Curriculum

EYFS Approach

At Godley Primary, our Early Years provision is designed and implemented to develop a robust and comprehensive foundation for further learning. 

A thematic approach is employed based on whole school themes and centred around a high quality text which drives learning in all aspects of the early years curriculum.  A wide range of stimulating experiences allow the application of skills, knowledge and understanding in motivating, exciting and purposeful contexts. 

The Early Years environments are consciously designed and resourced to maximise learning.  They stimulate language development and enable learners to be confident, competent communicators. There are many opportunities for practical and purposeful experiences to develop vocabulary and reasoning skills. Opportunities to talk and listen to one another are valued and celebrated. The provision enables children to practise skills which have been specifically taught and provide suitable challenge to deepen understanding. The learning environments throughout our Nursery and Reception classrooms evolve throughout the year as our children grow, develop and begin to access the next stage of learning. 

A combination of adult-led activities, child-led learning opportunities and directed independent tasks are used to develop learners effectively. Children engage in open-ended activities and are guided or questioned by adults to secure or deepen their understanding. Children have free access to indoor and outdoor learning environments and opportunities to read, mark-make, problem solve and reason are rich throughout.

The teaching of learning behaviours enable children to be resilient and reflective learners, who manage risk and practise independent self-care.

Monster Phonics is taught consistently across the Early Years. Children explore the sounds and formations of letters through interactive, multi-sensory teaching sessions and have continued access to the scheme within continuous provision. Learning environments reflect the stage of phonic development our children are currently working at and include the Monster Phonics colour-coding and visual cues. Phonetic decoding, word recognition, story-telling and vocabulary development are taught discretely and through daily Phonics and English sessions. 

Adults act as role models for reading.  They read aloud on a daily basis to children and constantly encourage children to implement their phonic knowledge and understanding. Children are encouraged to share their opinions on books and recommend their favourite stories to others.

Throughout the Reception year, children take part in an increasing number of directed tasks and independent challenges to ensure children are well prepared for a successful transition to Year One.

Early Years Curriculum

English - Reading

Reading is at the heart of the curriculum at Godley. Throughout school, a love of reading and an appreciation of books is fostered through highly engaging learning opportunities and immersive experiences linked to high quality texts.  The carefully chosen class texts drive learning in the other areas of the curriculum.

Every classroom has an inviting reading space, which includes recommended reads and a variety of age-appropriate texts of different genres alongside non-fiction books which are linked to current themes.  Children are encouraged to develop their own thoughts and opinions about books, make recommendations and share them with others.

The Den is a sanctuary for all children to choose, appreciate and experience a wider range of texts. Our children are provided with a comfortable, cosy and relaxing environment to enjoy a book of their choosing. Children are able to borrow books to enjoy within school and at home. The Den is available for children to use independently as part of the school day, during break times and it is also used for focused reading sessions.

Early Reading

Monster Phonics is embedded throughout school. It is taught daily in Foundation Stage and KS1 and used as an intervention programme in KS2. The multisensory approach which includes fun sound monsters and colour coding provides a creative spin on the teaching of letters and sounds. 

A combination of daily Phonics, focused reading sessions, small group and 1:1 reading make up our approach to Early Reading at Godley.

Children are encouraged to read regularly at home for pleasure and purpose. Parents/carers are supported through reading workshops and home/school communications. 

Reading in the Curriculum

Reading is taught discretely through focused reading sessions 3 times per week where children develop word reading and comprehension skills through studying a class novel or other reading comprehension activities.  Reading is also taught through English lessons where strategies from the Power of Reading are used alongside text interrogation and reading VIPERS to deepen children’s understanding.

Reading VIPERS are used to develop the following skills:

• V – Vocabulary
• I – Inference
• P – Predicting
• E – Explanation
• R – Retrieving
• S – Summarising

Reading skills are used and applied in all areas of the curriculum. Teachers read to children every day and story time is valued by all throughout school.

English – Writing

Children are inspired to write creatively and imaginatively through the study of carefully selected high quality texts and purposeful contexts for writing.

A writing construct is followed for narrative writing which is intertwined with the Power of Reading using the key text as the driver.

This is the construct for writing at Godley:

1. Stimulus
2. Text interrogation
3. Skills burst
4. Model write
5. Independent write
6. Peer critique, edit, redraft
7. Celebrate.

For non-narrative genres, children are given purposeful contexts, which are linked to the whole school themes or subjects where appropriate.

We have high expectations of handwriting and presentation and ensure children apply their spelling, grammar and punctuation skills in all aspects of writing.  Peer critique means that children are reflective writers who often proof read and edit their writing make improvements.

At Godley, we provide a high quality, challenging and creative maths curriculum.  Our whole school approach follows White Rose maths and incorporates The National Centre of Excellence in the Teaching of Mathematics (NCETM).

Problem solving and reasoning skills are at the heart of our approach to maths. We encourage the children to be independent and pro-active thinkers, developing the skills to help them make links, justify and explain their learning. Every classroom has a maths working wall, which aids children with their current learning.

