensure wide curriculum coverage through either discrete lessons or through Primary style project work. We endeavour to complete the appropriate levels of accreditation with these pupils, in line with the main school, this includes Functional Skills Maths and English as well as ASDAN. Other key goals include increasing levels of engagement and instilling a desire to learn through using experiential, active, real-life teaching and learning experiences, and key motivators, as well as managing SEMH or medically linked behaviours, teaching self-management skills relating to high levels of SEMH and developing all important life skills.



When a student is awarded a place at Woodfield, we note carefully the special needs identified on the Statement/EHCP, monitor social and academic ability for the first half term and  set individual targets.

We undertake baseline tests in the first half term for Year 7 as these give us a really good idea of the students’ strengths and areas for development.

The twice termly meetings are held between parents and tutors to discuss and review progress in order that achievements can be acknowledged and future efforts purposefully focused. Students’ Planners contain both yearly and termly targets, as well as updates regarding what the student has achieved in relation to these.

Each student’s end of year School Report is sent to parents in the summer term and this links closely with the EHCP Meeting.



There are a number of key concepts that underpin the teaching of English.  Students are taught to become competent in speaking and listening, reading and writing which enable them to be successful and engage with the world beyond the classroom.  Students learn to communicate effectively in a variety of situations.

Activities relating to speaking and listening help students to understand others and to express themselves confidently, in a wide range of situations and contexts.  Emphasis is placed upon reading for pleasure as well as for information gathering and study purposes.

Students need to be able to access words in the world, such as social sight words, so that print has meaning and a use.  Writing is the most difficult area, as it encompasses spelling, handwriting, grammar and writing with meaning.  Transferring oral and reading knowledge to writing correctly is a skill worked on throughout both key stages.

All students are grouped accordingly in order to follow a specific reading programme four times a week. The first stage of this programme concentrates on learning and applying phonic strategies (sounding out and blending).

Once pupils are secure in their ability to use these skills they move on to the Extension Readers Group where the emphasis is on fully understanding what they read, extending their use of vocabulary and improving their grammar. Pupils are expected to read four times a week at home with an adult throughout both Key Stage 3 and 4.

In addition they will be given spelling homework each week. Pupils are also encouraged to regularly use Active Learn, an online reading resource, as often as possible.

Creativity has a focus in English e.g. drama, role play and media studies, as it extends the breadth of knowledge students acquire.  Imagination encourages students to have ideas and develop their creative thinking.

Students are encouraged to develop their critical understanding when they examine uses of language, and forms of media and communication.  This allows them to challenge ideas and gives opportunities for students to form and express their own views independently.

Independent learning is also a challenge and we are committed to helping students to build on their current success so that their understanding and enjoyment continues to grow and develop.

Our ultimate aim is to empower students to reach their potential ready for the world of work. Pupils begin the Functional Skills Entry Level accreditation process in Year 9 which continues throughout Key Stage 4.

Once Functional Skills Entry Level 3 has been achieved pupils may also complete Level 1 Assessments.

Resources for high frequency words and spellings



Maths at Woodfield is taught across the curriculum and with four discrete Maths lessons a week for all year groups. Years 8 & 9 are set together, as are year 10 and 11. Year 7 are taught in ability groups within their year group after the autumn half term.

All four areas of maths are taught to all pupils, including: Number, Data Handling, Shape Space and Measure and Calculation. The written and mental methods taught will be dependent on the ability of the student. The school’s aim is for all students to leave Woodfield with a formal accreditation in maths whether this is Entry Level Functional Skills 1, 2 or 3 or GCSE.

IT and physical resources are used to bring the maths learning to life. All  have regular practice using calculation and are supported in their life skills development through the teaching of time and money.  This is also why a cross curricular approach to maths is so important, making the most of every opportunity to embed, apply and deepen maths knowledge and skills.

We maximise our immediate environment by planning and undertaking Outdoor Maths, which brings the subject ‘more alive’ for our students.


Woodfield School is fully committed to providing an enriched personalised learning experience for students which is accessible both from within school and remotely and which meets individual needs and requirements.
We aim to instil in learners confidence and independence when using IT across the curriculum.

Students develop the knowledge and skills associated with computer literacy by learning keyboard skills, which leads to the use of word processors and information – handling programs.

Developments in Computing have continued to play an important role in the education of students at Woodfield.  We have a wealth of technology to enhance teaching in all subjects, including ipads.  All of these computers are able to access the Internet and School based emails.

Classes have regular access to the computers, with one lesson a week of discrete sessions in the computer suite.  Here, they acquire skills in word processing, graphics work, data processing, desktop publishing, control and monitoring, emailing and the Internet for information to back up their general studies.

