English
English is the key to a child’s education and we split the subject into speaking, listening, reading and writing. English allows children the ability to communicate their emotions, ideas and opinions.
We follow a structured phonics and spelling programme which is designed to enable all children to develop effective reading and writing skills. All children from Reception to Year 6 take part in a phonics/spelling sessions daily to embed and extend their skills.
In EYFS and into KS1 we follow ELS (Essential Letters and Sounds) programme. ELS teaches children to read using a systematic synthetic phonics approach. It is designed to be used as part of an early learning environment that is rich in talk and story, where children experience the joy of books and language whilst rapidly acquiring the skills to become fluent independent readers and writers. ELS teaches children to:
English is the key to a child’s education and we split the subject into speaking, listening, reading and writing. English allows children the ability to communicate their emotions, ideas and opinions.
We follow a structured phonics and spelling programme which is designed to enable all children to develop effective reading and writing skills. All children from Reception to Year 6 take part in a phonics/spelling sessions daily to embed and extend their skills.
In EYFS and into KS1 we follow ELS (Essential Letters and Sounds) programme. ELS teaches children to read using a systematic synthetic phonics approach. It is designed to be used as part of an early learning environment that is rich in talk and story, where children experience the joy of books and language whilst rapidly acquiring the skills to become fluent independent readers and writers. ELS teaches children to:
• decode by identifying each sound within a word and blending them together to read fluently
• encode by segmenting each sound to write words accurately.
We know that for children at the end of Key Stage 1 to achieve the age-related expectations, they need to read fluently at 90 words per minute. As children move into Key Stage 2, it is vitally important that even those who have made the slowest progress are able to read age-appropriate texts independently and with fluency.
For children to engage with the wider curriculum, they need to be able to read well, making inferences and drawing on background knowledge to support their developing understanding of a text when they read. To do this, they need to be able to draw not only on their phonic knowledge but also on their wider reading and comprehension skills, each of which must be taught. The first step in this complex process is the link between spoken and written sounds. ELS whole-class, daily phonics teaching must begin from the first days of Reception. Through the rigorous ELS teaching programme, children will build an immediate understanding of the relationship between the sounds they can hear and say (phonemes) and the written sounds (graphemes).
Every ELS lesson has been designed to ensure that the minimum cognitive load is placed on the learner. The structure of the lessons allows children to predict what is coming next, what they need to do, and how to achieve success. It is important that the whole school understands how ELS works, and adheres to the ELS system, using the same terminology. This is why whole-school training in ELS is provided.
By Upper Key Stage 2 the children have an excellent grounding in the phonics and spelling skills they need, and this is built on by the Year 5/6 teacher. At this stage, spelling patterns are revised, more complex vocabulary is introduced and there is a greater focus on grammatical structures in preparation for the Spelling, Punctuation and Grammar test which children sit in Year 6.
Extra support with phonics and spelling is provided for children as necessary. Teaching Assistants work with children one to one or in small groups to deliver intervention programmes to ensure children keep up.
Extra support with phonics and spelling is provided for children as necessary. Teaching Assistants work with children one to one or in small groups to deliver intervention programmes to ensure children keep up.
Sticky knowledge progression ladder in all subjects in all year groups
Reading Long Term Plan - Robins
Reading Long Term Plan - Starlings
Reading Long Term Plan - Owls
Writing Long Term Plan - Robins
Writing Long Term Plan - Starlings
Writing Long Term Plan - Owls
Phonic Milestones with spellings
Mathematics
Mathematics is a creative and interconnected subject and has important applications in many different parts of our daily lives. This subject is also closely linked to science and design technology. An understanding of number, including the relationships between numbers, computation, problem solving and data handling is developed alongside work on shape, space, measures and time. We teach mathematics through a range of concrete, pictorial and abstract methods that include fluency, reasoning and problem solving.
Mathematics is a creative and interconnected subject and has important applications in many different parts of our daily lives. This subject is also closely linked to science and design technology. An understanding of number, including the relationships between numbers, computation, problem solving and data handling is developed alongside work on shape, space, measures and time. We teach mathematics through a range of concrete, pictorial and abstract methods that include fluency, reasoning and problem solving.
