Our Curriculum – Mulberry Wood Wharf

The curriculum is ambitious, broad and balanced, tailored to the needs of Mulberry Wood Wharf Primary’s community. It is consistent with the fully inclusive, aspirational vision of the Mulberry Schools Trust and focused on outstanding achievement for all. Mulberry Wood Wharf Primary will be an educational environment in which all pupils will become accomplished and confident with the skills and aspirations to move to each phase of their education from early years to primary, on to secondary and into higher education, training or employment at age 19.

Our curriculum will follow the National Curriculum, with PSHCE (Personal, Social, Health and Citizenship Education) and the local agreed syllabus for RE (Religious Education). Spiritual, moral, social and cultural development will be infused throughout children’s learning experience. Outdoor learning and physical education will also feature strongly within the daily life of the school, using to full advantage the leisure centre facilities available to the school as well as the local park close by. The River Thames itself and the waterways within the Isle of Dogs will also provide a rich external environment for learning from which our curriculum will benefit.

RECEPTION CURRICULUM PLAN

Download our Reception Curriculum Plan 2023 Mulberry Wood Wharf Curriculum

Year 1 CURRICULUM PLAN

Year One Overview 2023 Year One Overview Spring 2023 Year One Overview summer 2023 Year One Overview Autumn 2023

Teaching and Learning Policy

Curriculum principles

Our aims are focused on the intellectual, practical and personal development of children. The following underpins our curriculum model:

English – A swiftly growing competence in the essential basic skills of speaking, listening, reading and writing with the ability to use language fluently to express themselves through a variety of forms.
Maths – A swiftly growing competence in the essential basic skills of number and mathematics, promoting their proficiency in logic, problem-solving and number pattern, with an appreciation of the use of number throughout daily life, as well as in its more abstract forms
Foundation subjects and RE – A strong knowledge and understanding of the world around them learned through the foundation subjects and RE, with a love of learning and the ability to pursue their passions further independently. The arts, sciences, computing and digital technology will be at the forefront of our enrichment programme for pupils, drawing upon the resources of our external partners
Spiritual, moral, social and cultural development – A deep knowledge of themselves through engagement with PSHCE and rich, varied and frequent opportunities for spiritual, moral, social and cultural development.
Creativity – The capacity for imagination, curiosity and creativity, promoting the desire for discovery, invention and entrepreneurialism
Learning without limits – Resilience and self-regulation in learning, with a ‘growth mindset’ and the ability to know when to ask for help from peers and adults and how to find it
Social skills – A range of social skills, capability in teamwork and capacity for independence from adult support in learning
Engagement with the physical environment – Experience of outdoor learning, engaging with the environment through physical activity and exploration. There will be a full range of trips and visits to promote this development
Self-care and physical development – Knowledge of self-care and how to look after physical health as well as emotional and mental well-being

The curriculum will be based upon strong, well-planned teaching and learning in English and mathematics with other subjects taught through both a thematic and discrete approach. There will be cross-curricular links and vibrant experiences with enrichment activities appropriate to age and need, to bring the curriculum alive and to engage and motivate pupils. Extra-curricular activities will be planned to deepen learning, provide opportunities for pupil choice, give time for additional tuition where necessary and allow children with emerging and established talents to flourish. Our wrap-around care provision and homework will add further opportunities for enrichment and deeper learning.

For the most able, the curriculum will stretch and challenge pupils and allow for quick progress in basic skills, with opportunities for cross-curricular learning to be applied to different situations and for the deepening and extending of knowledge.

Mulberry Wood Wharf Primary will have a rich and engaging curriculum enrichment programme, a proportion of which will be offered through the Trust’s high quality specialist arts and STEM (science, technology, engineering and maths) programmes:

Content of the curriculum

English

The skills for reading, writing and speaking and listening will be taught each day, either as part of the specific English scheme of learning or will be taught discretely but with content linked to the curriculum theme. For example, pupils may be learning about using connectives but the sentences and text used will link to the theme as this will deepen learning and give meaning to learning about grammar and punctuation and the teaching of spelling. Opportunities for teaching and learning in English will be maximised and promoted through cross-curricular links and the arts. For example, pupils writing about The Ancient Greeks in Year 4 will be learning history as well as extending and practising their writing skills. In drama and role play, pupils will act out discussions about early democracy, practising their speaking and listening skills and extending their understanding and knowledge in PSHCE as well as providing links with SMSC.

