Quick Links

Quick Links

Werneth Primary School

Curriculum

Curriculum

At Werneth Primary we follow the National Curriculum and ensure that we provide our children with a broad, balanced and engaging curriculum which is personalised to meet the needs of our pupils and the school community.

We ensure that social, moral, spiritual and cultural (SMSC) learning permeates throughout the curriculum, providing pupils with the opportunity to celebrate the diverse society we live in, with British Values being an integral part of school life.

The topics we study integrate the national curriculum foundation subjects (geography, history, art, design and technology) to ensure there is a cross-curricular approach to learning. We utilise trips, special visitors and practical experiences to enhance the topics and bring them to life for the pupils.

Other subjects such as Science, PSHE, Computing, MFL, RE and PE are taught separately, with lessons carefully planned to meet the requirements of the National Curriculum and also taking into account the interests of our pupils and the needs of our school community.

Please follow the links below to see what topics are studied throughout school.

Our curriculum offer

Please click here to see our over-arching Curriculum Policy

Please click here to see our long term curriculum overview. This contains details of the Humanities, Science, Art and Design and Design Technology topics studied.

Reading 

It is a moral imperative that all children learn to read fluently, so that they are able to access the wider curriculum and knowledge of themselves and the world around them at Werneth Primary School and beyond. 

Being a fluent and confident reader will support our children to:

-improve their language and communication skills. Through hearing stories and a range of texts, children are exposed to a wide range of words. This helps them to acquire new words, build their own vocabulary and improve their understanding when they listen, which is vital as they start to read

-learn more about people, places, and events that they might not have any knowledge or experience of. This develops our learners’ cultural capital and gives children a deeper understanding of the world around them- including cultures that are different from their own.

-gain access to the breadth of the curriculum and pursue personal interest- learning more about the subjects that interest them and being able to deepen their knowledge and conceptual understanding in these areas.

-develop their own opinions and views of the world, as well as developing the vocabulary and registers of speech needed to communicate their knowledge, skills, personal views and conceptual understanding.

-become lifelong learners, equipped with the reading skills to satisfy their thirst for knowledge and have the reading skills needed for work and later life

-develop a love of reading and literature.

As such, Reading will always be a very high priority for our children, families and school community.

Please click on the link to see our Reading Policy and Phonics Policy

Writing

At Werneth Primary School, we believe that in order for children to view themselves as successful writers, they need to be involved in writing for real purposes and for different audiences based on experiences that we aim to provide. It is our intent to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively. Arming our pupils with the ability to write with confidence and accuracy is an essential life skill that we strive to deliver through our curriculum. We aim to plan for cross curricular writing opportunities to enable pupils to demonstrate their writing skills, vocabulary acquisition and understanding in other areas of the curriculum.

Writing Policy

Writing long term plan

Mathematics

We aim to create mathematicians who are fluent in all areas of Mathematics and can use this greater fluency to reason and solve problems. 

We will develop these skills in Mathematics by:

  • accurately assessing pupils’ prior knowledge, skills and understanding in Maths.
  • using this information to plan and deliver clearly differentiated and challenging lessons, sequences of lessons and activities that are matched to learners’ needs.
  • securing children’s knowledge and understanding of key performance indicator (KPI) objectives from previous and current year group(s), as set out in Target Tracker.
  • following the Calculation Policy to ensure consistency across the school in Maths teaching.
  • assessing pupils before, during and after the lesson to move pupils on to the next level of challenge in order to maximize pupil progress over time.
  • using this information to inform future planning, teaching and learning

We use the White Rose Maths scheme at Werneth Primary School. Parents can see the full programme of study on the White Rose Maths website by clicking the link here

Mathematics Policy

Science

At Werneth Primary School, our science curriculum aims to provide all children with:

  • scientific knowledge, skills and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • a developed understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • Full entitlement to the aims, objectives and programme of study National Curriculum for KS1 and KS2
  • A sense of curiosity and interest in the world around them.
  • Practical, hands-on, real life experiences that develop children’s knowledge, skills and conceptual understanding.
  • An interest in STEM subjects and are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Science Policy

