Watermore Primary School

Frampton Cotterell, Bristol

The Curriculum

What do we teach?

At Watermore it is our aim to create a happy school environment, with a caring but disciplined atmosphere. Each child is encouraged to become actively involved in aspects of their own learning, to aspire to do well and to take pride in their work and achievements. The curriculum of the school provides children of all abilities with a wide range of interesting and fun learning experiences. It is based on a balance of skills and knowledge and, besides equipping the children with the basic skills of literacy and numeracy, aims to stimulate interest and enquiry in the world around them.

Early Years Foundation Stage

During their first year at school children in the Reception class follow the ‘Early Years Foundation Stage Framework’. The emphasis is on learning through fun and practical, child initiated activities. The learning environment is organised to meet the needs of the individual children and the learning activities build on the children’s existing knowledge and abilities. The EYFS is organised into the following 6 areas of learning:

The prime areas of learning:

• Communication and language

• Physical development 

• Personal, social and emotional development

The specific areas of learning:

• Literacy 

• Mathematics

• Understanding the world 

• Expressive arts and design 

Years 1 - 6 From Year 1 children follow Key Stage 1 and Key Stage 2 of the National Curriculum. These subjects are either taught in a cross-curricular way based on a topic or theme, or as discrete subjects.

Phonics and Reading 

We use the ‘Letters and Sounds’ scheme to teach the children reading and spelling as well as practical resources and games. We use ‘Jolly Phonics’ actions to help the children learn their first phonic sounds.

In the foundation stage and key stage 1, we use the Oxford Reading Tree as the main reading scheme. This is supplemented by a number of additional schemes. These include phonic-based schemes and non-fiction as well as fiction.

In key stage 2, we use a variety of schemes to support the children’s progress in reading.  In both key stages the children are encouraged to read fiction, non-fiction and poetry.

 

CORE SUBJECTS

ENGLISH MATHS SCIENCE COMPUTING

FOUNDATION SUBJECTS

HISTORY GEOGRAPHY MUSIC ART DESIGN TECHNOLOGY (DT) PHYSICAL EDUCATION (PE)

Plus

PERSONAL, SOCIAL & HEALTH EDUCATION AND CITIZENSHIP (PSHE&C) RELIGIOUS EDUCATION (RE) RELATIONSHIPS AND SEX EDUCATION (RSE)

How do we teach?

Each class teacher is responsible for the pastoral care and learning of their class. The children’s work is planned by the class teacher, sometimes with help from colleagues with specialist knowledge. The teachers work closely together to plan activities and events. A range of teaching styles are used, ranging from direct, whole class teaching to individual investigations. There are times when children work together as a class, in large or small groups, and on their own as individuals. The tasks they are given are related to their age and ability and are planned to engage children with different learning styles. For the teaching of phonics and spelling, children are grouped across the age groups, to provide smaller groups and support and challenge for all children, whatever their phonic and spelling skills. In Years 5 and 6 (ages 9 – 11) children may be taught English or Maths by a teacher who is not their class teacher, but another teacher from within the team.

Religious Education and Collective Worship

Assemblies are held daily, some for the whole school and some for separate key stages. Most assemblies have a broadly Christian basis. Assemblies are led by the Headteacher, teachers, members of the local churches or other visitors. Friday assemblies are a celebration of the week’s work, with certificates given for effort and achievement. To increase the children’s awareness and understanding of the multicultural society in which we live, RE teaching focuses on the main beliefs, practices and festivals of the major world religions. In addition to this, visitors and visits to places of worship enrich the children’s understanding of the varied cultures within our local community. In this way RE is used to promote an essential ethos of the school – the view that all people should have equal opportunities and treatment in life regardless of their beliefs, colour, gender, physical appearance or ability. Parents have the legal right to ask the school to withdraw their child from Collective Worship and RE, during which time children would be supervised in other work. Any parent thinking of doing this should contact the Headteacher.

Relationships and Sex Education

We teach the aspects of Relationships and Sex Education that are appropriate for the age and maturity of the children. This is mainly carried out through the science curriculum and Personal, Social and Health Education (PSHE).This involves developing personal and social skills as well as knowledge about their own bodies. This is extended to include more formal sex education in year 6. Questions are answered sensitively as they arise, with regard to the child’s age and maturity, and in an atmosphere of respect and trust. Parents have the right to withdraw children from sex education lessons in consultation with the head teacher.