Phonics and reading

We will use a structured phonics scheme. The daily, systematic teaching of phonics is the most effective way of young children developing their reading skills. These fast-paced, visual, structured and engaging lessons are ideal for motivating children at the early stages of learning English. The teaching of synthetic phonics will be in Years 1 and 2, linked to a series of graded books before moving onto the next set of sounds. We intend that by the end of Year 2 most pupils will be fluent readers and will no longer need discreet phonics teaching for their reading to progress.

A series of targeted reading recovery workshops will ensure that all children can progress to Key Stage 2 as good readers. We will use reading tests throughout the school to check the impact of our reading recovery programmes. For pupils with a special educational need, an individual personalised SEN ‘passport’ will be created and shared with teaching and other staff, to ensure that tailored and specific intervention is in place, through the use of Teaching Assistants and Higher Level Teaching Assistants.

We want our pupils to be passionate and enthusiastic readers from the outset. We will provide high quality books and, displayed in high profile areas of the school to entice the most reluctant reader. Our displays will be language rich and cross-curricular opportunities will be maximised. We will ensure that each class benefits from being read to by a range of adults.

We will involve parents throughout the school in providing classes for them for their own development and to help them assist their child. Our enrichment programme, including extra-curricular activities will provide opportunities for reading. Themed book weeks, authors invited to school and book clubs will all be used to promote a love of reading.

Writing

In the Reception year, the focus of writing will be using phonics to write simple sentences and stories with basic punctuation. Pupils will write for a range of purposes, for example taking food orders in the café role play area or making a list of equipment needed to build a make-believe castle. We will encourage and provide opportunities for pupils to write both for fun and for a purpose. Writing tasks will be incorporated into all subject teaching- and writing for different purposes- writing to inform for example on a science topic, writing to argue around citizenship, and writing to describe through the arts curriculum.

As pupils move through Key Stage 1 and Key Stage 2, the teaching of writing will follow a more structured approach. Pupils will analyse a text to explore a specific style of writing which will allow them to acquire the necessary language features to replicate in their own writing. They will be expected to write in a variety of styles, adapting their writing for audience and purpose. Shared writing and writing modelled by the teacher will be part of writing lessons with pupils practising and consolidating in independent writing time when the teacher and any other adults will support small groups or individual pupils. By Year 6 the majority of pupils will have mastered a range of writing styles and will write confidently and with increasing flair and style.

Spelling, grammar and punctuation will be taught explicitly and as part of writing lessons from the outset with content linked to the overall theme.

We intend our pupils to be confident, enthusiastic and critical writers

We will develop linked enrichment projects such as a cross-curricular writing day with pupils reading from their writing in a performance style with other pupils acting out the prose to the audience. We will work with authors and theatre groups to inspire all pupils but this will particularly engage our bilingual learners and provide additional role models.

We will provide targeted interventions for pupils who are not making the progress necessary to become confident writers or for pupils who are mid phase admissions and are not writing at an expected level. We will teach them in small groups and individually and provide additional enrichment activities to motivate and encourage them. Pupils with a special educational need will be provided with individualised writing development plans as appropriate.

Speaking and listening

We will place a great emphasis on oracy and spoken language as this helps build confidence, helps pupils to understand the conventions of language and prepares them for secondary school. Throughout their education at Wood Wharf, pupils will be taught the skills of speaking and listening including when each is appropriate. In a variety of contexts and lessons pupils will be asked to respond to questioning to extend their knowledge, to encourage listening and deep thinking and to practise articulation and clarity of speech. Through opportunities in reading and writing and throughout other subjects pupils will be given opportunities to use vocabulary appropriate to the subject and context and through drama and role play use emotion, expression and tone of speech. These opportunities will deepen and broaden knowledge and will provide opportunities for work in PSHCE and links with SMSC.

In developing speaking and listening, we will make full use of the Mulberry School Trust’s links with external organisations such as theatres, debating groups and provide opportunities in a variety of extra- curricular classes. These include Model United Nations, ‘Girl Leading’ and our Mulberry STEM Academy. We intend our pupils to be confident, articulate and expressive speakers able to listen and respond to others using a range of language registers appropriate to the occasion.

Mathematics

We have a vision of pupils developing a cumulative mastery of the essential knowledge and skills in mathematics. We focus on the four operations, knowledge of number bonds and multiplication and division facts. From the outset of their schooling children will be encouraged to learn number facts and as they move up the school solve word problems, to work efficiently and to become fascinated by the world of number. We will provide learning in all the areas of mathematics in a structured and progressive way whilst allowing for practical application and whilst gaining knowledge and skills. At regular intervals there will be an emphasis on using and applying mathematical knowledge and skills to real life situations and thematic topics.

