Curriculum

 The Reception Year Curriculum

Great Wishford follows the guidance in the National Curriculum for the Early Years Foundation Stage (EYFS) called 'DEVELOPMENT MATTERS'.

 Click HERE to follow a link to the guidance material relating to EYFS.

The National Curriculum 2014, Year 1 to Year 6

Great Wishford Primary School follows the guidelines for the statutory National Curriculum 2014 to ensure that children reach Age Related Expectation (ARE). 

 Click HERE to follow a link through to this document.

 As we have mixed age classes our curriculum is organised into a 2 year rolling programme of whole school topics that create links between subjects where appropriate.  We aim to provide opportunities for the children to learn and develop a breadth of knowledge, understanding and skills. Discrete learning is also planned for some subjects such as Maths, RE, PE, MFL in KS2 (French), Music, PSHE, Phonics (using Letters and Sounds with Phonics Play games and Jolly Phonics Rhymes and Actions) and Grammar, Punctuation and Spelling (GPS).   Our children follow a School Reading Scheme, containing Big Cat and ORT reading scheme books, which is organised to support their developing phonic knowledge and comprehension skills.

 

Great Wishford Primary School's Curriculum Intent

At Great Wishford we want to develop enquiring minds and independent learning skills in our children.  We want to develop resilient and successful learners by teaching with high expectations of all.  We aim for all children to access the curriculum by meeting the needs of all our learners through well planned differentiation and targeted interventions to remove obstacles to learning.   We want our children to enjoy their education and make good progress through challenge and support as appropriate.  We aim to ensure all our children have good oracy, reading and writing knowledge and skills alongside sound fluency and numerical reasoning knowledge and skills.

 As a school our intent is to offer a curriculum that is designed to ensure coverage and progression, that provides memorable learning through a variety of different teaching methods and allows the children to learn and develop transferrable skills.  We enable all our children to flourish and reach their potential by teaching a curriculum that is relevant and knowledge rich.  We promote good links to our church to encourage, advance and reinforce SMSC and the children’s empathy and appreciation of all differences around them.  Our aim is to develop the whole child at Great Wishford, allowing time for pastoral support to help all our children feel listened to and supported.  We promote the use of restorative justice to enable our children to understand how their choices affect other people.

 Throughout their learning journey we want to ensure the children learn how to stay safe.  Our intent is for good mental health and safe choices to be promoted through our day-to-day teaching and through reflecting on our Christian Values.

 Children are involved in whole school decisions and their voice is encouraged through our school council which is voted for using a full democratic voting process.  British Values are explored and put into practice, alongside our Christian Values, as part of our Collective Worship. 

 A focus of our curriculum is to raise aspirations, develop resilient learners and develop a sense of pride in achievement.  We want our children to be ready for their next steps in life in a modern Britain and be able to make a positive contribution to their community and wider society whilst having a good understanding and appreciation for all differences around them.

 

Planning teaching and learning

Teachers work together to agree the content and sequence of learning for the term’s topic. Lesson outcomes are planned with clear and progressive success criteria allowing all children to develop knowledge, understanding and skills. Teachers refer to the National Curriculum framework and planing materials such as Understanding Christianity, Discovery RE, Jigsaw PSHE and their own creative thinking to ensure that there is both continuity and progression at a level appropriate to the learning needs of pupils.

 Each individual teacher plans the weekly lessons and activities for their class, targeted to the particular needs and attainment levels of their children. Learning objectives are set that enable children to make good or better progress.

 The learning is differentiated to include challenge for all, and support where necessary, in particular for those who have Special Educational Needs. Outcomes of each day’s learning are evaluated and planning modified as necessary to ensure that the needs of every individual are met.  We use a range of strategies to give pupils opportunities to learn in ways that best suit them and the particular objective being taught; for example through investigation, research, problem solving and practical experiences, through individual, paired, group and whole class working and through questioning, computing, fieldwork and visits.

