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Core Subjects

Please use the link above to find our curriculum maps for each class. It gives more detail about what each class is teaching.



The main components of the National Curriculum for English are:

• Spoken Language

• Reading (including phonics)

• Writing (including Handwriting)

• Spelling, vocabulary, grammar and punctuation

The National Literacy Framework produced by the DfE is the scheme of work we follow. This is delivered daily through a structured series of activities which develop a range of children's English skills.


We aim to:

We use a wide variety of teaching and learning styles to encourage our children to engage in English. The overarching aim of English in our school is to promote high standards of literacy by equipping pupils with strong command of the spoken and written word and to develop their love of literature through widespread reading for enjoyment.

Letters and Sounds is the phonics programme used throughout the school and we use a range of reading schemes including Oxford Reading Tree.

All of our learning is backed up by assessment where the children have the opportunity to look in detail at their work and with support, identify their next steps.

Children have open access to the Library Area and technology and use it frequently. They are taught how to research in the library and using search engines through formulating their own questions and by using a simplified catalogue to find the appropriate books. They are also instructed in many of the higher order reading and study skills through topic work carried out in the classroom.

A school bookshop is held from time to time when children and their parents have the opportunity to buy from a wide range of fiction and non-fiction.



The Way we learn…

We want the children to enjoy maths! Each pupil will learn new mathematical skills in a variety of subjects as well as through daily numeracy lessons. Practical application and problem solving is a central part to pupils’ mathematical understanding. Pupils are supported by a wide range of resources, which are matched to the needs of the children

There are six broad areas in the National Curriculum for Mathematics:

• Number - place value, addition, subtraction, multiplication, division, fractions, decimals and percentages

• Ratio and Proportion – quantities, sizes, percentages, scales

• Algebra - number patterns, functions, and co-ordinates

• Measurement- units of measure, conversion, time, money, area, perimeter

• Geometry- properties of shapes, position and direction

• Statistics- collecting, representing and interpreting data, probability


The Mathematics curriculum enables us to teach all these areas with number, the main area of study, supporting work in all other concepts. Methods of teaching include class lessons and discussions, practical work, consolidation and practice and mental maths. We use a wide variety of material and resources to enrich the experience the children have during their maths sessions.

Mathematical concepts are more readily understood if children have been given practical experience and have the opportunity to discuss the activity. Opportunities are planned for to provide mathematical concepts in computing, science and geography. Parental support with home learning activities and taking advantage of opportunities such as:

identifying coins and counting money; telling the time; weighing in grams and kilograms; measuring in millimetres and centimetres; using a calculator and working out simple shopping problems; give additional support to work undertaken in school and reinforce concepts as they are learnt.



The aim of teaching computing is to give pupils the ability to use effectively IT tools and information sources. This involves:

• using information sources and IT tools to solve problems;

• using IT tools and information sources, such as computer systems and software packages, to support learning in a variety of contexts;

• understanding the implications of IT for working life and society.

This is done through the following areas:

• Programming                                                 • Online Safety

• Data                                                                   • Media

• The Impact of Technology

In addition to a well-equipped computer suite, the school has an interactive white board in each room, plus a suite of laptop computers which can be used across the school.



The main aim of Science teaching is to allow pupils to develop scientific knowledge and understanding of biology, physics and chemistry, as well as an understanding of nature, processes and methods of science.


Through the areas of National Curriculum Science:

• Working Scientifically                                                                 • Plants

• Animals (including humans)                                                          • Everyday Materials

• Seasonal Changes                                                                         • Living Things and their Habitats

• All Living Things and their Habitats                                           • Rocks

•Light                                                                                                • Forces and Magnets

• States of Matter                                                                          • Sound

• Electricity                                                                                      • Properties and changes of Materials

• Earth and Space                                                                           • Evolution and Inheritance

We aim to:

• help children enlarge their scientific knowledge and build up scientific concepts,

• develop skills that control and direct a child's own learning,

• develop a child's manual and manipulative skills,

• develop attitudes towards learning through observation and co-operation.

First-hand experiences are essential for the children to improve their investigative skills and the village and its surroundings provide plenty of opportunities for fieldwork.

Religious Education


Religious Education has equal standing in relation to core subjects of the National Curriculum in that it is compulsory for all registered pupils.

The time allocated for RE is 5% of the curriculum time; about one hour a week.

Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human.

The subject helps children develop skills such as empathy, analysis and evaluation. It promotes attitudes such as curiosity, fairness, respect and open-mindedness. It enables children to discover more about themselves and others.

Religious Education is concerned with learning about and from religions. At no point in RE lessons should children be indoctrinated to or from a religious tradition. They are given the freedom to think for themselves and make their own decisions about whether to follow a faith or none in their own time.


In Religious Education at Wick CE Primary School we aim that pupils might:-

  • Develop a knowledge and understanding of Christianity and its impact on our local community, and on our society today
  • Develop a knowledge and understanding of the other principal religious traditions represented in Great Britain today as well as non-religious perspectives
  • Develop a sense of respect for religious traditions, beliefs and practice.
  • Grow in their spiritual development
  • Develop skills and attitudes which will support their personal, moral, social and cultural development
  • Explore questions of meaning and consider their own responses to them in the light of religious and secular responses
  • Think about their own beliefs and values in the light of the beliefs of others, both religious and non-religious, and the values of the school community
  • Support the development of what have been described as 'Fundamental British Values' of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs and for those without faith


We deliver RE in line with the South Gloucestershire Agreed Syllabus.

Children can be taught about any religious tradition and secular responses, but we typically have the following traditions as foci:

Badgers: Christianity and any other faiths as appropriate

Deer: Christianity, Judaism

Foxes: Christianity and Islam

Magpies: Christianity and Hinduism

Owls: Christianity and Islam

Peregrines: Christianity, Sikhism, Islam and Humanism

Woodpeckers: Christianity and Buddhism

Thematic units in KS2 allow for learning across a wider range of traditions.

By the end of their time at Wick CEVC Primary the children should have studied all six of the main world religions: Christianity, Islam, Hinduism, Judaism, Buddhism and Sikhism as well as engaging with non-religious worldviews such as Humanism.

Visits and Visitors

If pupils are to understand what it means to take a religion seriously it is important that they meet and engage with people with commitments to differing beliefs.

Visitors from different faiths are welcomed to the school to enrich the children’s experiences and to provide a wider religious picture.

Visits to places of worship bring to life the learning children have done in the classroom and encourage a greater understanding and respect for others – so essential if we wish to live in a society founded on tolerance and consideration. The programme of trips and visitors that we run in our school has been widely recognised as good practice and celebrated in our latest SIAMS report as a major contribution to the Christian values of the school. It underpins our work on developing Fundamental British Values and helps with our Prevent Duty to counter extremist views. 

Right of Withdrawal

The right of withdrawal was first granted when RE was Religious Instruction. RE at Wick Primary School is non-confessional. We wish to be an inclusive community, however, the legal right remains. Any parent / guardian considering this should contact the head teacher to discuss any concerns about the policy, provision and practice of Religious Education at our school. Children withdrawn should have work set appropriate to their needs supplied by their parents / guardians to be completed in an alternative workspace where they can be supervised. If no such space is available they may have to remain in the classroom.