Subjects

Reading and Phonics

Reading is at the heart of our curriculum and we are passionate about every child at Brierley becoming a reader as early as possible.  We want our children to be able to read to learn and to develop a love of reading.  Please click on the 'Curriculum' tab and then 'Reading and Phonics' for information about how phonics and reading is taught at Brierley and how parents can support with reading at home.

Speaking and Listening

At Brierley we want our children to be confident speakers who can share their ideas and opinions with others. Therefore regular speaking and listening opportunities are provided in all areas of the curriculum, giving children the chance to speak to their peers as well as to larger audiences within school.  All new topics – across the curriculum – are introduced with a focus on key vocabulary and opportunities to talk.  There is a particular focus on speaking and listening within our reading and English lessons.

In reading, whenever a new text is introduced – whether this be for phonics read sessions, whole class reading sessions, reading in English lessons or drop-and-read sessions – the key vocabulary for the text is specifically taught by staff. This involves word definitions being given (accompanied by visuals wherever necessary), teachers modelling how to read them correctly and children echoing this, children scanning the text to identify the key words and children completing matching definition activities.  A new book also goes hand-in-hand with quality book talk which involves discussing the front cover, title and blurb, making predictions and comparing to similar books which have already been read. This process is applied when reading 1:1 or in group or whole class situations and we encourage our parents to mirror this when reading at home with their child. Within reading lessons, there are also regular opportunities for paired popcorn reading, echo reading and choral reading. Staff model how to read with prosody, showing a good awareness of their audience – this is a skill which children practise on a regular basis.

At Brierley, we believe that in order for children to be able to write something they first need to be able to say it.  For this reason, in English lessons, we apply Talk for Writing strategies which involves children working with adults to create story-maps of texts they have read.  The children then use these story-maps to orally rehearse and retell stories with actions which then feeds into their writing. Each term, every class focuses on poems – as detailed in the English long-term plans – and this often provides opportunities for learning poems by heart and performing them with actions.  On a termly basis, we send out homework projects which involve children preparing something they can talk about and share in class.  Opportunities are then timetabled in for children to speak in front of their peers in class.  Similarly, each term, every class presents what they have been learning about to the rest of the school.  In the summer term, parents and carers are invited to come in and listen to their children talk about what they have been learning.

In general, our children are encouraged to speak clearly and confidently in sentences using standard English.  Effective questioning is used by staff to ensure children are able to give detailed answers and explanations and children are often prompted to elaborate on their ideas rather than providing single word answers. Similarly, and just as importantly, is the need to listen to others and respond appropriately. Having regular opportunities to communicate their ideas, opinions and feelings not only helps our children to build confidence but also deepens their understanding of sentence structure and audience. For this reason, we teach our children to listen to one another and respect the opinions and ideas of their peers.

Writing

At Brierley, we have developed our own writing curriculum which reflects the interests of our children and incorporates a range of high-quality texts. We have chosen text types which have been mapped out across the year groups so that they are repeated more than once.  This allows our children to revisit prior learning and build upon the writing skills which they have been taught so far.  During their time at Brierley, our children master how to write a range of text types:

Narrative

Recounts

Diaries

Instructions

Explanations

Biographies

Non-chronological reports

Letters

These writing units are detailed in our English long-term plans which can be found in the ‘files’ tab at the bottom of this page. There are also opportunities for writing in other subjects across the curriculum and children are encouraged to try their best with presentation, handwriting, punctuation and grammar just as they would in English lessons.

