Curriculum

English

Reading

We aim to develop a love of books and reading.

We are very proud that our children achieve well in reading. In 2017, 92% of our Year 6 pupils achieved the expected Reading Standard compared to 71% Nationally.

Click here to find out more about Reading:

Our-Approach-to-Reading-and-Phonics-2017

Writing

We teach writing using the principles of the Talk for Writing programme by Pie Corbett, following some inspirational training our staff had in this area. We understand the value of immersing ourselves in stories and books to inspire our own, wonderful writing! In 2017, 100% of our Year 6 pupils achieved the expected Writing Standard compared to 76% Nationally and 42% achieved the Greater Depth standard compared to 18% Nationally.

We use the core Oxford Reading Tree as our main reading scheme but supplement the Book Bands with a variety of other published reading schemes. (eg Snapdragons, Treetops and banded real picture books)

Guided Reading – we use the Collins Big Cat series throughout the school for both fiction and non-fiction.

Phonics – we follow the teaching as set out in Letters and Sounds which we supplement in Key Stage One with Phonics Play and Spelling Play.

Spellings – in KS2 we use the iTES Spelling programme.

Handwriting – we have adopted the Cripps Handwriting model.

Music

We use an on-line subscription to Charanga to support our teaching of music.

PE

In Key Stage 1 we use Leap Into Life programme to support our teaching of P.E

 

ICT

We use an on-line subscription to Espresso Coding to support

our teaching of coding in KS1 and Ks2 curriculum.

ICT and Computing

This is Hawks class working on our new ipads, in pairs they are using Discovery Coding to write an algorithm to control a screen helicopter. All our classes are exploring age related activities on this website to learn coding skills, either on the new ipads or laptops.

 

Maths in Action

Kestrel Class

Working in groups as shop keepers and customers to learn about adding coins to specific amounts and calculating the change.

At Seething and Mundham Primary School we endeavour to teach our children a rich and progressive curriculum. We believe that Mathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems.  In our school we want to help children to understand and appreciate the pattern in both numbers and space in their everyday lives in and out of school.  We encourage children to develop these key and fundamental skills through their growing knowledge and understanding of the world.

Here are a few things we have embedded in our school:

  • Growth Mindset is an approach to teaching which believes that mindset is more important than initial ability in determining the progress made by pupils in their understanding. Pupils with a growth mindset will make better progress with a fixed mindset by not putting a cap on their learning (For a visual understanding please click on the link to watch the ‘training fleas’ video – https://youtu.be/GlpjA-QgmQM).

We have embedded this approach in our Maths teaching since September 2016 across the school.  This has given children the freedom to choose their work and extend their work to the next level.

  • Bar Model Method is a strategy used by children to visualise mathematical concepts and solve problems. This method is a way to represent a situation in a word problem, usually using rectangles.

We have made a start at using this approach to help children confidently solve word problems.

  • Maths Monkeys: We have introduced Maths Monkeys in each class ,where a child gets to take the class Monkey home for a week and together explore the Maths outside school environment. They then bring it to class to share their work and findings on where and how they applied Maths.

The National Curriculum for primary mathematics has three aims that should be at the heart of how we interpret the content of the curriculum.

  • Conceptual understanding

In developing children’s skills through enhancing their factual, conceptual and procedural knowledge, we allow them to deepen their mathematical understanding and be able to apply what they know to help them to solve problems.

  • Mathematical reasoning

The progression and development of mental calculations and efficiency in strategies will provide children with the skills which will allow them to be able to reason their findings effectively using appropriate mathematical language.

  • Problem solving

Mathematics is integral to all aspects of life and it is with this in mind that we endeavour to ensure that children develop self-confidence in their ability to approach a range of mathematical problems.

By providing opportunities to apply their mathematical skills in different contexts and across a range of subject areas, children will be able to work systematically to organise information, find patterns and ultimately solutions through independent and collaborative learning.

Assessment

  • In the EYFS, children’s achievements are on-going and are assessed against the Early Learning Goals.
  • Levels are no longer used to assess children and instead teachers in KS1 and KS2 make judgements about the children’s numeracy in relation to age related expectations as set out in the National Curriculum.
  • Assessment for learning is well established throughout the school and the use of questioning, observation and marking will continue to be key parts of formative assessment.
  • Statutory assessments (SAT’s) take place at the end of Year 2 and Year 6.