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‘Successful learning in a happy environment’
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‘Successful learning in a happy environment’
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Curriculum

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.


EYFS Curriculum
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.


Maths Year 1 - Year 6
We follow the National Curriculum and use White Rose to assist us with our planning and assessments. Before beginning a block of work we assess the children's starting points to further build upon their learning. We are following the mastery approach where children develop their fluency, reasoning and problem solving. In addition to our daily maths lesson, we also have dedicated time within the week to teach and practise the mental maths skills that are required for all children in each year group. To find out more information about the mental maths targets for your child's year group please refer to their class page and take a look at the document 'How to help your child with maths at home'. 

 

English 

 

Spoken Language:

Teachers provide a range of purposeful opportunities across the curriculum for children to develop their spoken language in order to develop strong oracy skills, enabling them to express themselves both verbally and in their writing:

  • Accurate modelling of spoken English
  • Role play
  • Drama
  • 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

 

Writing:

In Reception, Year 1 and Year 2, teachers develop children’s writing by following the ‘Read Write Inc.’ programme.

Once children have completed their Read Write Inc. programme, they will begin to learn following the elicitation approach alongside the rest of the school. This approach involves an elicitation task being completed at the start of the unit of work which allows children to show what they can already do. The sequence of learning that follows is then based on the children's gaps in knowledge. At the end of this sequence, the children are able to demonstrate their progress by completing an 'invent' task.

 

Reading:

 

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.’ 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.

Upper school reading:

Accelerated Reader – when a pupil is ready (after they have completed Grey level RWI books), they move onto ‘Accelerated Reader’ 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. 

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