These acquired skills are then put to a variety of uses in the learning and presentation of work in subjects across the curriculum.

Maths and English lessons are timetabled in the suite to further enhance the teaching and learning in these subject areas. The students of Year 10 and 11 work on obtaining entry level 1, 2 and 3 in Functional Skills.


The study of Science enables students to develop an understanding of themselves and the world around them.  We are providing them with the skills to be able to question what they see and hopefully be able to find ways of answering these questions.

In their work they will design and carry out experiments, collect relevant data, make observations and have a go at identifying patterns and explaining what they have found out.  They will learn how to safely use many different types of Science equipment and will use this knowledge to choose the correct equipment for various experiments.

Their work in Science lessons leads to the OCR Entry Level Science certificate which they will complete in Year 11.  Some students are targeted for GCSE where applicable. Much of our work is of a practical nature and is relevant to the changing world around them.  The main aim is to develop and nurture inquiring minds.


We aim to develop students’ understanding of others and to prepare them for a healthy, safe, independent, adult life.  Personal and social development is a fundamental part of school life, extending what is learned and experienced to the family and community.

Various outside speakers visit the school to talk to the students about safety and health.

Students are taught basic first aid skills.  In Year 10 our students go out into the community where they improve their independent skills by gaining experience in work placements.  They also have the opportunity to spend a week in an organised activity centre where they have to look after themselves and develop leadership skills.

We are a Heartstart School; this means we are affiliated with the British Heart Foundation (BHF). This requires pupils to complete a course in providing First Aid and Early Life Support skills which are assessed and certified by BHF.

Pupils receive training in different aspects of Basic First Aid and Life Support skills, once they have completed a module they are entered for assessment by a qualified Heartstart assessor.


Sex Education is taught as part of the PSD curriculum.  It is about giving the students the information to make responsible decisions in relationships and develop self-esteem and respect for themselves and others.

Students in Year 7 and 8 learn about the physical, emotional and social changes of growing up. The older students study specific sex education topics including conception, contraception and sexually transmitted infections.  In Year 11 the students have the opportunity to look after our computer baby to help them understand the responsibility of looking after babies.


The development of Life Skills at Woodfield is viewed as quintessential to the holistic education of each child.  We aim to work in partnership with the parents/carers to develop those skills necessary for a fully functional, emotional and practical individual in today’s modern society.

As such, the skills covered range from practical  living skills such as preparing drinks, maintaining the home to travel training and independent shopping.

Life Skills start at entry in Year 7. Evaluation by parents and students has demonstrated that this is an invaluable, necessary and highly enjoyable learning experience. Life Skills in key stage 4 is assessed using external accreditation.


This covers all aspects of social skills and appropriate behaviour, practised within school for preparation for the outside world.

Work Related Learning in key stage 4 is assessed using external accreditation.

Students may undertake a community placement and in the Spring Term they make choices for an East Surrey College Link Course which takes place each Friday morning for three terms, the Summer Term of Y10 and the  Autumn and Spring of Y11.  They find the three choices of vocational units invaluable in helping them prepare for post 16 choices.


The majority of students undertake work experience to widen their skills of the world of work.  This year (14-15), every student had a successful time, with 100% attendance, the first ever!

They showed excellent attitudes and resilience.  We also prepare students for making more informed choices at Post 16.

Independent travel supported by parents and teachers is encouraged in order that students Post 16 will travel independently to a college of their choice.

Future destinations for our students are varied and dependent on the nature of the courses offered.

These include:-

East Surrey College, Nescot, Merrist Wood, Brinsbury, Central Sussex and Woodfield Post 16.

Different colleges offer different courses and need to be researched in good time by attending Open Days and Evenings.


Collective Worship is a time when the whole school, or groups within the school meet together in order to consider and reflect on common concerns, issues and interests.

It offers all students an opportunity to worship and engage in relevant, meaningful experiences and provides opportunities for the students’ spiritual, moral, social and cultural development.

Collective Worship contributes to the ethos of Woodfield School and it is our aim that it is a time when the school community can:

Share common aims and values; celebrate achievement and special times; explore together the world in which we live; develop a community spirit.


Generally, students receive Maths and English homework on a regular basis. We expect them to read at home on a daily basis and a record is kept in the Planner.

It is important that such activities promote independent learning, and we are keen for students to use IT when completing work, where appropriate.

We offer a lunchtime homework club and this has been very effective in supporting some of our students and their families.

Work is set over the holiday periods for any student who is interested.


Art sessions aim to inspire and excite students – even those who think they have no talent!  Using imagination and creativity, activities are planned to ensure that students enjoy the process, whatever the final outcome.

