Our Curriculum

Our curriculum is founded on the following aspirations for children:

To grow up as self-motivated, independent, confident, resilient, creative and competent life-long learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge, that they make a valued contribution to society. To be prepared for the future by acquiring life skills in problem solving, creativity, critical thinking, collaboration, decision making and emotional intelligence. To enjoy the childhood they deserve and experience joy, wonder, inspiration and awe in their lives.

This curriculum defines how we achieve progress towards our vision for children in our school. Its starting point is the individual learner and the knowledge, skills, and attitudes that the child  brings to their experiences to lay the foundation  for successful future learning. The curriculum is also about our school setting, our indoor and outdoor environments. Our environments are an essential part of our teaching. Our term curriculum is used to describe the sum total of the experiences, activities, child-centred or adult-directed, which occur within our woodland environment, designed to foster children’s learning and development. These experiences, activities, and events may be self-directed by the children, based on some forward planning co-designed by children and adults or may evolve in response to a particular situation. 
Our curriculum is provided by our carefully designed environment, our adults, the children and our resources. We empower children to learn and to grow holistically, with a deep sense of engagement within their community. Through their relationships with children, adults and their environment they will become adept at functioning successfully within
the wider world community.


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Context of our Curriculum

A Rapidly Changing Society

There is currently a world revolution in communication, technology, work and leisure. Rapid change in these and other spheres is a feature of everyday life. To cope with such changes, children need both the confidence to develop their own perspectives and the capacity to continue acquiring new knowledge and skills. Our curriculum provides an educational foundation that supports the full range of skills that children will need as life-long learners. We want to prepare children for this new era of innovation and imagination, where creativity and personal skills are key drivers in success. Imagination is the most valued skill in current society. We are living in a world where we have the opportunity to imagine the future we
want to create together, and to create it.

Our Learning Environment

Our learning world is composed of 4 layers:

Layer 1 - The child/learner themselves

Well-being and capacity to learn

Layer 2 - The immediate learning environment

The children’s home, their school and the relationship between these environments; The adults in the school and the children’s families

Layer 3 - Our wider community & the nation the children inhabit

The media, friendship groups, local networks, customs, society and culture

Layer 4 - The wider world

Our place in the world, our responsibilities to become future custodians of the planet.


The first two levels - the learner and the learning environment - are closely connected, and our curriculum applies to both. A child learns how to communicate in a setting where adults talk respectfully to children and to each other. A child learns to explore in a setting where exploration is valued and possible.

Our curriculum emphasises reciprocal and responsive interaction with others, both adults and peers, who can respond to children’s development and changing capabilities. There can be wide variations in the rate and timing of children’s growth and development and in their capacity to learn new things in new places. Each child learns in his or her own way. Our curriculum builds on a child’s current needs, strengths, and interests by allowing children choices and by encouraging them to take responsibility for their learning.