The curriculum at Whaley Bridge Primary School is designed to provide a broad and balanced education that meets the needs of all children. We are fully committed to developing each child’s unique potential within a secure and caring environment. We aim to teach our curriculum in an engaging, interesting and stimulating way, primarily through a thematic approach which promotes high standards of learning and provides rich and memorable experiences. We want our children to be happy, safe and be able to contribute to the local and global community in which they live.
The curriculum consists of many planned experiences in school and out: lessons, topic days, school council, ECO council, enrichment days, Outdoor Learning, Take part in the Art, assemblies, clubs, sports, trips and visits, workshops, residentials, fund raising, and community links. Outcomes may be designed to meet the requirements of the new National Curriculum but also to develop the skills needed for learning and for life.
The National Curriculum underpins all topic planning to ensure coverage and progression. To view The National Curriculum, please follow the link: The National Curriculum
You can find long term planning for each year group below. For termly topic plans, please visit the Letters page to find out what your child will be learning this term. Please ask Mrs Casey/Mrs Bingle if you would like a paper copy.
The subjects of the National Curriculum are as follows:
* We offer Wider Opportunities music provision. In Year 4 all pupils will learn to play the djembe drums. There are also peripatetic teachers who teach woodwind, string and piano.
In Whaley Bridge Primary School, all children encounter a wide range of reading learning opportunities.
Whole class teaching takes place and texts are used as a stimulus for further literacy based activities. Our children love to listen to stories! In Guided Reading sessions, pupils work in small, adult led groups to explore texts, building particularly on comprehension and inference skills.
At Whaley Bridge Primary School, our books are banded into colours. This provides children with a pathway of progression in reading.
In order to foster a love of books and an interest in reading we begin the children on a journey of reading with the books and characters from the Oxford Reading Tree Range. Details can be found at www.oxfordowl.co.uk From the early days this scheme is supplemented by numerous other books to increase vocabulary, genre range and exposure to different authors.
Pupils read regularly to ensure both accuracy and understanding. We are fortunate in that we are supported by a committed team of volunteers comprised of parents and grandparents.
Each year in March we celebrate World Book Day, by enjoying different reading themed activities. We also host a yearly book fair which is really popular and well supported. We are currently developing new and exciting ways to encourage reading for pleasure across the school, placing a higher focus on our wonderful library.
All of the above help to broaden the reading experiences of our children. Exposing children to the range of reading opportunities and broadening vocabulary, our children are in a better place to form opinions, make choices and hopefully develop a life-long love for reading!
Daily phonics sessions provide a very structured approach, children are taught in smaller groups and progress is assessed regularly.
At Whaley Bridge Primary School we use the Jolly Phonics and Letters and Sounds programme. Children are taught to recognise the sounds and blend them together into words for meaning. All children are taught one way of representing the 44 main sounds of English first, then go on to learn the alternative spellings later on.
In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:
Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss
During Phase 3 twenty-five new graphemes are introduced.
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
The following tricky words (which can’t yet be decoded) are introduced:
he, she, we, me, be, was, you, they, all, are, my, her
Children will already be able to read and spell words with adjacent consonants, such as ‘trap’, ‘string’ and ‘flask’. They will also be able to read and spell some polysyllabic words.
In Phase Five, children will learn more graphemes and phonemes. For example, they already know ‘ai’ as in ‘rain’, but now they will be introduced to ‘ay’ as in ‘day’ and ‘a-e’ as in ‘make’.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.
During Phase 5, the following tricky words (which can’t yet be decoded) are introduced:
oh, their, people, Mr, Mrs, looked, called, asked, could
When teaching the letter sounds, it is important to remember to keep them very ‘pure’ and distinct, to help with sound blending later on. Watch the Phoneme Pronunciation Guide DVD to hear the correct way to say each sound.
Here are some useful website to support the learning of phonics:
At Whaley Bridge Primary School we believe that mathematics is an essential part of everyday life which underpins much of the world around us. Mathematics is taught on a daily basis but children are also given the opportunity to use and apply their mathematical knowledge and understanding in other curriculum areas, such as science. All children are encouraged, that by working hard in mathematics, they can succeed.
In our teaching of mathematics, we aim to ensure that all children develop the life-long skills, as set out in the National Curriculum, of being able to use mathematics fluently and apply their mathematical knowledge when reasoning and solving problems. Please click on the link below for further information on Mathematics in the National Curriculum.
Each year group follows the White Rose scheme of learning for mathematics which focusses on the development of children’s fluency, reasoning and problem solving skills in line with the 2014 National Curriculum.
In addition to the White Rose scheme, we also use materials from sources such as: Nrich, the NCETM (National Centre for Excellence in the Teaching of Mathematics), Testbase, Target Your Maths, Big Maths and Mathletics and to support the teaching and learning of mathematics, each classroom has a Maths Learning Wall and a Maths Facts Wall.
To help secure children’s understanding of the different mathematical concepts, we use the concrete>pictorial>abstract approach which starts off using actual objects to add, subtract, multiply or divide. It then uses pictorial representations such as drawings or diagrams of these objects and ends with the use of the actual numbers and mathematical symbols. Further information detailing this approach can be found in our Progress in Calculations Policy and our Approach to Mathematics document, both which can be found below:-
During this academic year, we are working with one the NCETM’s Primary Mathematics Teaching for Mastery Work Groups which is helping us develop a teaching for mastery approach towards the teaching and learning of mathematics.
A ‘teaching for mastery’ approach ensures the children acquire a deep, secure, long-term and adaptable understanding of the different concepts that will enable them to independently and confidently move on to the next stage of the curriculum sequence.
In 2020, the new multiplication tables check will be introduced for children in Year 4 to ensure they know their times tables up to 12×12 by heart. As well as being critical for everyday life, knowledge of multiplication tables helps children to solve problems quickly and flexibly and allows them to tackle more complex mathematics later on in school. Our day to day teaching places a strong emphasis on the acquisition of this important skill.