Reading Leaflet for parents
The programmes of study for Writing at Key Stages 1 and 2 consist of transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).
Writing has a well-developed profile at Whitgreave Primary School. In order to make good progression in writing, children need to:
- Enjoy writing and recognise its value;
• Write with confidence, clarity and imagination;
• Write grammatically correct sentences that are punctuated accurately;
• Understand the features of and how to write in a range of genres and non-fiction texts,
• Plan, draft, revise and edit their own writing;
• Develop an adventurous and broad vocabulary;
• Know their next steps and how they can make their writing better;
• Use phonological knowledge and spelling rules to spell accurately.
In Key Stage 1 and 2, all units of work in Literacy follow a learning journey, starting with reading and analysing texts and ending with a quality, published piece of writing, which is displayed in quality books or showcased on display in the classroom.
English Curriculum Map Y1
English Curriculum Map Y2
English Curriculum Map Y3
English Curriculum Map Y4
English Curriculum Map Y5
English Curriculum Map Y6
Below are some useful websites to support your child in English.
Science at Whitgreave:
Science is a core subject and, as such, has a very high profile in school. There’s a real enthusiasm for Science throughout the school, with the children always speaking very highly of the engaging and exciting lessons that are taught. We are very proud of the fact that we have been awarded the Primary Science Quality Mark, and have received several Science grants – which just goes to show how dedicated we are to Science here at Whitgreave!
The Science Curriculum:
The National Curriculum is followed for Science, which – in Years 1-6 – takes approximately five half terms to complete each year. The remaining half term is given over to the children, who can make the decision to investigate something that they have already learnt about, but take it further; or go in a completely different direction and try something totally unrelated to anything they’ve previously studied!
Early Years Foundation Stage (EYFS):
In EYFS, Science is included in the “Understanding the World” strand. Within this strand, children learn about aspects of science through the following areas:
The World: Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Key Stage 1 programme of study:
- Plants – studying common plants and trees,
- Animals, including Humans – identifying fish, amphibians, reptiles, birds and mammals, and understanding carnivores, herbivores and omnivores,
- Everyday Materials– identifying and naming materials including wood, plastic, glass, metal, water and rock, and learning about their properties,
- Seasonal Changes– learning about the changes across the four seasons, including the weather and day length.
- Living Things and their Habitats– looking at how animals are suited to where they live, exploring food sources through food chains,
- Plants– observing how bulbs and seeds grow, understanding what plants need to stay healthy,
- Animals, including Humans– finding out about the basic needs of humans, understanding about exercise, food and hygiene,
- Uses of Everyday Materials– learning about the suitability of materials for particular uses, understanding how some materials can change shape.
Key Stage 2 programme of study:
- Plants– learning about the different parts of a plant, how water is transported and the life cycle of a flowering plant,
- Animals including Humans– looking at nutrition and the role of skeletons and muscles,
- Rocks– comparing rocks, understanding fossil formation and understanding what soil is made from,
- Light– learning about reflection and shadows,
- Forces and Magnets– observing how magnets can attract and repel, comparing how things move on different surfaces.
- Living Things and their Habitats– using classification keys and understanding environmental changes,
- Animals including Humans– understanding the digestive system, functions of teeth and constructing food chains,
- States of Matter– comparing and grouping solids, liquids and gases, heating and cooling, condensation and evaporation,
- Sound– identifying how sounds are made, learning about pitch and volume,
- Electricity– constructing simple circuits, identifying insulators and conductors.
- Living Things and their Habitats– life cycles of mammals, amphibians, insects and birds, reproduction in some animals and plants,
- Animals including Humans– describing the changes as humans develop to old age,
- Properties and Changes of Materials– comparing and grouping everyday materials, dissolving and mixing, separating materials, reversible and irreversible changes,
- Earth and Space– describing the movement of the Earth, Moon and other planets, understanding day and night,
- Forces– understanding gravity, air and water resistance, using levers, pulleys and gears.
- Living Things and their Habitats– classifying living things, including micro-organisms,
- Animals including Humans– understanding the circulatory and digestive systems, recognising the impact of diet, exercise, drugs and lifestyle on the function of the human body,
- Evolution and Inheritance– identifying how plants and animals are adapted to suit their environment, understanding how characteristics are passed from parents to their offspring,
- Light– understanding how light travels and how we see things, researching shadow shapes,
- Electricity– investigating brightness of lamps and volume of buzzers, representing simple circuits in diagrams.
As you can see, some of the programmes of study are taught solely in one year group, others appear in multiple year groups. However, when this occurs, the National Curriculum is structured in such a way as to avoid repetition and provide extension and challenge.
At Whitgreave, we place a lot of emphasis on Working Scientifically: in other words, the children take the lead and investigate for themselves. Before investigating, the children create a question to be answered, plan what they would like to do, and predict what they think will happen. During the investigation, the children record their results, choosing their own format where applicable. Once the investigation is complete, the children then present their results and write a conclusion based on their original question. We also encourage the children to adapt and refine their investigation as it’s progressing, as well as thinking about what they would do better or differently next time. Teachers can track the children’s progress using our Science Milestones, which feature the required elements of subject knowledge for each Year Group, plus the appropriate Working Scientifically objectives.
