A new style primary curriculum is now in place. At Franche we follow the national guidance and base our termly curriculum plans on the national overview. A copy of the national primary curriculum overview is included in Our Policies.
In addition, every term we publish more detailed information about our teaching, organised by year group, with additional information about our plans for music, the arts, and sport.
Please click on your year group to find out what exciting learning activities are planned or are under way.
You will also find here information about how we prepare our pupils for the transition to high school, and our Guide To The National Curriculum, designed to help parents understand how we assess pupils.
As part of our whole school celebration of 100 years of Roald Dahl, Reception took part in a dress-up day and we were very impressed with their costumes. We were also incredibly excited to meet the BFG, who showed us how to catch dreams in assembly. He also came to Reception to read books to us. He told us how important it is to read every day and helped the staff to relaunch the R.E.D initiative (Read Every Day) with the children.
Autumn Term topic was The Giraffe, The Pelly and Me based around the Roald Dahl book of the same name. In the story, the Duke of Hampshire pleads with the animals to help him and his wife with a problem, which they do with great enthusiasm.
He is so grateful to the animals that he grants them their wishes for exciting types of food and allows the boy in the story to live in a sweet shop. As we began reading the story, Reception children were amazed to receive a video message from the Duchess who wanted their help to solve a number of tricky problems. This allowed us to address some of the learning opportunities for early writing and number in a fun, purposeful way that engaged the children and motivated them to do their best.
We took part in teamwork activities, made repeating pattern necklaces, sorted out the Duchess’s jewels into amounts that matched the correctly numbered boxes, and we helped the Duke feed the animals thinking about ‘more’ and ‘less’.
In order to share our learning and celebrate our settling in success with the parents and carers, we invited them in for a morning of junk modelling. Together we designed and made a home fit for the animal characters. We needed a tall door for the giraffe, a swing for the monkey and a pond for the pelican. It was so much fun. We also held Harvest Singalong assemblies to celebrate the end of the topic where the children sang harvest songs, used Talk for Writing to retell The Giraffe, The Pelly and Me, showed their art work and talked about our learning.
The children were incredibly excited about Christmas and hosted a wonderful array of activities and a magical Xmas performance for parents and grandparents to round off a brilliant first term.
Arriving back at school for the new term, they were shocked to discover a broken flying machine that had seemingly crash landed in the playground. With the flying machine was a notebook full of designs, a broken camera, and a note from someone called Rosie Revere, Engineer, asking for our help.
Initially, children will consider the skills required to make them a great engineer, and proceed to explore these through Mathematics, Science and Design and Technology. On their journey towards becoming engineers themselves, the children will be researching the history of flying machines and the fabulous struggles experienced by their inventors. They will be creating simple nonfiction texts using the information they have researched, as well as using it to consider their own inventions.
The children hope to culminate their topic with a parent workshop where they can make their own flying machines, designed using all of the new found knowledge.
At the start of the new term, Year 2 found lots of objects and a message sent from a ‘trainee fire fighter’ called Nick. He wants the children to help him to become a Fire Expert and wants to start with how fires were fought in the past. He had heard about a famous fire that happened in England many years ago and wanted to find out more about it. He asked the children to help him in his discovery by sending objects to look at, using skills of observation, questioning and inference to work out their relevance.
The children will begin their quest to become Fire Experts, by initially researching information about the Great Fire of London. They will develop an awareness of the past and consider the similarities and differences between ways of life then and now. The children will find out about fire safety and share their ideas about keeping safe.
During the topic, the children will develop their writing skills by writing their own diaries using the diary extracts written by Samuel Pepys as a starting point for their writing.
The Lost Things
Arriving back at school after a well earned winter break, the children discovered a series of strange letters addressed personally to Year 3 from Shaun Tan. With Shaun explaining to the pupils that he had lost some very special friends, Year 3 pupils were given the task to try and relocate and discover these Lost Things that he had misplaced somewhere around Kidderminster. Through Shaun’s vague, final memories of the ‘Things’ he provided the children with a map that indicated they would be somewhere around Habberley Valley.
Immediately, the children considered the skills required to make them efficient navigators and proceeded to explore these through Geography, Mathematics and Design & Technology. On their adventure to finding the Lost Things, they discovered that each ‘Thing’ had a memory card. Pupils had a tough decision as to whether they should open the information on the memory card or leave it alone. Alongside this, each parcel contained one key message ‘make it feel like it belongs’. Pupils generated an action plan which led them to discover where the ‘Lost Things’ had travelled previously and the challenging struggles they faced on their journey.