We will develop a coherent scheme of learning which features:

The use of concrete objects and pictures before moving to abstract symbols (numbers and signs).
The use of a carefully sequenced, structured approach to introduce and reinforce mathematical vocabulary and frequent opportunities for pupils to explain or justify their mathematical reasoning.
The emphasis of mathematical problem solving and the opportunity for pupils to explain or justify their mathematical thinking.

We want pupils to discover meaning in mathematics in order to lead to them having positive attitudes and increasing confidence as their skills and knowledge deepens. We think that the approach of the scheme to enable pupils to progress from the concrete to the pictorial to the abstract is vital for developing mathematical confidence and learning but also that the use of the concrete and pictorial is particularly important for learners for whom English is an additional language. Teaching to mastery means that pupils spend enough time on a topic in order to understand it thoroughly and will understand how it relates to concrete experiences.

We will supplement the scheme by regular mathematics challenges and competitions from the simple learning of multiplication tables to complex problem-solving exercises. Children and pupils of all ages will learn jingles, songs and games to have fun and learn at the same time. At regular, timetabled intervals each year group will work on, and present to others, a mathematical exercise where they use and apply the skills they have gained before. We will develop strong links with our Mulberry STEM Academy for the teaching of mathematics in STEM fields. We will enter competitions and reward schemes that celebrate numeracy, mathematics and the world of number, such as Primary Maths Challenge. For more advanced mathematicians we will challenge and support children to access higher level maths as part of the Key Stage 3 or GCSE curriculum.

To enhance cross-curricular links this will be developed from their current theme. For example, in Year 2 when pupils are working on a topic ‘Children’s games’ they will research the sort of board games children like best and produce tally charts and graphs, use their measuring and geometry skills to construct the board and numerical skills to devise the formula for winning or losing. In doing this project pupils will draw on a range of skills and knowledge in different subjects to complete the project, including oracy, to present the game and social skills to work as a team and persuade others it is a good game.

Mathematics will be accessed through the arts too with, for example, role play as mathematical innovators from the recent past and historical figures as well as understanding the role mathematics played in Britain’s recent past such as solving the enigma code in World War II.

We will involve parents in supporting their children at home through carefully planned homework and by classes to help them with their own mathematical development. As an aid to celebrating the diversity of the school we will acknowledge the work of early mathematicians from different cultures.

Science

Our aims for science are:

To provide children and pupils with experiences which build on their interest in and stimulate their curiosity about their environment;
To provide children and pupils with basic scientific terms and concepts to help them understand themselves and the world around them;
To provide children and pupils with opportunities to develop skills, habits of mind and the attitudes necessary for scientific enquiry;
To prepare children and pupils towards using scientific knowledge and methods in making personal decisions;
To help children and pupils appreciate how science influences people and the environment.

We believe that science stimulates and excites children from a very young age and stimulates pupils’ curiosity about phenomena and events in the world around them. Science links direct practical experience with ideas so it can engage learners at many levels. During teaching and learning in science an emphasis will be placed on the teaching of scientific skills such as predicting, estimating, measuring, fair testing, hypothesising and drawing conclusions. We will place an emphasis on practical work, developing enquiry skills and using and applying skills and knowledge. We will use CREST (Science and Technology award scheme) superstar awards as a way of developing real life practical problem solving – and we will hook science content around these activities – for example making kites (forces Key Stage 2), testing common acids and alkalis in the home (Key Stage 2 Chemistry) and Biodiversity in the community (Biology Key Stage 2).

The STEM curriculum will also incorporate week-long cross curricular projects that link literacy, numeracy, computing, Science, Technology and engineering through a series of design challenges – for example by using the ‘F1 in Schools’ programme.

Computing

Mulberry Wood Wharf Primary places high value on the development of technological skills such as coding, robotics and programming. The skills in this area will be taught by a trained teacher/support staff using a variety of platforms such as ‘coding for kids’. Coding will start with animation and the design of basic games, leading to learning some basics in Python at latter ends of Key Stage 2. All students in KS2 will learn how to programme our Mulberry Schools Trust robot through a series of taster days. Information communication technology skills such as using of spreadsheets, databases, presentational software will be developed through a cross curricular approach through mapping of key skills. E-safety will be an integral part of PSHCE.

Art and Design

The study of art and design provide visual, tactile and sensory experiences and is a unique way of understanding and responding to the world. Pupils will use form, colour, pattern, texture and different materials and processes to communicate what they see, feel and think. They will explore ideas and meaning in the work of artists as well as learning how to understand, appreciate and enjoy art. The skills will be taught discreetly as part of the themed curriculum projects.

