Our Curriculum
At William Davis we have worked hard to create a rich, well organised curriculum for our children.
Curriculum DriversRather than just letting subjects drive the curriculum, we felt that it should be the needs of our children that should determine the emphasis. To do this, we established some key ‘drivers’ for our school. We use these drivers to underpin the development work we undertake in all areas of school life and to ensure our curriculum offer is enriched and personalised to meet the needs of our school community.
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After a consultation with stakeholders, we decided on two main drivers for our exciting William Davis curriculum and they are:
CommunicationWe believe that being an effective communicator is a vital skill
for a successful life. We plan for opportunities to develop children’s communication skills through drama, performance, debate, presentation and discussion. We expect children to use excellent communication skills across the school day. 
Poetry Slam at Rich Mix, Shoreditch
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ExperiencesWe believe that our children learn best when knowledge is
supported by practical experiences. We aim to broaden curriculum content out into much more than a series of well- remembered facts. This might be through visits, workshops, doing and making, investigating and exploring. 
WD Sustainability project with Bow Arts
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A thematic approach
We believe that teaching subject knowledge and skills as part of a wider theme allows pupils to make useful links between areas of learning, and consolidate knowledge and skills. We find that a thematic approach makes learning more connected and cohesive for our children.
We have therefore developed a thematic curriculum that creates meaningful links between the children’s learning in English, humanities and creative arts. Where appropriate, we also makes link to learning in science.
We have therefore developed a thematic curriculum that creates meaningful links between the children’s learning in English, humanities and creative arts. Where appropriate, we also makes link to learning in science.
Knowledge & skills
We believe in the explicit teaching of both declarative knowledge (knowing that) and procedural knowledge (knowing how or skills). Knowledge and skills are carefully and deliberately mapped and sequenced to ensure progression. Units of work are supported by statements that detail the knowledge to be learned.
Teachers prepare knowledge organisers and quizzes to ensure key knowledge is learnt, remembered and understood by the children.
Teachers prepare knowledge organisers and quizzes to ensure key knowledge is learnt, remembered and understood by the children.
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