Maths units are introduced through concrete, pictorial and abstract learning experiences. Giving the children the opportunity to use concrete resources (for example cubes, counters and bead-strings) allows them to investigate a concept first, and then make connections before formal methods are introduced. The pictorial stage is a visual representation of concrete resources, which is not only fantastic for visual learners but allows all pupils to show their understanding of mathematical concepts and processes. Concrete and pictorial learning experiences help to deepen the children's understanding of new concepts, enabling them to apply their learning to become effective problem solvers. 

Mental arithmetic skills are regularly practised. Children have the opportunity to learn arithmetic through games and online activities to stimulate high engagement. Times Table Rock stars is also used throughout school to enhance times table learning and is available for children to access at home. 

Science

"Fantastic knowledge, enthusiasm, attitude and aptitude. A great insight to all year 5's hard work." Parental feedback on Year 5 Science Fair

All Science at Godley is taught through an investigative and practical approach.  Scientific knowledge and skills are developed throughout life at school by building on prior learning - developing from a basic understanding of a concept, to advancing and deep. 

In Foundation Stage, science investigations take place throughout the year to develop fundamental enquiry skills. Children develop a curiosity about the world around them and learn to ask appropriate questions and explore possibilities and find answers.

Science is taught weekly and discretely from Year 1 to Year 6. Cross-curricular links are encouraged to engage our pupils and enable them to make strong links to other subjects. 

Scientific skills acquired are applicable across the curriculum and learning links are highlighted.

Children in Year 5 plan and deliver a two day Science Fair showcasing scientific investigations for all pupils and Year 5 parents to learn from and enjoy.  This is a great platform for these children to explain their learning and scientific thinking, which ultimately helps children to know and remember more. 

In Key Stage 2, pupils have an opportunity to experience a science laboratory and complete science challenges at our local high school.

We have developed a strong partnership with local science teachers working as a professional learning cluster to ensure our children have embedded skills to make them effective young scientists.

Computing

Our bespoke computing curriculum offers a cross curricular scheme of work for EYFS, Key Stage 1 and Key Stage 2 which matches the expectations of the National Curriculum. The curriculum looks at the progression needed for all pupils to develop and embed skills and knowledge within the strands of: computer science, information technology and digital literacy. 

It is our intention to enable children to find, explore, analyse, exchange and present information as well as having the skills to manipulate, develop and interpret different forms of technology in an ever-changing world.

Computing knowledge develops throughout life at school by building on prior learning developing from basic understanding of a concept, to advancing and deep as well as keeping up to date current computing advances.

E-safety is a school priority included in our Computing Curriculum, Internet Safety Day and P.S.H.E. We promote e-safety at home through parent workshops and regular updated communication.

Technology is used throughout the curriculum for research, presentation and composition.

Pupil Digital Leaders take on a role of supporting staff and children with hardware and software management in school and are great learning mentors for children across school.

Design and Technology 

Our Design and Technology curriculum develops the necessary knowledge and skills that children need to act as responsible designers and makers who work ethically, using finite materials carefully and in a safe manner.  

Design and Technology is taught every term covering three different units across a year group.  Most projects are linked to other topics which creates an engaging starting point for learning. Our autumn projects are linked to our Godley Christmas Fair, where children have to design and make a product to sell at the event.  This requires children to use their entrepreneurial skills to make a product that meets several different criteria ensuring it is well researched, made well, appealing, good value for money and profitable.

Our aim is to provide all children with the opportunities to develop significant levels of originality and a willingness to take risks in order to produce innovative ideas and prototypes. Our three key concepts include: mastering practical skills in order to make high quality products through effective designing and making; evaluating and improving to develop the process of design thinking; and taking inspiration from design throughout history. 

Music

Music is an integral and important part of our ethos at Godley and a key part of school life.

A professional musicians, Mr Halligan and Mr Bennett are part of our staff team. Music is played throughout school and is used in classes to enhance learning and as part of daily routines.

Every child at Godley engages in quality music education. In the Early Years the children sing daily and get the opportunity to experiment with sound in continuous provision areas and through focused learning activities. In KS1 and KS2, pupils participate musically in assemblies and curriculum music lessons.

Music lessons are themed and school topics are integrated into classroom sessions.

Every child in Year 3 has instrumental lessons and lessons continue into Years 4,5 and 6 for some children. 

In addition to our work in the classroom, we also run a large number of musical ensembles. 

• Godley Noise - School Band
• Keyboard Group
• Godley Voice – School Choir
• Guitar Group
• Drums/Percussion Group
• Ukulele Ensemble

Each ensemble has the opportunity to perform in a number of varied environments from assemblies at school to local, large venues like Community Centres and the Town Hall.

Children enjoy musical experiences through listening, singing, playing tuned and untuned percussion, stringed instruments and music technology. 

Art

We believe that Visual Art provides our children with opportunities to think and act creatively by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings. We provide opportunities to discover talents within the Arts, which accentuate individuality, and nurture developing skills in an inclusive environment. 

Our aim is for pupils to develop a passion and commitment to the subject and be exposed to a variety of artists and cultures to broaden their knowledge and experiences. 

Celebrating the children’s Art work is an important aspect of the learning process and is done through high quality displays and show-casing in whole school assemblies.

