Curriculum Maps linked to our Themed Curriculum

 

Learning Walls

To find out more about each year groups Learning Walls referred to below please click www.st-thomasmore.gloucs.sch.uk/learning-walls/

 

Maths Curriculum

We follow the National Curriculum 2014 for Maths which can be found at www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

The Early Years Foundation Stage (EYFS) Curriculum is followed in EYFS.

Please see the Learning Walls to see what each year group will learn and what the expectations are by the end of the year (age-related expectations- ARE).

We take a very concrete, pictorial to abstract approach in our teaching and learning, drawing on inspiration from the Shanghai/ Singapore approach. Children access Mathletics in school to enhance their learning and can also log in form home at uk.mathletics.com/signin/

 

English Curriculum

We follow the National Curriculum 2014 for English which can be found at www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

The Early Years Foundation Stage (EYFS) Curriculum is followed in EYFS. Children are given daily opportunities to read and write in small groups and individually.

Please see the Learning Walls to see what each year group will learn and what the expectations are by the end of the year (age-related expectations- ARE).

We take a thematic approach to our teaching in learning and where possible, English is linked to learning within other subjects.

Every class in Key Stage 1 and Key Stage 2 has a daily hour of English. English lessons are linked to our Themed Curriculum where possible and teaching approaches draw on the Talk for Writing Approach and opportunities for writing following high quality experiences. Units are 2-4 week long blocks and are generally taught in three phases:

  1. Immersion/ Reading (in a text/ experience, spoken language activities e.g. role play, drama, debate and discussion)
  2. Grammar and Vocabulary (EGPS- English Grammar, Punctuation and Spelling) related to text type
  3. Innovation and Writing (pupils innovate on a given text or write independently. Opportunities to proof-read and edit are planned for as well as publishing for real audiences.

Before writing, pupils are encouraged to plan their writing carefully, where appropriate, using a story map. They may spend time orally rehearsing to ensure they are confident with the structure and language of their text, allowing them to focus on the transcription. A range of non-fiction text types are taught and these are allocated to specific year groups to ensure coverage. Poetry and fiction genres are also taught in blocks.

  • Regular assessment opportunities are planned into these units in order to demonstrate progress.
  • EGPS is taught discretely where necessary.
  • Discrete (approx. 30mins daily) Synthetic Phonics sessions using Read, Write, Inc. (RWI) is taught from Early Year Foundation Stage (EYFS) to Year 2.
  • Discrete daily Spelling is taught from Year 2 to Year 6 (approx.15-20mins daily) using Read, Write, Inc. Spelling.
  • Within KS1 and KS2, every class has two discrete handwriting sessions per week (approx. 15 mins). Across the school, children follow this cursive scheme. In handwriting sessions, joins in isolation and words including the joins will be modelled by an adult then practised by children. Where possible, words will be linked to NC2014 spelling lists/ RWI Spelling/ Theme (see Handwriting Policy).
  • Guided Reading is taught from Year 2 to Year 6 (approx. 25 minute daily) using Project X Origins Guided Reading Scheme.Books appropriate for pupils’ individual reading level are sent home regularly and reading these is set as part of weekly homework (see Homework Policy). Spelling lists/ key words are sent home to learn.We welcome volunteers to hear readers read e.g. sixth formers from a local school and professionals from a local workplace.English Working Walls celebrate work and illustrate the teaching and learning sequences within units of work.
  • When planning and teaching the English Curriculum, differentiation to meet the needs of all pupils and inclusion of a range of teaching strategies is ensured (in line with the Teaching and Learning Policy). Links to our Themed Curriculum are made and use of IT is planned for where appropriate.
  • Key words linked to themes/ texts are displayed in classroom.
  • Learning Buddies sessions are planned regularly in school where children from different classes have an opportunity to learn together, include paired reading.
  • Additional time is also given to individual reading (according to Provision Map) and read aloud time (including poems, stories and poems).