We take a consistent approach to the teaching of writing: each writing unit – regardless of the year group – begins with exposure to the text type in order to develop a deep understanding of the genre, purpose, audience, features and layout.  This is achieved by reading, discussing and comparing different examples of a text type and identifying author intent and impact on the reader. A 'hook' is then used to kick-start the writing process.  This is usually in the form of an experience or practical lesson where speaking and listening is the focus and ambitious vocabulary linked to the topic is generated and taught. Many of our writing units are based on a class text and once per term years 1 - 6 complete a writing unit which is based on a drop-and-read text. Following the hook, lessons are sequenced in order to learn, practise and apply SPaG skills (grammar skills) which are specific to the year group and are appropriate for the text type.  A combination of model writes, shared writes, paired writes and independent writes are used to practise applying the skills. Once confident, the children plan, write and edit their own final written pieces (draft writing).  At the end of this process, the writing unit is repeated to allow children to build on the skills they have learnt so far and improve on their first attempt at the final written outcome.  Children then plan, write and edit a second draft write as part of the same writing unit.

How to Support at Home

At the very beginning of their writing journey, your child may just make marks on the page but this is an important stage and should be encouraged as much as possible.  Give your child opportunities to mark-make at home and ask your child what they have written and celebrate their attempts at forming letters and words (for more information on mark-making, please see the file 'A Guide to Early Writing' at the bottom of this page). Upon starting school at Brierley, your child will be provided with a whiteboard and whiteboard pen and laminated letter cards and a name card so they can practise forming letters correctly and writing their name correctly.  Practising this at home with your child would help them greatly as writing their own name is one of the first steps to becoming a writer. As your child's understanding of phonics grows, they will begin to use their phonics to help them to spell out words.  Your child can use the following phonics mat (just like they do at school) to support them when they are writing.

Reception phonics mat:

Grapheme-Mats-Phase-2-and-3 (2).pdf

Year 1 phonics mat:

Grapheme_Mats_Phase_2_3_and_5_Spread.pdf

The phrases we use to help form the letters correctly (a guide for parents):

Pronunciation_guide_Autumn-1_June-2023 (1).pdf

Pronunciation_guide_Autumn-2_June-2023.pdf

If your child needs extra practise in letter formation or handwriting, their teacher will provide additional homework sheets. If your child receives homework for letter formation or handwriting, please support them in completing this as carefully and neatly as possible.

Handwriting

At Brierley, children are taught how to hold a pencil correctly and form letters correctly from Nursery. It is important that right from the start, children learn how to sit at the table correctly and hold a pencil using the correct grip.  They then learn how to form their letters correctly starting and ending at the correct points.  This helps them when they then start to join their letters later on in school.  In all classes, children practise correct letter formation or handwriting each day which is first modelled by the teacher before children then practise in books.  In Year 2 upwards, handwriting includes the date and adults move around the room during handwriting practise, correcting pencil grip, formation of letters or joins as and when necessary. 

Please see the downloadable file at the bottom of this page for further information about our handwriting policy.

The Structure of a Writing Unit at Brierley

The Structure of an English Lesson at Brierley

Assessment, Marking and Feedback

All staff offer effective feedback to children about their writing as often as possible throughout the lesson, intervening at the point of error as much as possible to address any misconceptions and support or challenge children as and when needed.  At the end of each day, the writing which has been produced is marked with spellings being pulled out for children to practise the next day and marking symbols used in the margin to encourage children to reflect on their writing and improve it.  The marking symbols are as follows:

P: punctuation

SP: spelling

SS: sentence structure

V: vocabulary

H: handwriting

The children are taught how to proof-read their work for errors and edit their work in order to improve it.  Editing skills are modelled and practised by looking at examples purposely written by the teacher and by looking at a partner's work and discussing it together.

Spelling

We have created our own spelling programme which builds upon the children's phonics knowledge as taught through our SSP (see our section about phonics).  The structure of our spelling lessons is the same from years 1 to 6 (as detailed below) with one sound per week being taught. The sound is the same in all year groups but the graphemes and words become progressively harder. The sounds and graphemes from the current week and the previous week are on display in the classrooms to help children to apply their prior learning when writing. In addition to this, we teach suffixes, prefixes, spelling patterns and common exception words as outlined in the National Curriculum. In English lessons we use word mats. These include words which are linked to the current writing unit and common exception words which are appropriate for that piece of writing. The children are encouraged to use these mats when writing and again when proof-reading their work.