Every class in the school elects a Science Ambassador and Deputy Science Ambassador at the start of the new school year. They have a very important role within Science lessons. They are responsible for collecting evidence in lessons, using their own clipboards, record sheets and cameras. They also wear a very special lab coat with an ID badge! During lessons, they choose a member of the class who has impressed them with their investigation skills or Science knowledge and award them a Science Star certificate and sticker. They can even send postcards home to tell parents of their children’s achievements! Science Ambassadors report back to the Science Lead to discuss the learning that has been taking place, and to offer suggestions for how things could be improved. They also help out with planning any special Science events that take place during the school year, and tidying the Science Cupboard!
Other Science opportunities:
The children also have the opportunity to go on visits. Past examples have included: trips to Pendeford Mill and Conkers (to study wildlife and animal habitats), a day at the National Space Centre in Leicester, and visits to the Big Bang Fair at Birmingham’s NEC. These visits support, enhance and extend the learning that takes places in the classroom.
We also have Science specialists visit school (such as Mad Science, Zoo Lab, TeachRex and even pupils and staff from local high schools), to lead assemblies, demonstrate experiments and take lessons. Outside visitors have also supported the children’s learning during British Science Week.
If you want to explore Science at home, here are just a few of the hundreds of websites out there that you might find interesting and/or fun!
At Whitgreave Primary School, our aim is to enable all staff and pupils to be confident, creative, competent, and independent users of ICT. Our Computing curriculum is designed to equip children to actively participate in a rapidly and ever changing environment, where work and leisure activities are increasingly influenced by technology. Our Computing curriculum is based on Teach Computing, however, it has been adapted and personalised especially for the children at Whitgreave, often drawing on cross-curricular themes and topics.
We are continually adapting to the needs of our children and we strive to give them the best that we can. Throughout our school, all classrooms and learning areas are fully equipped with a range of equipment, including: wireless computers, interactive Smartboards, projection and sound facilities. A further range of equipment and facilities are available, including laptops, a computing suite, blue bots and iPads to enhance teaching and learning.
We have a progressive curriculum which covers Digital Literacy and Communication, Coding and E-safety.
In EYFS, the children have access to a range of IT equipment during continuous provision to enhance and extend their learning. The children also have technology days plotted throughout the year where they can learn a range of new Computing skills from simple coding to creative applications such as paint. The children also participate in E-safety lessons to help them understand Internet safety and the dangers they may come across as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
In KS1 and 2 we follow the Teach Computing scheme of work for Computing and the Rising Stars scheme of work for E-safety.
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and, that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the Internet or other online technologies. Each of these skills will be taught through exciting half termly units.
In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the Internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including Internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
We teach E-safety at an age-appropriate level to each year group through a progressive curriculum. Our children are taught a progressive E-Safety curriculum from EYFS to Y6. Year 1-6 are taught half termly E-Safety topics and the whole school takes part in Safer Internet Day yearly.
At Whitgreave Primary School, we use a wide range of resources, including web-based and mobile technologies to deliver our curriculum. All staff have a responsibility to educate our children on E-safety issues; teaching them appropriate behaviours and critical thinking skills to enable them to remain safe when using the Internet and related technologies, in and beyond the context of the classroom.
Whitgreave Primary School’s E-safety Policy and Acceptable Use Policy (for all staff, governors, visitors, parents and pupils) are inclusive of fixed and mobile Internet technologies provided by the school (such as PCs, laptops, iPads, webcams, interactive whiteboards, digital cameras and video equipment) and technologies owned by the children and staff that are brought onto school premises (such as mobile phones, camera phones and portable media players). In school we have a comprehensive firewall, which blocks access to inappropriate or offensive sites. Our Internet use is also monitored across school. Our staff also take part in annual E-Safety training and receive regular E-safety updates throughout the year on current policy and dangers.
To help families to keep up with the technology that their children are using online and give guidance on how to deal with current issues, we provide parents with information, through the website, safeguarding newsletters and booklets, regarding E-safety throughout the year. In lessons, we teach children the skills to recognise and know what to do if they see or read anything that may not be appropriate- an important skill both in and outside school.
At Whitgreave, PSHE (Personal, Social, Health and Economic Education) is taught under an umbrella that teachers and children call ‘Personal Development’. We labelled it this so that staff and children were really clear about how PSHE, RE, SMSC, BV and our Pupil Power Passports all align to support the personal development of the pupils. In these lessons, we look at life in our community, we learn how to be effective, responsible children. We challenge stereotypes and work together to be a cohesive team that cares for one another.
Humanities & Arts
Humanities at Whitgreave consists of the subjects: History, Geography, Religious Education (RE) and Modern Foreign Languages (MFL).