Stratton School Curriculum
From Y1 to Y6 we follow the National Curriculum. We teach half-termly topics and follow a cross curricular approach, enabling us to give the children a wide range of experiences through their learning. We aim to be creative and memorable whilst providing rich opportunities for the children to ensure ‘successful learning in a happy environment.' We have many visitors, trips and make use of our wonderful grounds. The children at Stratton Primary School will immerse themselves in relevant and purposeful social situations in preparation for them becoming responsible citizens of the future. For more information about the curriculum the children are following, please feel free to ask your child's class teacher.
In the Reception class our curriculum is more fluid as we plan to follow the particular interests and to meet the needs of the children in the class each year. Themes are developed by the teachers to respond to things which motivate the children, or to encourage an interest in an area of learning which may be new to some of the children. Much of the children’s learning takes place in our large, dedicated outdoor learning space and we also make use of the extensive school grounds.
In maths, we follow a mastery approach where children become competent and resilient mathematicians. Children have daily practice of arithmetic skills separate to their main maths lesson. We follow a scheme called White Rose to assist us in our planning alongside making our own adaptions to cater for the children’s needs and adding enriching activities.
Mastery is a combination of the following three areas:
- Fluency – to develop the fundamentals in mathematics (number facts, times tables, etc) to apply these regularly at speed in a variety of situations through frequent practice.
- Reasoning – the ability to explain and justify their approach to solving a range of problems, using mathematic language appropriately to prove their understanding.
- Problem Solving – to apply both their fluency knowledge and understanding of mathematical vocabulary to solve increasingly more complex problems. This may require them to break a problem down into smaller steps and persevere until they reach a solution.
A typical maths lesson would begin with a fluency element with children progressing onto reasoning and problem solving activities. At the end of a block of lessons, children complete an assessment reviewing their fundamental understanding of concepts. Once a term, children are assessed on both their arithmetic and reasoning and problem solving skills.
Teachers provide a range of purposeful opportunities across the curriculum for children to develop their oracy skills, enabling them to express themselves both verbally and in their writing:
· Accurate modelling of spoken English
· Role play
· Discussions and debates
· Story telling
· Reading a range of high quality texts every day to their class
· Identifying subject specific tiered vocabulary essential to secure knowledge and understanding
In Reception, Year 1 and Year 2, children learn to write following the ‘Read Write Inc.’ programme.
Once children have completed their Read Write Inc. programme, they will begin to learn following an English learning sequence in line with the rest of the school. We refer to this as our ‘writing journey’. Each writing journey involves an elicitation task being completed at the start of the unit of work which allows teachers to assess the children’s writing and identify gaps in knowledge. The sequence of learning that follows is then based on developing the skills that require improvement. At the end of each writing journey, the children are able to demonstrate their progress by completing an 'invent' task.
We recognise the importance of reading for all pupils and the impact this has on their success across all curriculum areas.
Early reading and phonics:
Pupils in Reception start to learn phonics straight away in the Autumn term (see appendix 1) and all pupils, including pupils with SEND, are expected to participate in the daily lesson. Phonics lessons continue throughout the lower school in Year 1 and 2 with a daily lesson for all. ‘Read Write Inc.’ (RWI) is used as the basis for daily phonics lessons in EYFS and KS1. As part of this, children take home books that are directly matched to their Read Write Inc. lessons, as well as an additional book-banded book for more of a challenge. Library books are taken home to compliment phonics books.
Children in Year 3 who have not yet become confident readers will also continue with the Read Write Inc programme, as well as benefitting from additional 1:1 reading practice in school.
When a pupil is ready (after they have completed Grey level RWI books), they move onto ‘Accelerated Reader’ (AR), where they will start to read longer and more challenging texts from our libraries. A termly ‘star reader’ assessment identifies the correct reading level zone and pupils take a quiz in school after reading each book possible to check understanding. Teachers give regular feedback and support during dedicated AR time in class. As a result, teachers, leaders and the SLT can assess and track children’s progress in reading comprehension.
Children in Years 4, 5 and 6 who have not yet become confident readers will begin a programme called ‘Fresh Start’. This approach is based on RWI phonics and uses high interest texts that are matched to the children’s decoding ability. In addition, these children benefit from additional 1:1 reading practice in school. The aim is for children who are at risk of falling behind with their reading to catch up and be fluent readers by the time they leave Year 6.
All classes participate in guided reading. Initially, children complete this during their RWI lessons. When children move on from RWI, teachers plan whole class or group reading lessons which develop all aspects of pupils’ reading.
Cognition and learning strategies used to support English lessons
Within each English lesson, pupils with identified cognition and learning difficulties will have access to resources and strategies to help support their learning. Some examples of the provision include:
- Overlays to support reading
- Instructions chunked into clear, short instructions (to help support working memory)
- Visuals, such as word mats/alphabet strips (to support recall of high frequency or topic related words and letter formation)
- Repeated instructions or prompts within the lesson (to support pupil focus and attention)
- Vocabulary taught and displayed (to support the learning of new terminology)
- Scaffolds, for example writing frames (to reduce cognitive overload)
- Accessible Technology use (to support pupil recording)