Curriculum
At Bury C of E Primary School, we aim for all pupils to be successful learners, confident individuals and responsible citizens.
Overview
This guide lets you know how the curriculum supports these key goals at our school.
Our curriculum aims are:
- To promote highest possible achievement for all pupils irrespective of race, gender, culture or disability.
- To provide a rich range of knowledge across the whole curriculum.
- To promote pupil’s intellectual, spiritual, creative, cultural and physical development.
- To prepare pupils to become responsible citizens, confident, independent, healthy individuals and life-long learners.
What is the Accelerated Reader Scheme?
Accelerated Reader is a system used in increasing numbers of schools in the UK and around the world to promote children’s reading skills and enjoyment. Children are assessed to determine their reading ability, and can then choose from a range of recommended titles at their reading level. Once they have finished a book, they complete a simple quiz to check that they have read and understood it, and then are given a further list of recommended titles to choose from.
At Bury, children move onto the Accelerated Reading Scheme when they have completed the school Reading Scheme. Children are tested to assess their book level and are set half termly targets.
Quizzing takes place during school hours. Parents can follow their child's progress by logging into the AR site. Log in details are provided to parents when their child starts on the scheme.
Statutory Spelling Lists
Within the Primary National Curriculum, children are expected to know and be able to spell statutory lists of spellings by the end of Year 1, Year 2, Year 4 and Year 6. Please email the school office if you would like a printed copy of any of the following documents.
Spelling Lists - All year groups
Mathematics at Bury C of E Primary School.
Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. (The National Curriculum 2014)
At Bury C of E Primary School, we aim to enable each pupil to develop within their capabilities, not only the mathematics skills, knowledge and understanding required for later life, but also an enthusiasm and fascination about mathematics itself. We aim for our children to be fluent in basic skills such as number bonds or multiplication tables; to have the confidence and opportunities for reasoning through expressing their mathematical thinking and discussion, and to provide opportunities for pupils to demonstrate and use their mathematics and apply this to everyday situations through problem solving.
We use Rising Stars as our main scheme to support the teaching and learning of mathematics across the school, however teachers use their professional knowledge and judgement to adapt activities and tasks to maximise the sense of enjoyment and success in mathematical learning and understanding.
Rising Stars Mathematics is designed to develop fluency, build conceptual understanding and embed reasoning through an enquiry-based approach. It provides a ‘light touch’ comprehensive structure that allows teachers to retain the control, freedom and flexibility to adapt the timing and teaching activities to meet the needs of their own class. This means that they can focus their time and skills on teaching outstanding lessons in their own way. Carefully organised to provide a clear route through the yearly programmes of study, the curriculum concepts are revisited in a spiral way to reinforce and extend understanding and make links between content areas. The programme has been developed based on the following key pedagogical beliefs:
1. Mathematical understanding is developed through using concrete, pictorial and abstract representations.
2. High-quality teaching tools to support teachers in explaining mathematical concepts clearly, encourage investigative thinking, questioning, discussion and application, all while encouraging children to engage with the wonder of mathematics.
3. Children will only fully understand topics and master concepts through step-by-step teaching and intelligent practice. This means teaching concepts at a slower pace and dealing with each aspect of that concept in very small steps, in order to give children time to embed understanding. To achieve mastery, therefore, it is important to spend more time on teaching fewer topics in greater depth rather than moving on to a new topic or concept every few days.
4. Mathematics is an interconnected subject in which children need to be able to make connections across mathematical ideas. This enables them to develop fluency, mathematical reasoning and problem-solving skills.
5. Using precise mathematical vocabulary from the beginning is vital in ensuring children’s understanding. Rich talk and discussion between teachers and children, and amongst peers, using mathematical terminology and constant probing questioning is an essential tool in the ongoing assessment of conceptual understanding for all children.
Calculations Document - Year 1
Calculations Document - Year 2
Calculations Document - Year 3
Calculations Document - Year 4
What is Relationships and Sex Education?
RSE (formerly SRE) is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.
RSE involves a combination of sharing information and exploring issues and values.
RSE is not about the promotion of sexual activity or a particular sexual orientation.
Intended outcomes
Once taught the full scheme, children will have met the objectives set out within the Relationships and Health Education statutory guidance and can utilise their learning within their daily lives, from dealing with friendship issues to resilience to making healthy choices and knowing where and how to get help when needed.
Parents and carers currently have the right to withdraw their children only from all or part of those elements of RSE which are not included in the statutory national curriculum Programmes of Study for Science. They are able to withdraw their children from those elements which fall within the non-statutory guidance for PSHE. They will be made aware of the forthcoming statutory changes to Relationships Education and Health Education and the effect this will have on their rights to withdraw. The school will make alternative arrangements for children whose parents or carers withdraw them, which will include supporting parents in finding ways to deliver the content at home.
Any parent or carer who wishes to withdraw their child from non-statutory elements of RSE should, in the first instance, contact the Head Teacher to discuss this further. There will be a discussion, to explain clearly which areas of RSE are currently statutory and which are non-statutory. Write a description for this tab and include information that will interest site visitors. For example if you are using tabs to show different services write about what makes this service unique. If you are using tabs to display restaurant items write about what makes a specific dish particularly worthwhile or delicious.