At Marus Bridge we aim to offer a well-balanced and broad based curriculum. This education is not only academic, but includes cultural, social, spiritual and physical development and growth.
Our curriculum holds the development of literacy and numeracy at its heart, alongside developing the attributes for children to be independent learners, as these are the essential life skills for every child to be able to access future learning. We aim to provide our children with practical, hands-on learning opportunities; these enable children to experience learning in a meaningful way that reflects their interest and needs. We tailor learning to provide children with opportunities to develop skills and explore concepts. These will allow them to build their knowledge and understanding through topics that will capture their interest and stimulate their imagination.
Approach to the Curriculum
Please find our approach to the curriculum here: Our Curriculum Statement
Please find our curriculum content for each subject in the following documents:
What most children should achieve by the end of each year in Mathematics & English:
Mathematics Learning Goals & Year Group Expectations
English Reading Expectations
English Writing Expectations
Find out more
If you would like to find out more information about the curriculum Marus Bridge Primary School is following, please call or email us using the details on our Contact Us Page. We can arrange for someone to speak to you on the phone or a meeting in person.
Phonics and Reading
At Marus Bridge we have a banding system that is split into sublevels. After assessments in phonics and reading it is clear which band the children should be on. In the Foundation Stage children start on picture books to develop their book skills (such as turning the page, talking about the pictures). The book scheme moves through layered progression, gradually challenging the children at their level. We use a broad range of publishers to give the children experience with a wide range of text types.
After children have moved through the banding system, they continue to enjoy a wide range of literature through ‘free reading’ which allows them to take an active role in choosing their own books, following their own interests and promoting ‘reading for pleasure.’
We also have a wide range of newly bought guided reading books at each phase. Children work on a book set a sublevel higher than the level they’re working at.
Phonics is a rigorous and effective process at Marus Bridge that tailors learning to the children’s needs. Right from the beginning of their learning journey in the foundation stage, children start a programme called ‘Letters and Sounds.’ In Phase One, they build up a general knowledge of sounds and discriminate between different sounds to playing with rhythm and rhyme. They then master the art of oral blending (putting sounds together in a word) and segmenting (splitting words up into sounds).
In Phase Two, they learn how to recognise letters and say the sounds that go with those letters. They blend sounds to make words and learn common high frequency words (often used words like ‘and’, ‘the’ and ‘to’). The children also write words and practise reading and spelling.
At Phase Three children grasp confidence with letter names and become experts in segmenting to spell and blending sounds to read. Children work on writing letters, words and sentences at this stage. They will learn more words and will work on more challenging sounds (‘ee’, ‘sh’,‘oa’)
Phase Four builds on this very important learning development and continues to strengthen the children’s ability to read, write and spell. At Phase Five children learn alternative spellings. It is expected that children will move up to KS2 working securely or beyond Phase Five. They then move onto a spelling programme called ‘Support for Spelling’. This scheme has layered levels of sound work that builds on children ability to play with words and develop confidence with spelling patterns and ‘tricky’ words.
Phonics teaching at Marus Bridge is continuous and consistent. Children are split into tailored groups to match their needs. This ‘Support for Spelling’ programme fits nicely and leads into the work on SPAG (Spelling, Punctuation and Grammar) which prepares the children for the end of Key Stage Two in Year Six.