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We aim to meet the needs of all children in the school by providing a broad and balanced curriculum where all the children can experience success and build upon their strengths.
The National Curriculum gives us the framework of what is to be taught and it is within this framework that we organise our own curriculum. We recognise the importance of English and Maths within the primary school but also feel that children need a more rounded education. With this in mind, we have adopted a creative approach which is topic based. This encompasses all the foundation subjects and values as well as using English, Maths, Science, Food Tech and ICT to enhance learning, exploring cultural links whenever possible. In additional to this we promote positive emotional health and help children develop social and emotional skills through PSHE.
As a church school, we aim to meet children’s spiritual needs instilling Christian values in a caring environment. Below is an outline of key curriculum areas.
Term 1 Plan Dragonfly Yr 4 2016
Term 3 Plan Anderson Class Yr 4 2016
Term 3 Plan Rowling Class Yr 3 2016
Term 3 Kipling Plans Class Yr 1 2016
Plans for Term 2 Year 4
Term 2 Plan Rowling Year 3
We aim to provide a practical broadly balanced mathematics curriculum which will suit the individual needs of our children and show them the usefulness and relevance of maths in their everyday lives. We consider first hand experience important and aim to provide our children with varied opportunities to use their mathematical skills in tackling genuine practical problems and “open ended” investigations. Children are introduced to a wide variety of basic mathematical concepts and opportunities to develop mathematical language. All work is differentiated to suit the needs of all our children. Our work includes the development of number work and place value, including practical metric measures and decimal notation. Estimation and approximation skills in mental number work, measurement, spatial work, data handling and computer skills form an important aspect of the mathematics scheme. We supply the use of Mathletics and encourage children to work at home to improve their Maths in this fun proactive internet driven programme.
Our aim is to provide a language-rich environment within which all children can learn to communicate effectively, purposefully, and with enjoyment through the spoken, written and printed word. When children leave our 4 school, we want them to understand the rich tapestry of the English language and to make best use of it in their further learning and in later life.
Speaking and Listening:
The spoken word is a child’s first opportunity to share their capability with others. As such, we aim to model and develop ambitious and interesting vocabulary on which children can base their communication. We have high standards for listening, which we take time to develop in ensuring children get as much as they can from any situation.Phonics –Phonics is taught daily in Reception Class, Year 1 and Year 2. We use a programme called Letters and Sounds and each session lasts approximately 20 minutes. The children are taught using a teaching sequence as shown below: Revisit and Review Previous learning of graphemes and phonemes are revisited. Practise of oral blending and segmenting. Teach Teach a new grapheme. Teach blending and/or segmenting of phonemes in words. Practise Practise reading and/or spelling of the new grapheme/phoneme. Apply Read or write a caption/sentence using the new grapheme/phoneme and some high frequency words. Segmenting and blending Segmenting consists of breaking words down into separate phonemes e.g m-o-p. This aids children in their spelling. Blending consists of building words from the separate phonemes, this aids children when reading unknown words. Phonemes and graphemes A phoneme is the sound of each letter. A grapheme is the written letter.
The children in our school show a great enthusiasm for reading and we want children to develop positive lifelong reading habits. Reading is taught through a structured approach using the “Oxford Reading Tree” Scheme. This scheme is supplemented with a wide assortment of attractive books of different formats and levels of difficulty. We can use both classroom based reading material and our well stocked children’s library to introduce our children to the widest possible selection of books. We believe that children become confident and fluent readers when both school and home support them. We encourage parents to hear their children read a little every evening and record comments in a reading record. As the children progress through the school, they are introduced to literature of increasing complexity. They also learn to analyse and evaluate a wide range of texts.
Our children are encouraged to write in different styles and for differing occasions. Within all genres of writing we stress the importance of spelling, punctuation, grammar and presentation. The correct formation of letters and the development of a cursive style of writing begins at a very early stage in the Reception class, and is taught progressively throughout the school. Our aim is to have the children writing in a joined cursive style by the time they commence in the Juniors (Year 3).