Times tables are also taught daily to ensure quick recall in application to problem solving. Please download the document to see the expectations per year group.
Science
Wherever possible, Science is taught through class topics, although some areas in Year 5 & 6 are taught discretely as ‘science days’. Our planning ensures that the children develop skills in observation, questioning, formulating hypotheses, measuring, comparing and interpreting, and aims to develop scientific and conceptual knowledge through biology, chemistry and physics.
Wherever possible, Science is taught through class topics, although some areas in Year 5 & 6 are taught discretely as ‘science days’. Our planning ensures that the children develop skills in observation, questioning, formulating hypotheses, measuring, comparing and interpreting, and aims to develop scientific and conceptual knowledge through biology, chemistry and physics.
Collective Worship
We hold an act of collective worship each day which is integral to the life of the school. The content is usually in the form of a modern day parable, a hymn and a prayer. On Thursday’s we welcome members of the local clergy or other visitors from the community such as Open the Book. We also attend St Barthlomew’s Church on a regular basis and for special events such as Harvest festival, Christmas, Christingle, Easter and the Year 6 Leavers Service. Additionally, prayers are said at the beginning, middle and the end of the day. Our Year 6 children attend the Leavers Service in Gloucester Cathedral.
We hold an act of collective worship each day which is integral to the life of the school. The content is usually in the form of a modern day parable, a hymn and a prayer. On Thursday’s we welcome members of the local clergy or other visitors from the community such as Open the Book. We also attend St Barthlomew’s Church on a regular basis and for special events such as Harvest festival, Christmas, Christingle, Easter and the Year 6 Leavers Service. Additionally, prayers are said at the beginning, middle and the end of the day. Our Year 6 children attend the Leavers Service in Gloucester Cathedral.
Religious Education
Religious Education is part of the basic curriculum for all registered pupils. It has the same status as the Core Subjects of Maths and English. As a Church of England Primary School closely linked with the Diocese and St. Barthlomew’s Church, we base our religious education firmly on the Christian faith and our school values, as well as instilling in our children a respect and tolerance of other religious beliefs. The locally agreed syllabus is followed. This covers two aspects: ‘Learning about religion’ and ‘Learning from religion’. The key aim is ….’to engage pupils with key questions arising from the study of religion so as to promote spiritual, moral, social and cultural development.’ The children will develop a knowledge and understanding of Christianity and other principle world religions, other religious traditions and world views. A copy of the agreed syllabus is available on request. Parents have the right to exempt their child from religious education. Those wishing to do so should notify the Head Teacher in writing.
Religious Education is part of the basic curriculum for all registered pupils. It has the same status as the Core Subjects of Maths and English. As a Church of England Primary School closely linked with the Diocese and St. Barthlomew’s Church, we base our religious education firmly on the Christian faith and our school values, as well as instilling in our children a respect and tolerance of other religious beliefs. The locally agreed syllabus is followed. This covers two aspects: ‘Learning about religion’ and ‘Learning from religion’. The key aim is ….’to engage pupils with key questions arising from the study of religion so as to promote spiritual, moral, social and cultural development.’ The children will develop a knowledge and understanding of Christianity and other principle world religions, other religious traditions and world views. A copy of the agreed syllabus is available on request. Parents have the right to exempt their child from religious education. Those wishing to do so should notify the Head Teacher in writing.
Art and Design
In Art, children explore, express and create using a wide range of materials. Learning will include drawing, painting, sculpture, multi-media and print work and will be a creative part of class topics. We have ‘art days’ and use art as means to show understanding though other curriculum areas such as RE.
In Art, children explore, express and create using a wide range of materials. Learning will include drawing, painting, sculpture, multi-media and print work and will be a creative part of class topics. We have ‘art days’ and use art as means to show understanding though other curriculum areas such as RE.
Computing
Most children are confident users of technology and regularly use tablets, laptops, smart TVs etc. The Computing curriculum aims to enable children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. All pupils are asked to follow a set of guidelines when using IT equipment to keep themselves safe, both at school and at home. We teach computing through the Rising Stars Scheme and adapt to meet the needs of our children.
Most children are confident users of technology and regularly use tablets, laptops, smart TVs etc. The Computing curriculum aims to enable children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. All pupils are asked to follow a set of guidelines when using IT equipment to keep themselves safe, both at school and at home. We teach computing through the Rising Stars Scheme and adapt to meet the needs of our children.