Science curriculum synopsis

Computing

At Werneth Primary School, the Purple Mash Computing scheme of work is used to ensure that children progress through the subject content to achieve end of Key Stage attainment targets. The curriculum is organised in a spiral curriculum, with children revisiting the relevant Key Stage attainment targets through a range of progressively more challenging activities. In this way, children secure and deepen their understanding of key Computing concepts (the attainment targets) in a range of different contexts (activities and tasks).
Computing Policy

Computing curriculum synopsis

Humanities (History and Geography)

Our Humanities curriculum emphasises the importance of supporting children to acquire, develop and apply conceptual and subject specific vocabulary verbally and in writing. This provides the children with the cultural capital needed to discuss learning with increasing levels of confidence and apply this newly acquired language when reading, so that they can read and comprehend a range of texts that support further and/or future learning. 

Our curriculum has also been designed to contribute to children’s personal development, with teaching sequences providing opportunities for children to learn about and discuss events from the past and modern day issues and how they shape the way that we live our lives today. We aim to develop critical thinkers, whose behaviour, perspective and personal views are shaped by what they learn.  

Please see the Curriculum overview for details of what each year group will learn about:

Humanities Policy

Long term curriculum overview

History curriculum synopsis

Geography curriculum synopsis

Art and Design and Design Technology

We have worked with external consultants, local artists and staff to develop our Art and Design and Design Technology curriculum to show a clear progression of skills, make links (where appropriate) to History, Geography and Science topics and to enhance our cultural offer. Our curriculum progression goes into greater detail that the National Curriculum to break down the aims and objectives into specific knowledge and skills.

Our children will learn about the work of eighteen different great artists, craft makers and designers, and understand the historical and cultural development of their art forms while learning skills that will nurture their creative development. Please see the curriculum overview document below for further details:

 

Art and Design Policy

Art and Design curriculum synopsis

Design and Technology Policy

Design and Technology synopsis

Religious Education (R.E)

Although there is no National Curriculum requirement for RE lessons at primary schools, it remains an important part of all children’s education. Having a religious education is important for giving children insights into different cultures and belief systems. Given that we live in an increasingly multicultural school community, town and broader society, RE is also important for social cohesion, as well as children’s emotional and spiritual development. At Werneth Primary School, we believe that Religious Education (RE) is a vital element of our curriculum.  Within our school community, we have families from more than five different religions. RE supports pupils’ cultural capital and gives them a better understanding of the world around them. 

Religious Education Policy

Religious Education curriculum synopsis

PSHE and RHSE

It is a statutory requirement for schools in England to teach Relationships/ Relationships and Sex Education (RSE) and Health Education — sometimes abbreviated as ‘RSHE’. Schools can teach RSHE through any subject. At Werneth Primary School, the vast majority of RSHE is taught through weekly PSHE lessons, with assemblies, cross curricular writing and themed weeks and events also being used to teach RSHE.

Teaching RSHE within this context is effective because of the overlap and connections between health, relationships, economic wellbeing and thriving in life and work (Source: PSHE Association)

Quick access to the RSHE Policy and curriculum synopsis (what is taught in each year group) can be found by clicking on the links below:

RSHE Policy July 2023 

PSHE curriculum synopsis

 

 What is taught in which year groups?

The curriculum synopsis- currently under review- is available by clicking the link here.

At Werneth Primary School, we use the Jigsaw Education Group scheme of work as the basis for our RSHE/PSHE planning and resources. However, the scheme has been adapted to meet the needs of our children and wishes of our school community- expressed through the Parent Consultation during the 2020-21 academic year.

In September 2020, Ofsted published guidance for schools on teaching the protected characteristics in school, with the explanation that it is important that all children have an understanding of the world they are growing up in, having learned how to live alongside, and show respect for, a diverse range of people. When schools undergo Ofsted inspections, they are assessed on how well they equip children to do this.

All primary and secondary schools, whether state-funded or independent, should be able to demonstrate that no form of discrimination is tolerated and that pupils show respect for those who share the protected characteristics. Schools will not be able to demonstrate this by pointing to a general policy of encouraging respect for all people.

