English is taught in blocks of work relating to different genre of writing. Grammar, spelling, phonics, handwriting and reading comprehension are taught either as part of the literacy lesson or as separate sessions throughout the day, depending on the age and ability of the children. Reading sessions usually take place in the afternoon and consist of individual and group reading. All children are heard read regularly by an adult.
In Reception and Key Stage 1, the children are split in to phonic ability groups and have a daily 20/25 minute input each morning.
Each week they have spellings to learn at home although in Reception, the literacy homework consists of phonic related activities. Resources from a number of schemes are used and these include ‘Letters and Sounds’ and ‘Jolly Phonics’.
In Key Stage 2, spellings and phonics continue to be differentiated and may be taught as part of the lesson rather than as a separate session. Much of the writing is cross-curricular and they learn to develop a cursive script and a deeper understanding of grammar conventions.
Opportunities for activities directly linked to learning in ‘Speaking and Listening’ are identified in both medium and short term planning. They include:
Many of the principles and good practice in the National Numeracy Strategy have been retained, along with the statutory content of Curriculum 2014.
National Numeracy Strategy
Lessons usually follow the structure below:
Children are usually grouped according to ability and tasks are differentiated accordingly. The classroom is organised to allow for a variety of whole class, ability group work, year group work, mixed ability, paired and individual work, where appropriate. Children are encouraged to work both independently as well as collaboratively. Problem solving is taught across all mathematical areas and the children have opportunities to investigate their mathematical ideas and theories. They often apply their mathematical skills across the other curriculum subjects. Discussion plays an important part in all aspects of mathematical teaching and is central to developing a mathematical vocabulary. ICT is also used regularly to support and extend learning.
The Foundation Stage follows the EYFS Guidance (DfES). The children work on the sections entitled ‘Numbers and Shape and Space and Measures’. Through this they develop their early mathematical ideas. Early concepts, such as comparing and counting, help lay the foundation for later concepts and help lead to the understanding of number in later years.
Practical resources are used and these include dienes, counting apparatus, number lines and individual whiteboards. Although we do not follow one published scheme, teachers select materials and resources as appropriate to best support the children.
The school uses as wide and varied a range of teaching and learning styles as possible so different types of learners are catered for. The methods chosen may also depend on the content and requirements of the topic. Pupils will work as a whole class, in groups, pairs and individually on investigations, both at first hand and by research from secondary sources such as the school library, reference material, use of the internet, discussion and project work. Science is mainly taught as a topic but it is also taught as a cross-curricular subject.
It is taught for approximately 1 – 1.5 hours a week in Key Stage 1 and 2 – 2.5 hours a week in Key Stage 2.
The curriculum encompasses the statutory content of Curriculum 2014 but this is also enhanced with extra content so that the children experience both breadth and depth of scientific concepts.
We use the Scottish Borders Art Scheme throughout the school. This provides numerous opportunities for the children to explore and share their thoughts, ideas and feelings through a variety of art forms. The Reception children work on the objectives outlined in the “Creative Development’ section of the Early Years Foundation Stage Framework in addition to the units found in the Scottish Borders Scheme.
We are fortunate at Menheniot Primary, to have 30 laptops and 30 iPADs, in addition to a number of desktops. These are used by classes on a timetabled basis and are used both for Computing lessons and across the curriculum, as a teaching tool and as a resource. Each class also has an Interactive Whiteboard.
The Computing content in Curriculum 2014 is followed and much of the programming the children do is based on Expresso Coding, with other software and apps used as appropriate. In the Foundation Stage pupils follow the EYFS Statutory Framework (DFES). The children experience seven areas of learning and development. ICT is taught within ‘Knowledge and Understanding of the World’ and as a cross-curricular subject. Reception children are taught to acquire basic skills in operating ICT equipment and to perform simple functions. They interact with age-appropriate software and use everyday technology to support their learning.
Internet safety is given a priority in our school. All the children are taught how to stay safe on the internet and no child is permitted to use the internet unsupervised.
Design and Technology is mainly organised as part of a topic, and it provide opportunities for pupils to apply their knowledge and understanding from many aspects of their learning, with particular emphasis on Literacy, Science, Mathematics and Art. Food Technology is also taught in each class.
