For more information, please contact the relevant subject leaders, as show below:
Maths - Mrs Chandler
English - Miss Palmer
Religious Education - Ms. Worrell
In EYFS and KS1, we will follow the Read Write Inc programme of phonics. Please click here for further information on Read Write Inc. Practitioners will be expected to take a VAK (Visual, Auditory and Kinaesthetic) approach to teaching phonics to support all learning styles. We will embed the use of ‘talk for writing’ to enable children to develop their confidence and mastery of English.
Whole-school theme based learning happens in each year group, planning and lessons are designed to immerse pupils in a cross curricular theme.
These themes are exciting topics which act as stimuli for all the learning that takes places within most of the curriculum subjects. Our themes allow for subjects to be linked and also give context to the skills which the children are learning. Topics are chosen to meet the requirements of the national curriculum and to reflect the children’s interests as well as events happening locally, nationally or internationally.
When selecting topic themes, we give much thought to selecting topics which:
Place the development of children’s literacy at the heart of all learning.
Are broad enough to allow for a range of curriculum subjects to be explored in sufficient depth across the school;
Can be explored at an appropriate depth and level of challenge, ensuring across a team;
Enthuse staff and students;
Allow for exciting ‘wow’ events to take place to capture children’s imagination · Allow for constant reinforcement of pupils’ spiritual, moral, social and cultural development;
Are accessible to all students of all abilities including those with SEN and EAL
In selecting the topic themes, staffs are careful to choose topics which allow a broad range of curriculum subjects to be explored. Therefore, staff give careful consideration in selecting themes which can be taken in a variety of directions, exploring a wide range of skills across the curriculum. In some themes, certain subjects are more prominent than in others. For example, in a History based theme, there may be less Geography occurring. It is the role of Faculty Leaders and the Senior Leadership Team to ensure that adequate time is dedicated to each subject across the school. It is also part of the role of Faculty Leaders to ensure that the themes facilitate the provision of their subject and suggest ways that staff could link the themes to their subject.
Depth: We understand that the topic themes must allow for the depth of study to be maintained in each year group. In order to ensure that this happens, staff only make links to the theme when it is appropriate and, if skills or knowledge need to be taught discretely, they will take place. Faculty Leaders and Senior Leadership Teams take responsibility for monitoring the breadth and depth at which their subjects are taught.
Progression: With each year group in a team following the same theme, it is important to ensure that progression takes place. Teachers have access to progression documents for each subject and these are used to ensure that the lessons they are planning for each subject are age and level appropriate. Year Leaders monitor these documents to ensure that teachers are providing appropriate challenge across the curriculum.
In both Key Stages we deliver the wider curriculum through a thematic approach that aims to develop the children’s basic skills in English and Maths, make links between areas of learning and pupils’ everyday experiences, and promote good social skills. Pupils are encouraged to be ambitious and to work hard to achieve their goals.
The curriculum includes learning across many subjects including English, Mathematics, Science, Computing, Design & Technology, History, Geography, Art & Design, Music, Physical Education, Religious Education and Personal, Social, Moral, Health Education and Citizenship.
Learning experiences are progressive and aim to provide our pupils with the knowledge, experiences and skills that they need to progress to the next stage of their learning and to prepare them for life in the wider community. This can mean that pupils learn different aspects of subjects and in different ways as they progress through the school. For example, pupils in Key Stage Two learn French as a modern foreign language. Pupils in Key Stage One, while not required to learn a language, are prepared for this through introduction to some simple words and phrases.
We want every child to enjoy their learning and to achieve exceptional outcomes. Pupils are therefore involved in evaluating learning experiences and encouraged to identify their own next steps where possible.