Our Curriculum

 The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency. 

 The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Subjects; Arts, Science, ICT & Computing, Technology, History, Geography, Art, Design & Technology, Music, RE & MFL.

We use a selection of focused planning including; The  International Primary Curriculum, Oak Academy and bespoke schemes of work.

We ensure all provide a comprehensive, thematic, creative curriculum, with a clear process of learning and specific learning goals for every subject.

For more detail on subject content please see our Curriculum map and individual class planning below.

Phonics plays an integral part of our curriculum, ensuring all children in EYFS and KS1 are taught to read as soon as possible. The Little Wandle Letters and Sounds Revised scheme supports children in recognising all 44 phonemes in the English alphabetical code and are taught how to blend these sounds in order to read alternative graphemes. We ensure that these lessons begin as soon as children enter Nursery. Taking a huge priority, phonics is taught for thirty minutes each day with additional interventions for children in the lowest 20% of their cohort.

Children are expected to complete Foundation in Phonics in Nursery, Phases 2, 3 and 4 in Reception, Phase 5 in Year 1 and a Spelling Scheme in Year 2, where they will finish the programme.

Throughout the year we complete half-termly assessments to ensure children are placed in the correct groups and are steadily progressing.

For more information about the Phonics programme we follow, visit: 

https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/

It is the intention here at the Martin Wilson Primary school, when teaching Religious Education, that our pupils become able to explore wider issues of religion and belief.  We aim for every child to develop an understanding of a range of religions and world views which will enable them to express insights and become a thoughtful and positive member of society.

RE Curriculum

We are committed to providing a broad and balanced curriculum and our teachers are dedicated to provide an up to date, balanced, inclusive and inspiring approach to RE. This curriculum allows us to make a major contribution to pupil’s awareness, appreciation and exploration of the British Values, religions and world views. This will enable children to build and develop their own views and identity and allow them to participate fully in our diverse society. We want our children to respect the views and rights of others and this is an integral part of our curriculum.

SACRE  

Shropshire Agreed Syllabus provides a syllabus for Religious Education (RE) for Shropshire schools. Since 1944, all schools have been required to teach RE to all pupils on roll (except those withdrawn by their parents, see below). RE remains part of the basic curriculum for all pupils. This syllabus explains the value and purposes of RE for all pupils, and specifies for teachers what shall be taught in each age group. It provides a coherent framework for setting high standards of learning in RE and enabling pupils to reach their potential in the subject. It also helps pupils to develop their own worldviews and offers opportunities to explore some of the big questions addressed by religious traditions and non-religious philosophical convictions.

The aim is for pupils to learn that having a good and meaningful life and being a good person are achievable by anyone regardless of whether they are religious or not. RE also makes a significant contribution to pupils’ spiritual, moral, social and cultural development, as well as giving opportunities for exploring British values. 

Right of withdrawal 

This was first granted when RE was actually religious instruction and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad, exploring a range of religious and non-religious worldviews. However, parents have the right to withdraw their children from RE lessons or any part of the RE curriculum9 and the school has a duty to supervise them, though not to provide additional teaching or to incur extra cost. Where the pupil has been withdrawn, the law provides for alternative arrangements to be made for RE of the kind the parents want the pupil to receive. These arrangements will be made by the parents; the school is not expected to make these arrangements. This RE could be provided at the school in question, or by another school in the locality. If neither approach is practicable, the pupil may receive 

 Our Music lessons use Charang which provides a considered, evidence-informed approach to music education.

Curriculum-aligned

Resources are designed to cover the National Curriculum for Music fully, ensuring teachers meet statutory requirements while offering creative freedom.

Structured progression

Lesson sequences support the development of listening skills, vocal and instrumental technique, improvisation, and composition, enabling clear tracking of children's progress over time.

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Engaging and inspiring 

Lessons incorporate singing, movement, performance, and ensemble work, supporting cross-curricular learning and fostering children's love of music.

Celebrating expertise 

These resources reflect our innovative approach to music education rather than merely statutory guidance, positioning your school as forward-thinking and creative in its music provision.

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The Scheme meets all the statutory curricular requirements of the National Curriculum for England Ofsted recognises it, and it's multi-award-winning.