There is a two year rolling programme with objectives from Year 1 and Year 2 taken from Curriculum 2014. The Reception objectives are taken from the ‘Development Matters in the Early Years Foundation Stage (EYFS)’. Each year all children study a topic from Locational Knowledge, Place Knowledge and Human and Physical Geography with ongoing Geographical skills and field work.
There is a four year rolling programme. Each year the children study a topic relating to Locational Knowledge, Place Knowledge and Human and Physical Geography with ongoing Geographical skills and field work. Where possible, there are connections between the topics studied in a particular year.
The geography curriculum is delivered through first-hand experience of the local area, whenever possible. Other localities have also been chosen in order to meet statutory requirements and to provide a contrasting study. Even where not specified, countries will be studied under topics such as water, rivers, mountains, earthquakes and volcanoes. These will include a mixture of near and far, developed and developing countries.
The History curriculum is planned so that all children in Key Stage 1 work on the same topic and all those in Key Stage 2 work on the same topic. However the children cover the skills and concepts at their level, e.g. all children may cover The Stone Age, but the objectives will be different, matched to their level. As for all subjects, Curriculum 2014 is followed.
From January 2014, each KS2 class will receive teaching in French. This will be taught as a separate subject for half an hour each week, and as a cross curricular link. In addition KS1 will also learn some basic vocabulary in preparation for learning French in Key Stage 2.
At Menheniot Primary School visiting specialist teachers provide opportunities for individual and group lessons for strings, percussion, drums, recorders and woodwind. The Foundation Stage follow the EYFS curriculum. The children work within the theme of ‘Creative Development’. Through this they to learn to respond, explore, express and communicate their ideas and to use their imagination. Throughout the year children are encouraged to perform in the daily acts of worship. Visits by local musicians within the community are also welcomed, and provide inspiration and stimulation for our children to progress further in their field of musical development. Teachers use Music Express 1 – 6 and Sing UP as well as additional interactive resources, live music opportunities and workshops, in order to deliver the music curriculum, as outlined in Curriculum 2014.
PE in the Foundation Stage is based on ‘Leap into Life’ and Cornwall Planning. The physical development strand emphasises opportunities for all children to develop and practise their fine and gross motor skills and to increase their understanding of how their bodies work and what they need to do to be healthy and safe through short, intense, daily sessions.
‘Leap into Life’ and Cornwall Planning are used in KS1 and Cornwall Planning is used in KS2.
Both KS1 and KS2 classes experience a combination of dance, games, gymnastics, ball sports, athletics and outdoor adventurous activities throughout the year, completing blocks of lessons on each.
In addition specialist coaching is given in many sports, more recently, in football, tennis, cricket, dance and athletics.
Outdoor Education activities are conducted in short, concentrated bursts during Key Stage 2, culminating in a week’s residential experience in Y6. During the residential week, children are involved in activities such as sailing, canoeing, abseiling, orienteering and walking (depending on the centre and the opportunities available).
RE is taught either through:
The Foundation Stage / Reception follow the Cornwall Agreed Syllabus 2014. Religious Education is taught through the ‘Knowledge and Understanding of the World’, Communication and Language and Personal, Social and Health Development. There is a particular emphasis on Festivals.
During Key Stage 1 and 2, pupils study many aspects of religion based on the Cornwall Agreed Syllabus 2014. This requires the teaching of Christianity and a choice of 5 other World Religions, represented in Great Britain. We also teach about the Cornish- Celtic heritage of Christianity and Secular world views, in keeping with the requirement of the Cornwall Syllabus.
Daily opportunities are used to provide experiences through which the pupil may gain a better understanding of him/herself and others. Much of the content of PSHE and Citizenship will be taught through cross-curricular themes, within Science, RE, PE, Geography and History. The SEAL resources are used as a basis for much of the PSHE curriculum. However some of the areas, such as sex education, may be taught in a block and there will be specialist input from different organisations in selected year groups. Wherever possible use will be made of visiting speakers and of promotional material from the Health Authority.
Teaching strategies will include many opportunities for informal discussion and practical tasks. PSHE and Citizenship will be taught in an effective and meaningful way and there will be a balance of individual, group and class activities. The subject matter will depend upon the age, maturity and past experiences of the children and those areas requiring sensitivity will be dealt with appropriately.