Foundation Stage Curriculum
When children first come in to school in the reception class they follow a skill and play based curriculum especially designed for the youngest children in school. Children work with their class teacher and other adults in the classroom and outside areas, also independently, on a series of play based activities which are designed to stimulate their curiosity and to promote their skills in early literacy and numeracy. The curriculum is divided into a seven areas of learning, these being
Prime areas of Learning:
- communication and language
- physical development
- personal, social and emotional development
Specific areas of Learning:
- understanding the world
- expressive arts and design
The teaching of phonics is a vital part of the foundation stage curriculum. Using a published scheme called ‘Read, Write Inc’ reception class children are rapidly introduced to the phonic building blocks of the English language in order to promote their swift acquisition of reading, writing and spelling skills. Children are often briefly placed into ability groups for phonic teaching to allow those who need a slower pace to access this whilst allowing those who are moving on quickly to continue to make good progress.
At the end of the academic year when a child turns 5, the teacher records each child’s development by watching the child playing and in the classroom. The completed assessment is known as the ‘early years foundation stage profile’. This is used to help the year 1 teacher plan lessons for the children.
Curriculum KS1 and 2
Literacy including Phonics
From Y1, children are taught all aspects of literacy in by their class teacher. Sometimes, children of broadly similar ability are brought together for the teaching of reading, writing, grammar and spelling. At other times, children work in Mixed ability groups.
In Y1 and 2 the curriculum is based on a published scheme, ‘Read, Write Inc.’ This is heavily phonics based and aims to get all children reading fluently by the end of Y1. Children work through a series of ditties before moving on to read modern and appealing books at their own national curriculum level. As they move through the reading scheme they are taught the phonetic elements of the English language in a highly structured and rapid manner so that they are able to apply phonic knowledge to both reading and writing from a very early stage. In addition to this very focused approach children are given regular opportunities to write at length during designated extended writing sessions which take place every week and across the curriculum.
By Y2, many children are ready to leave the ‘Read Write Inc’ programme and to move on to a broader literacy curriculum. This uses a published scheme, ‘Literacy and Language’ but also incorporates other texts and opportunities for children to write at length.
In KS2 children continue to work with class teacher, in streamed groups and in small intervention groups. Literacy teaching is broadly based on the ‘Literacy and Language’ scheme, but also relies heavily on the use of quality texts to promote interest and enjoyment. Grammar and spelling are taught as separate elements of the literacy curriculum.
Children who need extra support in literacy may access additional sessions called interventions where any areas of difficulty are addressed in a one to one or small group situation.
Reading and writing are formally assessed each half term and the outcomes recorded in children’s personal records.
From Y1 onwards children are taught the mathematics curriculum with their class teacher or in streamed groups. This means that sometimes children work in mixed groups, and at other times, children of broadly similar ability are brought together for the teaching of all aspects of mathematics. The school does not follow a published scheme but adheres closely to the requirements of the national curriculum using materials from a variety of sources to ensure good mathematical understanding and application. Each week all KS2 children complete a skills test to assess understanding at their current national curriculum level and to ensure that teaching matches the needs of every child. Where this cannot be achieved in a classroom setting children may access additional mathematical interventions. These are also offered to more able and talented children to allow them to achieve their maximum potential.
Mathematics is formally assessed each half term and the outcomes recorded on children’s personal records.
Other Curriculum Areas
In addition to literacy and mathematics children at Woodham Burn study RE, also all subjects prescribed in the National Curriculum including PE, history, geography, science art and design, computing, design and technology, French and music. The overviews of curriculum areas for each year group are attached below. At the start of each term, class teachers will send home a letter giving more details about the actual areas of focus that term.
We are sometimes asked which aspects of Literacy and Mathematics are ‘the basics’ for children to understand in each year group. The grid below makes clear what most children should know at the end of each school year.
Expectations for End of Year
You can view or download our expectations for the end of the school year for each Year Group by clicking the links below:
Please visit Our Classes to see our curriculum in action.
Special Educational Needs and Disabilities (SEND)
At Woodham Burn Community Primary School we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
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