Writing for Pleasure

It is important that our children have some free reign over their writing and take enjoyment from writing.  With this in mind, we provide our children with opportunities for creative write sessions where a writing stimulus such as a video clip, extract from a book or picture is used to ignite a discussion.  Once they have chatted about their ideas, children are then free to write in response to the stimulus with little in the way of rules other than applying what they have been taught in terms of handwriting, spelling, punctuation and grammar.  Children are then given time to share their writing with their peers, taking pride in what they have written and offering opinions on the writing of others.  Similarly, we have times in the year where all classes take part in whole school 'big writes'.  This is where a stimulus is used and children work with a teacher who they do not normally work with to produce pieces of writing and share them with peers from outside of their own class. In order to promote a love or writing, we also run writing competitions throughout the year with all entries and winners being celebrated in whole school assemblies.

Mathematics

From the time the children first come into school, they are introduced to the world of mathematics, its language, use and meaning. Children have daily maths sessions where they develop their fluency, reasoning and problem-solving skills across all aspects of the maths curriculum.  We use concrete resources to support and build on understanding of concepts before moving to pictorial and then abstract concepts. 

We follow a long term plan for the teaching of mathematics and ensure that there isn’t a ‘ceiling’ put on children’s learning in day to day lessons with the implementation of maths ‘steps to success’. The learning objectives from Development Matters and The National Curriculum are broken down into a series of steps which include greater depth and mastery support to support the children with fluency, reasoning and problem solving within each objective. Learning is pitched at year group expectations however, staff use a whole school progression grid to scaffold and support children’s learning. Children in years 1-6, who are currently not accessing National Curriculum Maths, are tracked and assessed using the Pre-Key Stage standards. Our medium term plans include number topics that run alongside one or more weekly shape, space and measure sessions.  

Children in year 4 complete the DfE Online Multiplication Check which tests their fluency in multiplication facts up to 12 x 12. At Brierley, years 2 to 4 follow a medium-term plan in order to teach, practise and secure times table facts so they are not only ready for the Year 4 assessment, but also to support them while they apply multiplication and division facts across areas of maths. Children in years 5 and 6 continue to have regular times table sessions in order to embed and secure these facts.  

Every year group from years 2 to 6 have daily mental arithmetic sessions in addition to maths sessions. We follow a medium-term plan for each year group with teaching content, however this can also be adapted using the progression grid to fit the needs of the children.  

We re-visit maths concepts in termly consolidation weeks and through our daily 'Flashback 4' sessions at the beginning of each maths session. This gives the children opportunities to revisit and recall previous learning, and follows the priniciple of I do, we do, you do.

Science

At Brierley, we aim to develop the pupils’ scientific skills through first-hand experiences. Throught the vehicle of working scientifically, the children are invlved in experimenting and investigating, oberving and recording as well as researching, testing and reporting.The children are encouraged to tackle common misconceptions in all areas of science and through the use of their scientific enquiry to answer questions and test hypothesis. Our curriculum sets out to develop enquiring minds, and children are encouraged to think scientifically and become scientists .

Computing

Our key aim is to develp each child’s ability to use computing skills across the curriculum and in their daily lives.

Our computing curriculum is organised into the following five areas with additional computing lessons from specialist computing teachers, ensures full coverage of the National Curriculum: 

• Computer systems and networks

• Programming & debugging

• Creating media

• Data handling

• Online safety

Children have access to a variety of technology which is used to enhance their computing experience. 

In addition to computing units being taught by school staff, the children have weekly lessons delivered by specialust computing teachers from Junior Jam.

At Brierley Primary School, all children have supervised access to the internet. E-Safety is one of our priorities. All children and parents are required to sign an acceptable use agreement.  Our E-Safety policy is available from the policies section of our website.

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History 

History fires children’s curiosity about the past in Britain and the wider world. Children consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, children develop a chronological framework for their knowledge of significant events and people. Children will develop skills, through researching, sifting through evidence and engaging in active discussion -skills that will prepare them for adult life. Through the course of their school life, children will take part in historical experiences with visits to museums and local historic sites, engaging workshops and themed days as part of their studies. 

