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Lea and Garsdon Church of England Primary School

Lea & Garsdon CE Primary School Healthy trees bearing good fruit

- Matthew 7:17

Curriculum

Curriculum & Learning

A Passion for Learning

Lea and Garsdon CE School strives for excellence.  We adopt a variety of approaches to children’s learning, using class, group and individual teaching as appropriate.  Work and play are not seen as opposites, but as complementary for outstanding learning.  To this end, we have implemented OPAL (outdoor play and learning) and we are actively developing our  wonderful grounds to integrate it fully. 

Children are encouraged to “have a go” and feel comfortable asking for help and discussing any issue, no matter how large or small, with their class teachers and support staff.

Lea and Garsdon’s Curriculum Statement of Intent, Implemention and Impact


Intent 

Here at Lea, we want our children’s learning to be in context, driven by their locality but not confined by it. For us, History is the backbone of the curriculum around which other subjects revolve. We don’t have a chronology of topics but use concepts instead; in history these are lifestyle, legacy, migration and conflict as strands that run through from EYFS to year 6 to ensure progression. Within that, we choose topics that are local to the area so it is in context, and meaningful to the children.For other foundation subjects, we follow the same framework, using concept strands from EYFS to Year 6 and link in with the history subject where possible. Threaded throughout are our British values and our school values.


Implementation

Most foundation subjects  will start with an enquiry question which will ultimately be answered in a final piece of work. We will use knowledge organisers in class to inform children of key facts, but these will be sent home termly for parents to support their child with. To ensure the information is embedded, we will use consistent recapping, going over prior learning, and at the end of a topic, we will use a mixture of low-stake quizzing  and double-page spreads to check the children's understanding. As concepts will be repeated annually, these will be recalled each year to further embed the knowledge and in addition, we will use Progression Tracking Sheets to ensure skills are being met.

To make the learning meaningful, we want every child to visit:

  1. a shop, a library, a farm, a beach, a woodland, a live music concert, a local park, an art gallery, a museum, a theatre, an airport, a cinema, different places of worship and castle and experience:
  2. a picnic, playing an instrument, cooking and country walking.


All children will value visits to museums and galleries and allows them to  build on their cultural capital so that when they leave for secondary school, they have a wealth of experiences to call upon.


Impact

Children will be engaged and want to find out more, completing research independently through projects and homework. They will be able to talk about the skills and knowledge they have acquired and their work will show the  range of subjects  being taught. The school environment will be curriculum-rich through vocabulary,teaching resources and the displays in both classrooms and circulation areas.


Rolling Programmes

Whilst we are still moving from mixed-age year groups to single form, we are using  "rolling programmes" which show when we will teach each part of the curriculum over the course of 4 years.  This ensures children are taught everything set out in the curriculum whichever class they may be in.  

Below are the Rolling Programmes for all year groups across the school:

Assessment

Assessment is an essential part of school life, and has become part of the children’s everyday classroom routine.  We assess our children’s progress and achievements in two ways:

  1. Formative assessment.  This goes on throughout the school year and helps us to plan the most appropriate work for children to undertake next.
  2. Summative assessment.  This takes the form of a test to help us gauge the child’s level of understanding at a particular time.

Children undertake Standard Assessment Tasks (SATs) in the May of Year 2 and Year 6.  In addition they take optional tests in Years 3, 4 and 5.


SATs

At Key Stage 1 children are given a Teacher Assessment for each area that must be reported on.  The teacher will get the children to carry out tests and tasks to inform this Teacher Assessment.

At Key Stage 2 the children sit tests for Maths, Reading and Spelling, Punctuation and Grammar at a specified time in May.  These are externally marked with results being available in July.  The teacher also gives a Teacher Assessment for these subjects and in addition for writing, which reflects their overall achievement at the end of the year.

Our Approach to the Teaching of Reading

All children are heard to read on a weekly basis by a Teacher or a Teaching Assistant.  In Reception, children read individually to an adult to support them in developing their early reading skills and their confidence.  In Years 1 to 6, children read as part of a Guided Reading Group where there is the opportunity to share, discuss and interpret a text.  In KS1 there is also an emphasis on learning how to read words and sentences.

Reading skills are taught regularly through English lessons and in Reception and KS1 as part of a daily synthetic phonics session.  Children learn; phonemes (the sound a letter/letters make), graphemes (the letters that represent those sounds), how to segment and blend the sounds in a word to be able to read and to spell it, and then how to apply these skills to read and write sentences.  Children also learn commonly used (high frequency) words and words that can’t be sounded out (tricky words).  These are taught through speaking and listening, reading and writing games, activities and songs.
 
We aim to base all of our learning around a quality text.  Teachers will select a text which is linked to the topic that the class are focussing on and use this to plan engaging tasks which link reading and writing.  The emphasis is on developing a love of reading and, through discussion, allowing children to develop their vocabulary through writing.
 
Each class has a dedicated time each day for the class teacher to share a book with the class.  


Details of our Reading Schemes

Reading schemes currently used to support guided reading in school and/or provided for home reading are:

Sails Foundation
Dandelion Readers
Rigby Star
Oxford Reading Tree
Project X
Tree Tops


Phonics

Children in Reception and KS1 are taught phonics on a daily basis using the Soundswrite programme.  This continues beyond KS1 for those children who require additional support.