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Curriculum

Our Curriculum for Snape and Thornton Watlass Schools.

Please click below to see our latest curriculum information for each class...

Early Years Foundation Stage


When children first enter the school at Reception age, they continue to be in the Foundation Stage. This is an extension of their pre-school education and their classroom and curriculum reflects this. The children work towards their Early Learning Goals in a structured play environment which provides a transition between their pre-school setting and the infant classroom. Within our Early Years class, initial emphasis is focussed on developing the 3 prime areas:


- Communication and language;
- Physical development; and
- Personal, social and emotional development.


These prime areas are those most essential for your child's healthy development and future learning. As children grow, development in the prime areas helps them to develop skills in the four specific areas:


- Literacy;
- Mathematics;
- Understanding the world; and
- Expressive arts and design.


Phonics


Children are gradually introduced to a programme of synthetic phonics, which supports reading, writing and spelling through the use of 'Jolly Phonics' and the 'Letters and Sounds’ programme. To continue to develop spelling skills in older children, we use our own scheme of work based on the National Curriculum Spelling appendices. The guided and home-reading books are ‘book banded’ to match closely their phonic stage and reading age. Pupils progress through the coloured scheme throughout their time at school, supplemented by reading from class and school libraries.
 
Click here for Letters and Sounds resources and activities to support the learning of phonics.

 

Curriculum
 
The National Curriculum, which was revised in 2014, requires that children should be taught:-


• three Core subjects - English, Mathematics and Science;
• seven Foundation subjects - Geography, History, Design and Technology, Art, Music, Computing (taught both as a discrete subject and through integration in other subjects) and Physical Education.
• Religious education must also be taught to all children unless exempted.
• Personal, Social, Health and Citizenship Education is taught from Reception to Year 6.
• French will also be taught at Key Stage 2.
 
Full details of the National Curriculum documentation can be obtained from the DfE website.
 
We aim to meet these requirements through a rich, thematic curriculum of activities which are creative, stimulating, rigorous and relevant. We feel that by structuring and enriching the curriculum in this way, it becomes both memorable and meaningful to the children. We place great emphasis on learning through first-hand experience and where possible, plan for visiting specialists or linked class visits to provide a launch pad for learning or reinforce understanding.
 
The school is committed to improving performance in the basic skills of literacy and numeracy, and teaching is structured to provide for the children’s needs at all stages of their development.
 
During their time in our schools, the children will learn to the best of their abilities:

 

• to read fluently and accurately, with understanding, feeling and discrimination;
• to develop a legible style of handwriting and good standard of spelling, syntax, punctuation and usage;
• to communicate clearly and confidently in speech and writing, in a wide range of styles and formats;
• to listen attentively; to learn how to acquire information from a number of sources, and to record information and findings in different ways;
• to build up a mental model of how numbers work;
• to develop a familiarity with numbers and a suitable vocabulary;
• to apply computational skills with speed and accuracy;
• to understand and use mathematical ideas in real life situations;
• to observe living and inanimate things, and to recognise characteristics such as
• pattern and order;
• to master basic scientific concepts;
• to investigate solutions and interpret evidence; to analyse and to solve problems;
• to become familiar with a range of information technologies and develop the skills to use them;
• to know about geographical, historical and social aspects of the local environment and the national heritage; to be aware of other times and places and
• to recognise links between local, national and international events;
• to gain an insight into the nature of religion, to foster a sense of awe, respect and wonder, and encourage attitudes of openness and sensitivity towards people whose religious beliefs and customs may be different from their own;
• to acquire sufficient control of self and of tools, equipment and instruments to be able to use music, drama and several forms of arts and crafts as means of expression;
• to develop agility, co-ordination and confidence through physical activity;
• to develop awareness of self and sensitivity to others; acquire a set of moral values and the confidence to make and hold moral judgements and develop habits of self-discipline and acceptable behaviour;
• to respect and value the richness and diversity of our society;
• to lead independent lives by taking responsibility for their own health and well being.

Long Term Plan

 

Click the following link to see the curriculum coverage for the different year groups.

End of Key Stage Expectations

 

Please find guidance below to help you understand the government and school expectations for our children.

 

The following two booklets show what children have to be able to do by the end of Years 2 and 6 in reading, writing, maths and science to achieve the nationally expected level.
The frameworks have been interim documents for the last 2 years.  However, the government has not stated any changes for the next academic year. 
 Each of the three standards within the interim framework contains a number of ‘pupil can’ statements. To demonstrate that they have met a standard within this interim framework, teachers will need to have evidence that a pupil demonstrates consistent attainment of all of the statements within that standard and all the statements in the preceding standard(s).'

Pitch and Expectation in Maths
 
The Local Authority have produced the following booklet to show expectations in maths for years 1-6 with examples for each area. 
Assessing Progress
 
The new National Curriculum has set out clear expectations for what children should achieve by the end of each key stage and, for  English, Maths and Science, has provided guidance as to when in each phase this content should be covered.  These expectations have been developed into a set of statements for each subject and each year group. These statements are used by teachers to help define and guide next steps in learning. Through their lesson success criteria, pupils will be aware of specific statements they are working on to improve their learning.
 
To track pupil attainment and progress, we use a system of steps. This performs the function of tracking and communicating progression and attainment in a simple format.  Each year band (set of statements) has been broken down into six steps:
 
beginning,  beginning +,  working within,  working within +,  secure and  secure +
 
A child will be deemed to have met the year group expectations when they are “Working within +” which is the expectation by the end of the academic year.
 
Our most able children will have opportunities to apply their understanding in a range of challenging real life contexts, and to demonstrate their mastery of a particular skill at a deep and thorough level before moving on to the next year group’s expectations.  These children will be assessed as Secure or above.
 
National Statutory Assessments take place in the following years :
Year 1: phonic screening assessment; 
Years 2 and 6:  English, Maths and Science. 
 
It is expected that an average pupil will working at the expected level for their year group.
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