Teaching

At Bury C.E. (Aided) Primary School each class contains 2 or 3 year groups and parents often ask how teaching and learning is organised across the curriculum in this particular situation.

Much of the work covered is through broad topics but specific subject teaching takes place where areas of the National Curriculum do not naturally occur within the topic cycle, for example in Maths and English.

The school’s approach to teaching and learning is based upon the following principles;

  • teaching within the classroom is varied in organisation with a mixture of individual, group, pairs, interest / friendship groups, year groups and whole class teaching;
  • groups are usually of mixed ability;
  • a variety of teaching methods are used, including:
  • direct and indirect teaching,
  • discussion/listening to children’s responses,
  • finding out/discovery/first hand/investigation,
  • demonstration by the teacher,
  • open and closed questioning and a variety of questioning techniques.
  • the value of play, particularly in the early years, is recognised;
  • teaching assistants work with individual children or groups;
  • volunteer helpers assist throughout the school on a regular basis.

Typically, a lesson may begin with a whole class session to introduce the subject or concept. Children will be given specific questions at different levels to encourage and confirm understanding, allowing the teacher an overview of the class as a whole.

Following this, and depending on the nature of the task, the class may split into groups, often under the direction of the teacher and/or teaching assistants. We have a good adult:pupil ratio of 1:9 which ensures that pupils are closely guided and supported in their learning.

The lesson may end with the whole class sharing their work together and key learning intentions being reinforced.

The Reception children, who follow the Foundation Stage curriculum, have a dedicated teaching assistant and their own year group base, including extensive indoor and outdoor play facilities.

The size of the school means that the pupils’ strengths and areas for development are well known by the staff. This ensures that the pupils make good progress in their learning. The best way to appreciate this is to come and see for yourself!