Design and Technology
Design and technology is an inspiring and practical subject, using creativity and imagination. Children design and make products that solve real and relevant problems, using card, modelling materials, construction kits, resistant materials, textiles and food. The majority of Design and technology will be planned through class topics, like Art we have DT days so that children can immerse themselves for a day in this creative process. We also supplement our teaching with STEM workshops and Kinex challenges. Our children have represented the school as STEM ambassadors at Renishaws.
Design and technology is an inspiring and practical subject, using creativity and imagination. Children design and make products that solve real and relevant problems, using card, modelling materials, construction kits, resistant materials, textiles and food. The majority of Design and technology will be planned through class topics, like Art we have DT days so that children can immerse themselves for a day in this creative process. We also supplement our teaching with STEM workshops and Kinex challenges. Our children have represented the school as STEM ambassadors at Renishaws.
Geography
We learn about geography through our class topics. This gives the children a chance to make sense of our changing world. Our topics are based around our locality so that children have an understanding of the area in which they live, and how it has developed over time. We aim to inspire curiosity about the world, so that our children have knowledge of places, seas and oceans, can question how and why the world is changing and communicate their findings.
History
History is taught through our class topic cycle and helps the children to develop a knowledge and understanding of Britain’s past and that of the wider world. The story of the past is often told through the eyes of individuals and the children will use their curiosity to question, think critically, examine evidence and consider their own judgements and decisions.
Languages
Our children are taught French in KS2. The ability to communicate in a different language opens up a greater understanding of other countries, cultures and communities. The ability to express ideas and thoughts in another language and to understand and respond to written and spoken language enhances children’s confidence in all communication. Our children have had the opportunity to attend French days at Rednock and Rednock students have come to Coaley for special events such as Christmas and role-play shopping events.
Music
Every week the children sing in school. Over the last two years children have taken part in iSingPOP where they learn and perform a range of songs. In music the children will perform, listen to, review and evaluate music from different periods of history and countries. They will use their voices and instruments to compose music of their own and perform in front of others. The children will explore how music is created, including having an understanding of pitch, duration, dynamics, tempo, timbre, texture, structure and notation.
In addition to this, instrumental tuition is available from peripatetic staff for woodwind, strings, guitar, brass and piano. Music teachers are self -employed and set their own charges and undertake their own administration. Instruments are available to hire from Gloucestershire Music (no hire charge is made for those in receipt of free school meals). Please see the following link for more information : http://www.gloucestershiremusic.co.uk/
Personal, Social and Health Education
Through PSHE, we aim to enable children to explore their emotions, relationships and how they change. Our school teaches all aspects of PSHE through the ‘Jigsaw’ scheme of work; we also use the Gloucestershire Healthy Living and Learning ‘Pink (People in the Know) Curriculum’. Opportunities for reflection and discussion on personal and social issues are provided in Circle Time. We also run events on health promotion, drug prevention and citizenship during the year. Annually we have a focused week on Anti-Bullying and we have invited the NSPCC into school who have worked with the whole school to help children about how to be safe. We cover E-Safety annually through the E-Safety week where children learn how to keep safe on line. Sex Education is taught as part of Health Education and Science; parents are notified and have the option to withdraw their child. The school promotes healthy eating.
Physical Education
There are two P.E. sessions each week, supplemented with other physical activity such Wake and Shake. The lesson content in Early Years and KS1 focuses on fundamental skills of control, movement and flexibility. These skills are built on in KS2 where children take part in gymnastics, multi-sports, dance, games, athletics, outdoor adventurous activities with the marines to orienteering, and swimming across the school. We employ specialist sports coaches to support children’s’ learning and to enhance the skills of the staff. We also promote a positive attitude towards maintaining a healthy, active lifestyle.
Every lunchtime children have the opportunity for additional PE activities, these are seasonally planned from tag rugby, hockey, football, cricket, rounders and tennis. All children experience a variety of competitive and non-competitive activities. Are children attend inter and intra sporting activities within our Dursley Sports Cluster.
We have a wide range of after school clubs which further enhances the pupils' experiences.