Subjects

English

Our initial teaching of reading is through a system of synthetic phonics (Read Write Inc). Through highly structured daily lessons children swiftly learn to read confidently.

Our English curriculum then builds on this to develop children’s reading and writing skills through well-structured English lessons supported by high quality texts. We use the Literacy and Language scheme as well as our own carefully thought out units of work.

Maths

Our aim in maths is to develop children into confident mathematicians who are able to use mathematics as a tool in a wide range of activities both in and out of school.  Throughout the school the children are involved in mathematical activities based on the requirements of the National Curriculum.

Every unit of work is supported by our calculation policy which details the strategies children will be taught co complete calculations in addition, subtraction, multiplication and division.

A high priority is given to teaching children mental strategies to calculate independently.  They partake in problem solving activities and use both basic and more advanced numeracy skills as they move through the school.  The children are given many opportunities to gain knowledge and understanding of mathematics through practical experiences in the classroom.

Science, Geography & History

Science, History, Geography and elements of the Arts and Design & Technology curriculum are taught through a series of learning challenges. These challenges have either a science focus or a history geography focus, but also involve a good deal of cross-curricular work from other subjects.

The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.

In designing the curriculum teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre-learning tasks and the school’s context a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. See how this works in the scheme of work provided.

The subsidiary learning challenge is normally expected to last for one week, but this does not need to be the case. However, initially it may be useful for the learners and indeed the staff to get used to the weekly learning challenge. The important point is that the learning challenges need to make sense to the learners and be something that is within their immediate understanding.

Computing

Computing is taught as a discrete subject using the iCompute scheme.

Art

Much of our art is taught through our Learning Challenge topics, but this is supplemented with one off lessons and projects.

Design & Technology

As with art, much of our D&T is taught through our Learning Challenge topics but this is supplemented with one off lessons and projects.

Physical Education

All children have two hours of PE per week. Most lessons are taught by teachers, but throughout the year all children are taught a number of units by specialist sports coaches. In addition we have a variety of extra-curricular sports clubs such as football, netball, cross-country, gymnastics and school teams compete in competitions with local schools. Year 4 children have swimming lessons as part of their PE curriculum.

Music

Music is taught as a discrete subject using the Charanga scheme. In addition, Year 4 children are all given the opportunity to learn a brass instrument and some children take the opportunity to have further musical tuition. We have an active school choir that performs regularly.

Languages

The Language we teach as part of our curriculum is French, which is taught throughout Key Stage 2 and in addition Year 5 children learn Chinese Mandarin.

Religious Education

RE is taught as a discrete subject and follows the Bury Standing Advisory Committee on Religious Education scheme of work.

If parents wish they may withdraw their children from the teaching of RE. If they wish to do so they should contact Mr Waddington to discuss their views and then confirm their decision in writing. Children not taking part in RE will work in another room on part of the curriculum for their year group.

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