The Core Subjects of the Curriculum

The school's curriculum comprises all learning and other experiences that the school plans for its pupils. The National Curriculum forms one part of the school curriculum and is made up of 'Core' subjects and 'Foundation' subjects, details of which follow.

Our curriculum is balanced and broadly based, promoting the spiritual, moral, cultural, mental and physical development of pupils at school, and preparing pupils for the opportunities, responsibilities and experiences of later life.

Lessons are planned and differentiated to meet the needs of our mixed-age classes and those with learning difficulties.


English


Intent to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Implementation

  • Phonics is emphasised in the early teaching of reading when children start school using the highly successful 'Read Write Inc' phonics programme.
  • The programmes of study for reading consists of two dimensions: word reading and comprehension (both listening and reading).
  • The programmes of study for writing consists of transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).
  • Writing is developed through the 'Talk for Writing' scheme that encourages and celebrates storytelling.
  • Pupils learn how to plan, revise and evaluate their writing while developing their skills in spelling, vocabulary, grammar, punctuation.

Impact

  • Skilled word reading is evident in both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words.
  • Pupils are very proud of their stories and the progress they have made in writing. Furthermore, they have enjoyed the whole process and are keen to tell their story to anyone who will listen!
  • Comprehension skills are displayed through pupils' experience of high-quality class discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction.

Programmes of study will include:

Year 1

  • Reading: Read accurately by blending sounds; read words with common suffixes; read phonics books aloud
  • Writing: Name letters of the alphabet; spell week days; use common prefixes & suffixes; form lower case letters correctly

Year 2

  • Reading: Develop phonics until decoding secure; read common suffixes; discuss & express views on fiction, non-fiction & poetry
  • Writing: Learn to spell common 'exception' words; use appropriate size letters & spaces; begin to plan ideas for writing

Year 3

  • Reading: Read range of fiction & non-fiction; use dictionaries to check meaning; prepare poems & plays to perform
  • Writing: Use prefixes & suffixes in spelling; write simple dictated sentences; use handwriting joins appropriately

Year 4

  • Reading: Secure decoding of unfamiliar words; retell stories orally; discuss words & phrases that capture the imagination
  • Writing: organise writing into paragraphs; proof-read for spelling & punctuation errors; use wider range of conjunctions

Year 5

  • Reading: Reading & discuss a broad range of genres & texts; learn poetry by heart; discuss authors' use of language
  • Writing: Secure spelling; legible, fluent handwriting; develop character, setting & atmosphere in narrative; use thesaurus

Year 6

  • Reading: Make comparisons within/across books; support inferences with evidence; summarising key points from texts
  • Writing: Develop legible personal handwriting style; plan writing to suit audience & purpose; select grammar & vocabulary for effect; ensure grammatical consistency

Maths


Intent to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Implementation

  • Pupils move through the programmes of study at broadly the same pace. However, decisions about when to progress are always based on the security of pupils' understanding and their readiness to progress to the next stage
  • Pupils who grasp concepts rapidly are challenged with more sophisticated problems before any acceleration through new content. Those who are less fluent with earlier material consolidate their understanding with additional practice, before moving on.
  • The programmes of study are, by necessity, organised into apparently distinct domains, but pupils are taught to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

Impact

  • Pupils move fluently between representations of mathematical ideas.
  • Pupils apply their mathematical knowledge to science and other subjects.

Programmes of study will include:

Year 1

  • Count in 1s, 2s, 5s and 10s to / across 100; use +, - and = symbols; know number bonds to 20; recognise & use 1/2 and 1/4
  • Begin to measure length, capacity, weight; tell the time to hour/half-hour; use language of days, weeks, months & years

Year 2

  • Know 2, 5, 10x tables; write numbers to 100; use x and ÷ symbols
  • Read scales to nearest whole unit; use symbols for £ and p and add/subtract simple sums; tell time to the nearest 5 minutes
  • write simple fractions; understand equivalence of e.g. 2/4 = 1/2

Year 3

  • Learn 3, 4 & 8x tables; mentally add & subtract units, 10s or 100s; solve number problems, including multiplication & simple division
  • Calculate using simple time problems; draw 2d & make 3d shapes
  • Add/subtract fractions up to <1; interpret pictograms

Year 4

  • Know all tables to 12 x 12; addition & subtraction up to 4 digits
  • Find area by counting squares; calculate rectangle perimeters, identify acute, obtuse & right angles; simple translations
  • Add & subtract fractions with common denominators

Year 5

  • Use vocabulary of prime, factor & multiple; use negative whole numbers, square and cube numbers
  • Understand regular polygons; reflect & translate shapes; estimate volume & capacity; interpret tables & line graphs

Year 6

  • Multiply simple fractions; divide fractions by whole numbers; solve problems using decimals & percentages; introduce ratio & proportion; solve multi-step number problems; long division
  • Calculate area of triangles; translate & reflect shapes
  • Use pie charts; calculate mean averages; use division up to 2dp

Science


Intent to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Implementation

  • Pupils are encouraged to be curious and ask questions about what they notice.
  • Pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry include observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources.
  • Pupils' understanding of scientific ideas developed through exploring and talking about their ideas.
  • Pupils more abstract ideas encouraged as understanding develops and curiosity grows regarding how the world operates.
  • Pupils also begin to recognise that scientific ideas change and develop over time.

Impact

  • Pupils ask their own questions about scientific phenomena.
  • Pupils seek answers to questions through collecting, analysing and presenting data.
  • Pupils work scientifically by comparing the uses of everyday materials in and around the school with materials found in other places e.g.at home or on visits, in stories or songs.
  • Pupils observe closely, identify and classify the uses of different materials, and record their observations.

Programmes of study will include:

Year 1

  • Biology: Identify basic plants and plant parts; identify & compare common animals; identify & name basic body parts
  • Chemistry: Distinguish between objects & materials; describe simple properties of, and compare & classify some materials
  • Physics: observe weather associated with changes of season

Year 2

  • Biology: Growing plants (water, light, warmth); basic needs of animals & offspring; simple food chains & habitats
  • Chemistry: Identify and compare uses of different materials; compare how things move on different surfaces

Year 3

  • Biology: Plants; animals: skeletons & nutrition
  • Chemistry: Rock types; simple understanding of fossilisation
  • Physics: Sources of light; simple forces, including magnetism

Year 4

  • Biology: Classify living things; digestive system; food chains
  • Chemistry: Changes of state; the water cycle
  • Physics: Sound as vibrations; electricity: circuits & conductors

Year 5

  • Biology: Life cycles of plants & animals; describe changes as humans develop & mature
  • Chemistry: Classify materials; understand mixtures & solutions; know about reversible changes; identify irreversible
  • Physics: Understand location and interaction of Sun, Earth & Moon; introduce gravity, resistance & mechanical forces

Year 6

  • Biology: Classification, including micro-organisms; health & lifestyles, incl. circulatory system; Evolution & Adaptation
  • Physics: Light & Shadows; the eye; forces, including gravity; electricity: investigating circuits

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