During the first week back, Year Four received an important message from a Roman General called Marcus Agrippa. Over the half term, they will train to be disciplined soldiers in the Roman army after receiving a scroll of how to be successful from the General. The children will then write a persuasive piece to encourage the Celts to join the Roman army. After researching and discovering the skills required to become a Roman Soldier, pupils will recruit and teach Year Ones how to create Roman Army formations using their handmade shields. For home learning, the children will research one way of how the Romans still influence Britain today and will show their findings in an interesting way to share in class museum at the end of term.
During the first week of term, Year Five were welcomed by a group of astronauts and received an alarming message from a Dalek: Earth will be exterminated; your task is to find another planet to inhabit. Pupils have been busy researching the different planets in our Solar System and have decided that there could be life on Mars. Pupils wrote a persuasive piece to explain why Mars may be a possible planet for humans to inhabit in the future.
After researching and discovering the skills required to become an astronaut, pupils recruited Reception children and set them a variety of missions to complete.
This year we have entered the RHS, Malvern Spring Festival’s Spring Show Garden Challenge. Pupils have designed a ‘Mars’ themed garden entitled, ‘Franche’s Galactic Growing Galaxy.’ Throughout the term, pupils will be busy planning and preparing for this exciting event.
Upon their return, the children were presented with a map of the school grounds and a number of co-ordinates. With the instruction to look out for something out of the ordinary, the children set about locating mysterious items at each location. Ranging from samurai swords, a wooden yacht and a compass to a distraught Gran, a packet of monkey nuts and an orangutan, the children quickly applied their map reading skills to find as many of the clues as possible.
Using what they had found, this led the children to the novel ‘Kensuke’s Kingdom’ by Michael Morpurgo and from this they suggested questions they would like to investigate such as: Where is the mysterious island and how could someone survive there?
As the character of Michael goes on his great sailing odyssey around the world, we will be learning how he adapts to new situations and developing our geography skills by investigating new climates and how to navigate at sea. Furthermore, we will also be developing our scientific skills and knowledge and calling upon the expertise of Bear Grylls when we come to learn how to survive on a deserted Pacific island.
The transition from primary to high school can be a challenging time. At Franche we work very closely with our children and their families from the start of Year 5 to prepare them for the changes ahead. We have four aims:
Mrs Plant, our Higher Level Teaching Assistant in Year 6, leads our transition programme. We have strong links with neighbouring high schools in Wyre Forest, with most pupils choosing from Baxter College, Wolverley, King Charles I, Bewdley and Stourport high schools.
Visitors from our main high schools visit us regularly through the year to meet our Year 6 pupils and tell them what they can expect in Year 7. Recent ex pupils are among those who visit Franche to share their experiences.
In Years 5 & 6 our pupils visit neighbouring high schools, particularly Baxter College and Wolverley High, for educational and sporting events and activities, which helps familiarise them with the layout and facilities.
Staff in Years 5 & 6 also work with pupils to develop their independence and life skills in preparation for high school, including relationships education. E-safety and cyber bullying is also given high priority, in readiness for the social media opportunities that await.
A personal dossier about each pupil accompanies them to high school, including notes about their academic outcomes, sporting and artistic talents, personal likes and dislikes, friendship groups – everything the receiving school will need to help smooth the transition period.
We believe this effort is rewarded, with our children able to enjoy a smooth transition from primary pupils to high school students.
A small number of our pupils move to local fee-paying schools, some on scholarships. Franche has a strong tradition of supporting pupils to achieve scholarships. Any pupils or parents interested in pursuing these types of opportunities should contact the school office for advice and support.
Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. 1.6. Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan.
|Click to play Column Addition Year 4, 5 & 6 video|
|Click to play Column Subtraction Year 4, 5 & 6 video|
|Click to play Expanded Column Additions Year 3 & 4 video|
|Click to play Expanded Column Subtraction Year 3 & 4 video|
|Click to play Ladder Method Multiplication Year 4 & 5 video|
|Click to play Long Division with Remainders Year 6 video|
|Click to play Long Division Year 6 video|
|Click to play Papa Titioning Division Year 4 video|
|Click to play Short and Long Multiplication Year 5 & 6 video|
|Click to play Long Division with Remainders Year 6 video|