Visual Art units of learning are taught termly focusing on a range of skills including painting, printing, textiles, drawing, collage and sculpture. A clear progression of skills runs throughout school so that the children build upon prior learning and make connections as they move from Reception to Year 6. This enables us to provide a range of opportunities to discover talents, allowing children to work at a greater depth level and deepen their  understanding. 

We have strong links with a professional artist who comes into school throughout the year to lead Art workshops. 

Every year we have an ‘Arts Week’ where the children are given the opportunity to engage in Art based activities centred around a theme. Last year our theme ‘We are Manchester’ provided opportunities to develop a range of skills through an engaging starting point, in which the children were involved in a whole school project to create our own Manchester Bee. 

History

Throughout school History is linked to our whole school themes and quality key texts when appropriate. Learning is driven by a challenging enquiry question. 

Enquiry questions provoke curiosity about the past and facilitate the development of key Historical skills and acquisition of knowledge. 

At the end of each study unit, the children respond to the enquiry question drawing upon all that they have learnt demonstrating the ability to think, reflect, debate, discuss and evaluate the past. This provides a good platform for deeper learning. 

We believe that building on prior knowledge is essential for learning and our History approach encompasses this with the children making links to previous learning to deepen understanding of their current topic. 

Geography

At Godley children develop a real sense of curiosity about the world and the people who live there.

Geography topics are carefully mapped out across school with consideration of our school context and community. Topics covered provide children with an extensive base of geographical knowledge, well developed enquiry skills and effective geographical vocabulary.

Learning is driven by an enquiry question which makes learning purposeful and ensures deeper learning takes place. 

High quality fieldwork provides many opportunities for outdoor learning and makes geography real.

Children are encouraged to develop their viewpoints using the knowledge and understanding they have about current issues in society and the environment.

At the end of each unit, the children respond to the enquiry question drawing upon all that they have learnt.  This provides a good platform for children to recall, retrieve and apply skills and knowledge to maximise learning. 

MFL - French

At Godley children are encouraged to have a passion for the French language and a strong awareness of the culture of France and other countries where French is spoken.  

Many opportunities are provided for the oral rehearsal of French words and phrases to develop children’s speaking skills so they can speak with good intonation and pronunciation.  

Children throughout the school enjoy singing songs and playing games in French, and where appropriate, links to French and relevant countries are made through other curriculum subjects.

More formal teaching of MFL takes place in Years 5 and 6.  In the summer term of Year 6 children take part in an in-depth study in preparation for KS3.

RE

In RE children explore a wide range of different religions and develop a strong understanding of how the beliefs, values, practices and ways of life cohere together. 

Children are encouraged to ask significant and reflective questions which demonstrate an understanding of issues related to the nature, truth and value of religion. In our upper years, we ask children to engage with a range of ultimate questions about the meaning and significance of existence.

Children throughout the school use a range of religious objects and engage with music, arts and architecture to fully immerse them in the everyday practices of different religions.

PE

High importance is placed on keeping physically fit and healthy at Godley with 2 hours quality PE taught each week. 

Each block of PE begins by examining an inspirational sports person or event. A range of skills such as balance, agility and coordination are intertwined throughout PE sessions with the opportunity for children to review, evaluate and reflect on their work. 

Children in the Early Years have daily opportunities to develop their motor skills and learn outside. They develop their physical skills in the continuous provision areas alongside more formal PE sessions.

Our Year 4 children attend swimming sessions once a week, practising skills to achieve their National Curriculum swimming award and further develop their swimming achievements.

Every child at Godley experiences a focused half term of dance, taught by a professional dance coach. These sessions are driven and inspired by the whole school themes and the high quality texts being studied.

We work in partnership with coaches from Stockport County Community Foundation and Cheshire Cricket Board in school to take lessons and extra-curricular clubs both at lunchtime and after school. 

We have established school club links to give students opportunities to participate in sport inside and outside of school. We also enhance PE provision through a wide variety of extra-curricular clubs. 

Pupils from KS1 and KS2 have the opportunity to take part in competitions and festivals throughout the school year across a broad spectrum of sports.

Sporting role models are invited into school to inspire our children and to open their eyes to the world of sport.

We have pupil Sports Ambassadors who champion PE and keeping fit. They support the younger children and act as sporting role models within school.

PSHE and Citizenship

At Godley, we believe PSHE and Citizenship are the key to supporting children's spiritual, moral, emotional and physical development, preparing them for opportunities, responsibilities and experiences of life. 

Through our ‘Building better learning’ approach we promote life-long learning concentrating on children's attitudes and values, personal and social skills as well as knowledge and understanding. 

PSHE and Citizenship are embedded within our school curriculum, being taught in school assemblies, circle time, lessons and through a cross curricular approach

Children are encouraged to reflect, express and respond through discussion and debate to challenge questions or current affairs introduced. Children learn to empathise, reason and reflect throughout sessions. Organisations such as the NSPCC often come into school to lead assemblies and workshops to support learning in this area.

There are also whole-school themed weeks such as anti-bullying week and Healthy week, which promote good physical and mental health.