 

Topic Webs

Each Term we produce a TOPIC WEB for parents to identify what their child is being taught that term. These can be found on the class pages.

 

The role of parents/carers in learning

We firmly support the view that parents/carers should be partners in their child’s education and ensure that we provide ample information about what and how their child is learning. Strategies to achieve real partnership include termly information outlining topics to be covered, parent/carer and teacher discussions and annual reports. We suggest ways in which parents/carers can support their child with learning at home and welcome all opportunities to develop partnerships.

 

Assessment

RECEPTION (EYFS)

At the end of Reception (EYFS) children are assessed against the DEVELOPMENT MATTERS framework.  This is entirely teacher assessment based on observations and day-to-day learning. 

 

PHONICS SCREENING TEST YEAR 1

At the end of Year 1, children are given the national Phonics Screening Test for Year 1.

 If a child does not achieve a 'pass' they sit the test again at the end of Year 2.

 

END OF KEY STAGE 1 (KS1)

At the end of Year 2 children are given a set of national tests (SATs) for Reading, Maths and Grammar, Punctuation and Spelling.

Teachers make judgement against a set of objectives to decide whether children meet expected standards for the end of KS1.

 

END OF KEY STAGE 2 (KS2)

At the end of Year 6 children are given a set of national tests (SATs) for Reading, Maths, and Grammar, Punctuation and Spelling.  These assessments are marked externally and the results sent back to school.

Teachers assess against a set of objectives to decide whether children meet expected standards for writing at the end of KS2.

 

INTERNAL ASSESSMENT

In order to continually challenge, motivate and move the children's learning forward we have started to use a new assessment system which:

  • Places the children on a particular STEP allowing them, guided by the teacher to begin with, to set aspirational and achievable next STEP for learning targets
  • Communicates attainment to parents
  • Is used by the school to measure the progress of every child and ensure good teaching and learning is happening all of the time
For more information on STEP assessment please see the STEP information link on the Home Page.

Maths

The intent of our mathematics curriculum is to provide a curriculum that is accessible, well matched and challenging to the needs of all learner’s. All learners should become fluent in the fundamentals of mathematics and should be able to reason mathematically and solve problems by the application of their mathematical understanding. We endeavour to ensure that children develop an enthusiastic and creative attitude towards mathematics that will stay with them throughout their lives. We intend for our pupils to be able to apply their mathematical knowledge to science and other subjects.

 The national curriculum for Mathematics aims 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.

 

We follow White Rose, which has been plotted to create a yearly overview, which is applicable to our pupils and school. This is enhanced with resources from maths schemes: Busy Ants, Maths on Target, Deepening understanding, Mastery for All and ISeeReasoning. Daily fluency happens from Year 1 upwards (EYFS, Summer Term) which is in the form of Disraeli maths. The children start on ’11 club’ and have to answer 11 questions in 1 minute. This initially went up to ’99 club’, answering 99 questions in 3 minutes. However this soon had to be adapted and extended to cater for all the needs of our children. To support the children in learning their timetables, in preparation for the year 4 tables test, we use Times Tables Rockstars from Year 3 upwards. The children use TTRockstars 3x a week (paper) and use the iPad to access ‘soundcheck’ online at least once a week as well as for homework. We also do daily times table tests, aiming to get 40 out 40 correct in 2 minutes.

 

Internal Assessment of National Curriculum objectives is carried out by the class teacher and the use of Teacher assessment using STEPs and NFER tests. Tests are carried out to assess against the age related expectations of each year group. Along with evidence in books and from lessons, assessment weeks are held termly using the NFER assessment papers to inform teacher’s decisions and to pinpoint gaps in children’s learning that then needs consolidation. Year 2 and 6 also use past papers to continuously assess performance. Data is analysed by class teachers, termly pupil progress meetings are held with the SLT to discuss progress within the class and to identify those who are not making the expected progress, enabling the teacher to discuss any interventions that may be needed beyond quality first teaching. Whole class gaps are also identified and used to inform planning.