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.

It is our intent to equip all children in our care with the knowledge they will need to be successful citizens as well as ensure they are ready for secondary school. We recognise that the curriculum at Mulberry Wood Wharf needs to allow the children to have as wide an understanding of the world as possible, as well as a depth of knowledge to ensure critical thinking. We want all children to consistently demonstrate the school’s values and so each term a value is reflected on in depth with the aim of the children independently applying them to their own lives. Each termly unit, has been designed to start with the child’s context, move on to reflect the wider world and then return back to the child’s own opinions and individual reflection on their place in society.
We base our curriculum on our duty to address issues of community cohesion, responsibility and respect however difficult they may seem. In light of this, the curriculum is designed to ensure high standards of attainment and promote British values with an emphasis on respect and tolerance of those with different faiths and beliefs, ethnicities and socio-economic backgrounds. This includes themes which challenge prejudice and stereotyping.
We believe learning should be a continual process with opportunities for children to revisit knowledge and deepen their understanding of critical areas. High standards are best secured when essential knowledge is learned through direct high quality subject teaching and is then applied to real-life contexts. Knowledge will be taught and developed through the curriculum content and revisited to ensure that it has been learnt (i.e. stored in the child’s long-term memory). The curriculum must be rigorous enough to guarantee progress for all children in the academic subjects as well as personal and social development.
At the core of our curriculum are our school values. These values ensure that all children are equipped with the thinking skills they will need to be successful in their education beyond Mulberry Wood Wharf and also in their adult lives.

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

Long term overviews

Mulberry Wood Wharf Curriculum

Reception Curriculum Plan

Curriculum overview and sequence 2024-25 Year 1 – Year 2

English

English is taught for a minimum of 7.5 hours per week. Most often this will be daily lessons, but teachers have the flexibility to adapt the hours to the needs of their class and other curriculum and timetabling demands. The lessons will include aspects of the whole of the English curriculum including reading, writing, spelling, handwriting and grammar knowledge. It is taught in mixed ability classrooms with the exception of phonics which is streamed (mainly for our reception and year 1 children but some children higher up in the school may be streamed if their phonetic knowledge is deemed weak).

As well as the designated 7.5 hours of English, reading and writing skills are embedded throughout the curriculum.

Spelling is taught through a weekly spelling rule in KS1 and KS2. Each week the children have a ‘spelling challenge’ and a final spelling test at the end of the half term which is reported back to the parents.

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.

Reading policy
Reading Curriculum Map
Read Write Inc. Phoncis: a guide for parents
DfE Phonics Screening
Phonics at Mulberry Wood Wharf Primary
Phonics Expectations of Progress

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

Our intent for mathematics is to inspire a love of learning by developing confident, resilient, and curious problem-solvers who are well-equipped for the challenges of the wider world.

We follow the White Rose Maths scheme to ensure that our curriculum is structured, progressive, and inclusive. It provides all pupils with a solid foundation in fluency, reasoning, and problem-solving while promoting a deep understanding of mathematical concepts.

Our curriculum aims to:

Build resilience: We encourage children to embrace challenges and view mistakes as opportunities for growth, fostering a growth mindset that extends beyond mathematics.
Promote enjoyment: Through engaging and purposeful lessons, we nurture a genuine enthusiasm for mathematics, helping children to see its relevance and application in real-life contexts.
Develop problem-solving skills: Children are equipped with strategies to approach a variety of problems systematically and creatively, ensuring they can think critically and independently.
Ensure fluency and mastery: By providing opportunities for repetition and practice, pupils develop fluency in key mathematical skills and are able to apply their knowledge flexibly in new and unfamiliar contexts.
Prepare for the wider world: Through real-life contexts and cross-curricular opportunities, children learn how mathematics connects to their everyday lives, enabling them to make informed decisions as future citizens.