Design and Technology

Design and technology prepare pupils to participate in a world of rapidly changing technology. Pupils will learn that everything they use in their lives has been designed or evolved from another design. They will find out about how objects are designed and will design and make their own products after thinking both individually and working as part of a team. The skills of DT will be taught discretely and integrated into the themed curriculum projects. The DT curriculum will be heavily influenced by our Mulberry STEM Academy work – which will also bring additional resources to the Key Stage 2 STEM curriculum in our primary school.

Geography

The study of geography will allow pupils to question and investigate the natural and human worlds. They will develop a knowledge of places and environments throughout the world and take part in a range of investigations both inside and outside of the classroom. We will use the experiences and knowledge of different places in the world in the school’s diverse community to enhance and provide evidence of first- hand experience to enhance teaching and learning in geography. Geography will be taught as part of themed curriculum projects with the skills taught discretely.

History

In history, pupils will develop chronological understanding, knowledge and understanding of events, people and changes in the past and Britain’s historical role in the world. History will be taught as part of a themed curriculum project and the historical skills of enquiry and interpretation will be woven into teaching and learning plans. Full use will be made of the cross curricular links particularly with English and PSHCE.

Music

The teaching of music will develop pupils’ ability to listen and appreciate a wide variety of music and make personal judgements about musical quality. It has a role in encouraging pupils to be reflective and can provide fun and joy in school. Pupils will be encouraged to compose and perform music. We will link with external providers to provide high quality musical experiences and to provide individual and group tuition. We expect the curriculum to include whole school singing and for children to be encouraged to learn a musical instrument.

In PE, pupils will develop their physical competence and confidence as well as their ability to perform in a range of activities such as gymnastics, dance, athletics, football, netball and swimming. We will provide opportunities for pupils to be creative, competitive and tackle challenges as individuals, groups and teams. We will teach PE discretely through working with external providers in both the school day and extra-curricular classes. We will promote the links with a healthy lifestyle and offer opportunities to families to become involved. We are committed to an inclusive approach to PE that recognises the diversity of sport; but we also recognise the need to develop, grow and nurture sporting excellence through competitive sport. We will maximise our use of the leisure centre to which Mulberry Wood Wharf Primary has access for the teaching of PE.

Languages

Pupils will be exposed to different languages from the outset in displays, stories and music. Pupils will be taught French from Year 2 in a fun, immersive and interactive way and throughout Key Stage 2 and extra- curricular classes will be offered in Spanish. However, we aim to be responsive to the needs of the community in the extra-curricular language opportunities that we will offer. Languages will be taught initially in small blocks of time throughout the week increasing in time blocks as pupils become older. We will plan language events, such as a French market and café, as part of cross-curricular events.

PSHCE

PSHCE helps to give pupils the knowledge, skills and understanding that they need to lead confident, healthy, independent and socially responsible lives. We want pupils to be confident to express their opinions and views on the world around them and how it may affect them. We will give them opportunities to develop ways to do this within a democratic society, for example in a ballot box vote for school council members and playground mentors. We will teach the skills in discrete lessons but also as part of cross-curricular projects and events, assemblies and in the daily life of the school. Our PSHCE programme recognises the importance and centrality of a number of strands such as relationships education, citizenship and rights, drugs education and child exploitation and will work closely with governors, parents, community groups and voluntary organisations so that PSHCE is valuable, age appropriate and sensitive to the needs of our children and families.

The school day at Mulberry Wood Wharf Primary will be as follows:

8.00-8.50 Breakfast club
8.50-9.00 Arrival
9.00-10.30 Block one
10.30-10.45 Break/play
10.45-12.15 Block two
12.15-1.00 Lunch/play
1.00-3.30 Block 3
3.30-5.30 Enrichment/after school classes / wrap around supervision

Subjects will be timetabled in blocks:

Block one – English and literacy, reading.
Block two – Mathematics, numeracy and computing
Block three – Humanities, Science, MFL, Arts, Sport

The timetable will not always have English first – subjects will be rotated each day.

Hours allocation per week / % curriculum time

We will allocate curriculum time within the timetable, as follows:

English and literacy 7.5 Hr 33%

Maths, Numeracy and Computing 7.5 Hr 33% Science and PE 3 Hr 13%

Arts/MFL 3 Hr 13%

Humanities/PSHE and RE 1.5 Hr 7%

Mulberry Wood Wharf Primary
20 Brannan Street
London
E14 9ZR

0208 713 0183
admin@mulberrywoodwharf.org

Mulberry Wood Wharf Primary is part of the Mulberry Schools Trust which is a charitable company limited by guarantee registered in England and Wales (Company No. 10035860).

Company’s registered office: Mulberry Schools Trust, Richard Street, Commercial Road, London E1 2JP.