Practical work includes printing, clay, textiles, collage, computer art, drawing, painting and photography.  Different materials, techniques and effects are explored around a given theme, often inspired by personal experiences of life, the environment or an Art event in the news.

Woven into most lessons are opportunities to look at and discuss famous images and the fascinating stories behind them.  Students soon build up an impressive bank of Art knowledge and are quick to recognise and identify unknown works by familiar artists.

There are regular visits to local exhibitions and to take part in competitions and community projects.  In Years 9, 10 and 11, students visit The National Gallery, National Portrait Gallery and Tate Modern respectively and those wishing to study for the Entry Level Certificate/GCSE in Art have an opportunity to work alongside a local potter.


Physical Education aims to provide an enjoyable, satisfying and balanced programme, with opportunities for all students to develop physically, socially, emotionally and cognitively.

It is intended that the programme offered will not only promote an interest in, and a love of, various physical pursuits but will also encourage a long-term enthusiasm for leisure opportunities outside school in adult life. We also use our local leisure centre, Donyngs for swimming and gym sessions. In Year 8, all students go horse-riding.

Our students really enjoy the variety of experiences offered, both as part of the ongoing curriculum, or through the more special activities organized.  Our trampoline, donated by one family in the school, is used to maximum benefit in lessons and as a lunchtime club. 

We hope that the sports covered at school help students take their particular interests further. Ex-students have been seen using the local gym as a result of their introduction to it in at school!

HUMANITIES   (History, Geography)

Year 7 study this with a topic-based approach. History influences all aspects of our lives. It shapes our customs, traditions, beliefs, cultures and environment of the communities to which we belong, so that learning about history helps students to make sense of the world in which they live.

We aim to help provide students with a sense of identity through learning about the historical development of the United Kingdom and Europe within a world context.
In Key Stage 4, students are offered the option of studying Humanities which will result in recognised accreditation. When they have successfully completed individual study units, they build up credits which can result in either a Certificate or an Award.


We follow the Surrey Agreed Syllabus for Religious Education, which reflects the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain.

R.E. is taught to all students at Woodfield School, except for those withdrawn at the wish of their parents according to the Education Reform Act of 1988.

We encourage open discussion of the pupils’ own faiths, beliefs, values and experiences so that they may start to find common links with the lives of others.  In choosing the topics and religions to be studied, we aim to prepare our pupils for citizenship in the world of today and tomorrow.

We have considered the other subjects in the curriculum and the topics studied at each year, making close links wherever possible, particularly in English, History and PSD.


Food Technology is taught throughout the school. We focus on developing independence and self-sufficiency in the kitchen and concentrate on pupils having as much practical experience as possible to produce food of a high standard. Pupils are encouraged to work as independently as possible and work in a safe hygienic way.

In Key Stage 4 students work towards WJEC Entry Level 2 or 3 qualification –  Food Preparation and Serving which assesses their basic food preparation skills when cooking.

Needless to say, all pupils enjoy cooking and this is an excellent life skill!


Design and Technology is about designing and developing skills using a range of materials. It will help them cope with the demands of home-making and increased leisure time.
In Key Stage 4, students study the above alongside horticulture. We are working on our own vegetable beds and have excellent links with Wisley.


Students are given the opportunity to experience a wide range of music. Those who find learning difficult often achieve success through Music, furthering skills in co-ordination, language, listening, memory, imagination and confidence.

We have a wide range of instruments in our Music centre. ICT is covered through use of ipads on pitch and composition, as well as the use of recordings for evaluation purposes. We are able to offer opportunities for students to create their own professional recordings.

We provide a relevant, practical and multi-cultural approach which covers all areas of the curriculum.        


This course is available to Key Stage 4 as an option and enables students to develop their knowledge and understanding of child development issues in a diverse society.

Topics include child health, the importance of play for the under 5’s and use of media.

The course provides the students with an excellent opportunity to receive accreditation.

Woodfield School Duke of Edinburgh Bronze Award

This year we are trialling running the Duke of Edinburgh Award with the current year tens.  In conjunction with the YMCA we are dedicating two lessons per week to gain the Bronze qualification.

There are four areas that the pupils will need to achieve, they are Volunteering, Physical, Skills and Expedition.  To complete these sections the pupils will need to achieve specific criteria. The Volunteering section will include helping the YMCA with their running of the site, this may include helping out in the kitchen, with other groups, decorating areas, things where they are helping others for free.

The Physical section will concentrate on the pupils performing activities that challenge their bodies and minds through a variety of sports and the Skills section will include learning a new skill over a number of weeks and putting it into practice, such as map reading.

The most challenging aspect of the award is the Expedition, this will be achieved by camping overnight away from the local area and navigating their way around.