Geography

Geography provokes and answers questions about the natural and human world. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of problem-solving and investigative skills both inside and outside the classroom. We hope to stimulate pupil’s interest in their surroundings and in the variety of physical and human conditions on the Earth’s surface. We wish to develop an informed concern about the environment. Field work is an important part of a child’s learning and children have plenty of opportunities to be involved in field work and experience residential trips in key stage two. Outdoor orienteering activities are enjoyed here, reinforcing geographical skills.

Art

Our art and design curriculum places a large focus on developing sketching, painting and sculpture skills. In each year group, art lessons across the year are divided into artistic skills, 2D projects and 3D projects. We encourage our children to be confident in exploring, experimenting, creating and inventing their own works of art which are then celebrated within class and across school.

Design Technology

Design technology at Brierley gives all children the opportunity to acquire, reinforce and develop knowledge and practical skills. We have a variety of construction materials that will help children to design and make models and prototypes in both ‘free play’ and problem solving situations. The programme of work allows these techniques to be applied progressively as the children design, make and evaluate their own products as well as to evaluate existing products in order to develop thier ability to find ways to improve their work. 

Physical Education (PE)

We aim to develop skill, agility, balance, co-ordination and confidence through physical activity, both within the indoor and outdoor environment. Pupils are encouraged to sustain energetic activity over a period of time and understand the effects of exercise. The children develop their skills and become increasingly able to plan, perform and evaluate what they do. We encourage a competitive spirit but recognise the value of cooperation with others, sportsmanship and fair play at all times. Pupils are often encouraged to take on leadership roles, in the form of coaches or officials. Children in Years 3-6 are involved in our swimming programme, which covers the National Curriculum Statutory requirements.

Music

Our music curriculum places a large focus on developing listening skills through being exposed to a range of composers, musicians and musical traditions. In each year group, music lessons across the year are divided into musical theory, performance and composition with a termly focus on listening. Children have the opportunities to build on skills linked to singing, performance, composition and knowledge of the history of music.

Personal, Social, Health and Citizenship Education 

Personal, social, health and economic education promotes pupils’ personal social and emotional development, as well as their health and well-being. It helps to give children the knowledge and skills they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. It gives children an understanding of the rights and responsibilities that are part of being a good citizen and introduces them to some of the principles of prudent financial planning and understanding. RSE is a crucial part of our PSHE curriculum and provides our children with the fundamental skills required to build postive and healthy relationship. We equip our children with the strategies needed to resolve conflicts and make decisions based on informed choices. 

Modern Foreign Languages (MFL)

We learn French here at Brierley, introduced through songs, rhymes and stories in Year 1 and children begin weekly lessons in Year 2 – 6. At Brierley, we recognise that learning a foreign language at a young age is fundamental to pupils’ preparation for further study of Modern Foreign Languages in secondary school, and, more broadly, for their participation in an increasingly diverse society and interconnected world. We hope to inspire a love of learning languages by connecting languages to real-life, practical contexts, and aim to develop pupils’ vocabulary through an engaging, thematic approach (e.g. ‘All About Me’ and ‘Le Joie de Vivre’) that develops pupils’ skills in speaking, listening, reading and writing.

Religious Education and Collective Worship

At Brierley, we follow the Cheshire Syllabus for Religious Education and present Religious Education in a balanced way as part of the children’s learning experiences; utilising outside church leaders where possible. We aim to equip our children with  knowledge and understanding of a range of religions and worldviews, enabling them to develop their own ideas, values, and identities whilst also developing an understanding and respect for others'. This will allow the children to develop an aptitude for dialogue so that they can participate positively in society with its diverse religions and secular and non-religious worldviews. Children at Brierley will learn to articulate clearly and coherently their personal beliefs, ideas, values, and experiences while respecting the right of others to differ. Parents have a right to withdraw their children from Religious Education and from the daily act of collective worship if they wish to do so.  Please discuss your views with the Headteacher in the first instance.

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