Through our RSHE/PSHE curriculum, our children will learn that it is against the law to discriminate against anyone because of age; gender reassignment; being married or in a civil partnership; being pregnant or on maternity leave; disability; religion or belief; sex; sexual orientation; race including colour, nationality, ethnic or national origin.

Parents and carers should be aware that our RSHE/PSHE curriculum is planned and delivered so that children develop age-appropriate knowledge and understanding during their time at the school. This is based on the evidence, research and knowledge of the scheme of work developers at Jigsaw Education Group and agreed through the Parent Consultation during the 2020-21 academic year.

Relationships and health education are statutory.  This means that schools have a legal duty to teach this and that parents are not able to withdraw their child from any aspect of relationships education or health education (which includes learning about the changing adolescent body, puberty, and menstruation) or any content delivered through the statutory National Curriculum Science programme (https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study)

Parents have the right to request that their child be withdrawn from some or all of sex education (see When and how is sex education taught? section below). However, please note that we do not teach sex education beyond the statutory requirements.

How is RSHE taught?

At Werneth Primary School, the vast majority of RSHE is taught through weekly PSHE lessons, with assemblies, cross curricular writing and themed weeks and events also being used to teach RSHE.

RSHE teaching will promote:

  • equality and challenge all forms of prejudice and discrimination.
  • the importance of safe, caring, healthy, positive, and respectful relationships.

Teaching will be inclusive, so that it meets the needs of our diverse school community. This means that teachers will refer to different viewpoints and beliefs on a range of RSHE issues. All pupils and their families need to feel included and the school recognises different types of families and structures of support for children. This is part of relationships education.

Pupils will be given the opportunity to: reflect on the values, beliefs and influences that may shape their own attitudes to relationships; develop critical thinking skills; nurture their tolerance/respect for different views.

All staff will undergo regular training to ensure they are familiar with the content and subject specific pedagogy of RSHE, so they feel confident and competent to teach it effectively. The class teacher is responsible for the planning and monitoring of the content for their class.

Staff will be kept up to date about new guidance, support, and resources for RSHE. 

What happens when children ask questions or incidents happen in school? Safeguarding: safe and effective practice

  • RSHE will be delivered in a safe, supportive learning environment, so that young people feel able to express their views and beliefs, ask questions and know where to find help.
  • Teachers are aware that effective RSHE, which brings an understanding of what is and what is not appropriate in a relationship, can lead to a disclosure of a child protection issue. Teachers must always refer to the designated safeguarding lead (DSL) if a disclosure is made.
  • Pupils need basic knowledge about their body and the privacy of their bodies to support safeguarding. This is not sex education.

In RSHE lessons:

  • Teachers and pupils will agree ground rules, so everyone is, and feels safe in lessons.
  • Teachers will agree with pupils the limits of confidentiality.
  • Distancing techniques will be used, so that pupils are not required, or feel pressurised into, talking about their personal circumstances.
  • In a positive classroom environment where children’s natural curiosity is encouraged, teachers will answer questions sensitively, honestly, and in a manner appropriate to a child’s age and context. Teachers will respect the right of parents to withdraw their child from sex education lessons. However, children may not see the boundaries between subjects (e.g. science, relationships, and sex education) and this may lead to them raising questions in class that relate to both statutory and non-statutory content. Teachers cannot control this and parents and carers will need to understand and recognise that teachers’ intent is to support our children.

Unfortunately, there is a possibility that children use words, phrases and/or show behaviours that discriminate against anyone that have one of the following protected characteristics: age; gender reassignment; being married or in a civil partnership; being pregnant or on maternity leave; disability; religion or belief; sex; sexual orientation; race including colour, nationality, ethnic or national origin.

Where this is the case, teachers will talk to the child to establish if the child intended to cause upset and/or offence (by checking if the child understands the meaning of what was said/done). The teacher will then discuss the impact of what was said/done, reflecting on the disconnect between such discriminatory behaviour and our school values. Any instances of children using discriminatory behaviour will be logged on our school internal behaviour monitoring system and parents/carers of the child will be required to discuss the incident with Teachers and/or Senior Leaders

(See Appendix 8 of our Behaviour Policy (https://www.wernethprimary.org.uk/Policies/ for full details).

