At Godley we are proud of our engaging creative curriculum. Our high quality key texts and foundation enquiry questions drive learning across the curriculum. The curriculum provides a broad, rich and challenging education that meets the needs of all pupils and gives them the skills, knowledge and understanding to prepare them for their future lives.
For further information about our curriculum at Godley Community Primary please contact us on Tel: 0161 368 3162 or
Email: admin@godleyprimary.co.uk
At Godley, our English curriculum is driven by high-quality, carefully chosen texts that inspire a love of reading and provide meaningful opportunities for writing. Reading is at the heart of learning, enabling pupils to develop fluency, comprehension and a rich vocabulary whilst accessing the full curriculum.
Aligned with the National Curriculum, our curriculum is ambitious, coherently planned and sequenced, ensuring pupils build knowledge and skills progressively over time. Through exposure to diverse and engaging texts, children learn to read confidently, read widely for pleasure and information, and apply their reading skills effectively across all subjects.
Writing is purposefully linked to key texts, enabling pupils to write with confidence, accuracy and creativity for a range of audiences and purposes. Through explicit teaching of language, grammar and composition, pupils become increasingly independent writers who can communicate their ideas clearly and effectively.
Our approach ensures that all pupils know more, remember more and can do more, developing the literacy skills, cultural capital and confidence needed to succeed in
school and beyond as lifelong readers, writers and learners.
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.
Maths Assessments
Assessment is used effectively in maths at a classroom level and strategically at subject leader level.
A range of formative assessment strategies are used continually in maths. These give teachers valuable information about whether a child has met the intended learning outcome, has gained a secure understanding and if not, what needs to be put in place to support children to do so. Flexible groupings and suitable adult support and interventions are used effectively and in a timely manner.
Teachers complete formative assessment checklists for maths against year group expectations on Bromcom.
Summative assessments in maths take place half termly.
There are different ways in which these are undertaken. A summative judgement is made based on formative assessment information. A specific task or end of unit test is sometimes used alongside this to support teacher judgements. These judgements are moderated at school, hub, and Trust level.
Summative assessments are used effectively by class teachers to inform future planning in the next unit and beyond. Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
National Assessments
Early Years Foundation Stage:
The EYFS profile is a statutory assessment of children's development at the end of the early years foundation stage and is made up of an assessment of the child's outcomes in relation to the 17 early learning goals (ELGs).
KS1 and KS2
SATs, or national curriculum assessments, are assessments of primary pupils’ progress and attainment. They are currently completed at the end of key stage one and key stage two. 2022/23 is the last year of statutory assessment at the end of key stage one. Key stage two SATs will continue.
At key stage two, the tests are more formal and school-level results are normally published in national performance tables allowing for comparison with other schools. These are often known as league tables.
SATs cover core academic subjects – English, maths, and science.
Multiplication check
The Multiplication Tables Check (MTC) is a key stage 2 assessment to be taken by pupils at the end of year 4 (in June). The MTC’s purpose is to ensure the times tables knowledge is at the expected level. In the 2022/2023 academic year, the multiplication tables check (MTC) is statutory for primary schools.
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.
Assessment is used effectively in science at a classroom level and strategically at a subject leader level.
Formative assessment take place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in computing at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in design technology at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
Music
Music is an integral and important part of our ethos at Godley and a key part of school life.
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.
- Rock Steady Bands
- Garage Band Group
- Godley Voice – School Choir
- Guitar 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.
Assessment is used effectively in music at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in art at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in history at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in geography at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and 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.
Assessment is used effectively in French at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in RE at a classroom level and strategically at a subject leader level.
Formative assessment takes place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Assessment is used effectively in PE at a classroom level and strategically at a subject leader level.
Formative assessments take place throughout each unit of work enabling teachers to: monitor progress; evaluate understanding to identify learning needs and adjust teaching accordingly.
Summative assessments evaluate the children's learning at the end of a unit of work. Learning is measured against the substantive and disciplinary knowledge outlined in our curriculum.
Teachers use summative assessments to inform future planning in the next unit and beyond.
Subject leaders use summative assessment information to: review standards; the effectiveness of curriculum content and the implication for future teaching and learning.
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.
Summer Term 2026
| Multi Skills | Monday | 3.30 - 4.30 | Years 1,2,3 |
| Story Time | Tuesday | 3.30 - 4.30 | Reception |
| Computing | Tuesday | 3.30-4.30 | Years 2,3,4 |
| Netball | Tuesday | 3.30-4.30 | Years 4,5,6 |
| Lego | Wednesday | 3.30 - 4.30 | Years 2,3,4 |
| Dance Fit | Wednesday | 3.30 - 4.30 | Years 2,3,4 |
| Football | Wednesday | 3.30-4.30 | Invitation Only |
| Choir | Thursday | 3.30-4.30 | Invitation Only |
| Multi-Skills | Thursday | 3.30-4.30 | Years 4,5,6 |
All clubs can be booked via BromCom - MCAS App - Any problems please contact the school office.