We believe all children can succeed in mathematics. By fostering confidence, resilience, and enjoyment, we aim to develop learners who are well-prepared to tackle future challenges and understand the vital role mathematics plays in the modern world.

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

Our computing curriculum is designed to equip children with the knowledge, skills, and understanding to thrive in an increasingly digital world. We aim to develop confident, responsible, and creative users of technology who can apply their learning in a range of contexts.

Through a broad and balanced curriculum, we enable children to:

Develop computational thinking and problem-solving skills essential for understanding and creating digital systems.
Learn the principles of computer science, including programming, algorithms, and data representation.
Use information technology effectively, safely, and responsibly to communicate, collaborate, and create.
Understand the importance of online safety and develop the skills to navigate the digital world securely.
Foster curiosity, creativity, and resilience in using technology to explore and solve real-world problems.

Our intent is to empower children to become informed digital citizens with the confidence and skills to succeed in a technology-driven future.

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

Our music curriculum is designed to inspire a lifelong love of music, nurture creativity, and provide opportunities for all children to develop their musical potential. Rooted in the National Curriculum for Music, our approach ensures that every child gains a broad and balanced musical education, fostering their appreciation for music as both a universal language and a cultural expression.

Through engaging and progressive learning experiences, children will:

Develop their musical skills and understanding through listening, performing, composing, and appraising.
Explore a wide range of musical genres, styles, and traditions from different cultures and time periods.
Gain confidence in using their voices, instruments, and technology to express themselves musically.
Build essential skills such as teamwork, resilience, and communication through collaborative music-making.

Our physical education (PE) curriculum is designed to inspire all children to lead healthy, active lifestyles and to develop the physical skills, confidence, and resilience needed for lifelong participation in physical activity.

In Tower Hamlets, where data highlights concerning levels of childhood obesity and lower physical activity rates compared to national averages, our PE curriculum addresses these challenges by promoting health, well-being, and inclusivity. We aim to provide opportunities for every child to develop their physical fitness, motor skills, and understanding of the importance of regular exercise for both physical and mental health.

Through engaging and varied activities, we enable children to:

Develop competence and confidence in a wide range of physical activities, including games, dance, gymnastics, athletics, and outdoor adventurous activities.
Understand the benefits of regular exercise and healthy lifestyles in combating obesity and enhancing mental well-being.
Foster teamwork, leadership, and perseverance through collaborative and competitive opportunities.
Build positive attitudes towards physical activity, ensuring inclusivity and equity for all children, regardless of ability or background.

By providing a high-quality PE curriculum tailored to our community’s needs, we aim to empower children in Tower Hamlets to overcome barriers to physical activity and embrace healthy habits that will benefit them for life.

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.

At Mulberry Wood Wharf Primary, our Religious Education (RE) curriculum is designed to foster respect, understanding, and tolerance of the diverse beliefs and values that shape our world. Guided by the Tower Hamlets SACRE framework and scheme of work, our curriculum ensures that children develop a broad understanding of different religions and worldviews, while reflecting on their own beliefs and values.

Through our RE curriculum, we aim to:

Promote Understanding: Introduce children to a variety of religions and worldviews, including Christianity, Islam, Hinduism, Judaism, Sikhism, Buddhism, and secular perspectives, fostering empathy and appreciation for diversity.
Encourage Critical Thinking: Enable children to explore and reflect on big questions about life, meaning, and morality in a respectful and thoughtful way.
Support Community Cohesion: Celebrate the multicultural and multi-faith context of Tower Hamlets, helping children understand the importance of living harmoniously in a diverse society.
Build Knowledge and Respect: Equip children with accurate knowledge of key beliefs, practices, and traditions, while encouraging respect for others’ perspectives.
Develop Personal Reflection: Provide opportunities for children to explore their own sense of identity, spirituality, and values, supporting their personal growth and well-being.

By embedding these principles, our RE curriculum supports the development of thoughtful, respectful, and informed citizens who are well-prepared to contribute positively to their community and the wider world.

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.