All instances of racist behaviour- whether by parents, carers or children- will be recorded through a Nohib submission to the Local Authority (Stronger Communities Service).

This information is shared with the Local Governing Body (LGB) at termly meetings.

When and how is sex education taught?

Sex education is not compulsory in primary schools from September 2020 (Source: DfE, para 65/page 23).

However, the DfE recommends that ‘all primary schools should have a programme of sex education tailored to the age and the physical and emotional maturity of the pupils. It should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human cycle set out in national curriculum science - how a baby is conceived and born.’ (DfE, para 67/page 23).

At Werneth Primary School, we do not teach sex education beyond what is required above. This will be reviewed annually, alongside this policy, and any proposed changes to the teaching of sex education will be shared and discussed with staff, parents and the school community. 

All pupils will be taught in national curriculum science: the main external parts of the human body; how the body changes as it grows (including puberty); the reproductive process in some plants and animals.

All pupils will also be taught the statutory health education content as outlined in the RSHE guidance.

The section on the changing adolescent body includes: key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes; about menstrual well-being- including the key facts about the menstrual cycle (DfE, page 35). This is usually taught through a Year 5 and Year 6 puberty talk, led by our School Nurse.

Parents and carers have the right to request that their child be withdrawn from the Year 5 and Year 6 puberty talk, led by our School Nurse.

Music 

Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

At Werneth Primary School, we believe that children should have the same opportunities to engage with, experience and learn about music. We aim for all children to be able to play two musical instruments (a glockenspiel and a brass instrument) by the time they leave our school. This forms part of our core offer and develops learners' cultural capital.

 Music Policy

Music curriculum synopsis

Physical Education (P.E)

At Werneth Primary School, we recognise the importance PE plays in the curriculum and are committed to providing all children with opportunities to engage fully in Physical Education. 

The aim of our PE programme is to develop children's basic physical competencies, build confidence in their ability and build the foundations for a lifelong love of sport, physical activity and a healthy lifestyle.  PE lessons encourage children to compete against themselves and others whilst being challenged to improve their physical, social, emotional and thinking skills.

At Werneth, we also aim to develop pupils’ subject specific vocabulary and speaking and listening skills through a range of self and peer assessment opportunities.  These skills are embedded in the heart of our planning. 

Physical Education (P.E) Policy

PE curriculum synopsis

Modern Foreign Languages- French

As part of the Pinnacle Learning Trust, Werneth Primary School children are given priority for places at Hathershaw College (High School). Therefore, we have taken the decision to mirror the language choices of Hathershaw College, so that our children might progress more easily from Primary to Secondary School.

This partnership also provides opportunities for the subject leader to implement a curriculum that lays the foundation for further foreign languages teaching at Key Stage 3, for staff to access cross-phase professional development and for children to receive a more cohesive education. 

Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Through our PlanIt French scheme, we intend to inspire pupils to develop a love of languages and to expand their horizons to other countries, cultures and people. We aim to help children grow into curious, confident and reflective language learners and to provide them with a foundation that will equip them for further language studies.

MFL- French Policy

French curriculum synopsis 

Early Years Foundation Stage

In the Foundation Stage we follow the EYFS (Early Years and Foundation Stage) curriculum, encouraging the children to be active and independent learners.

At Werneth Primary School we aim to provide the highest quality care and education for all our children thereby giving them a strong foundation for their future learning. We create a safe and happy environment with motivating and enjoyable learning experiences that enable children to become confident and independent. We value the individual child and work alongside parents and others to meet their needs and help every child to reach their full potential.

We firmly believe in providing our children with a range of real life experiences through educational visits and visitors in school, child focused as well as adult led activities, along with carefully planned and well-resourced continuous provision to ensure that our children develop the essential skills needed to build a firm foundation for their future learning. 

Please click the link to read our Early Years Foundation Stage Policy

Nursery curriculum synopsis

Reception curriculum synopsis

Covid catch up plan

Please click below to see details of our Covid catch-up plan:

Reviewed Covid catch-up plan- July, 2021