Our curriculum is based around the National Curriculum 2014.
The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.
Follow this link to the Department of Education website.
Please use the links below to find out what our children will be taught.
Happy, Healthy and Productive
Our vision is for all of our children to be happy, healthy and productive in a supportive environment which allows them to achieve their full potential. Through a deep and rich curriculum, pupils will gain knowledge, develop skills and build resilience for the future. We are determined that every child will succeed.
üProvide a deep, rich and challenging curriculum for every pupil
üPrioritise reading and mathematics so that every pupil can access the full curriculum
üDevelop resilience, independence and a growth mindset
üEmbrace diversity through positive, caring and tolerant attitudes towards everyone regardless of background
üPrepare children for their lives beyond primary education
When our pupils start school in Reception, their attainment on entry is generally in line with the national average; we are unwavering in our drive to ensure that they develop and master the key skills of reading and mathematics. This allows them to access a full curriculum which offers appropriate challenge for all. We have identified resilience and independence as important characteristics that our pupils require in order to be successful; as such, we work hard to instil in our pupils a growth mindset so that they can develop these qualities. The school’s demographic is predominantly white British and a significant proportion of pupils come from agricultural families. Our curriculum embraces this context whilst also recognising a lack of diversity; we therefore aim to provide culturally diverse learning opportunities that promote tolerance and respect. Through an effective curriculum, our pupils will be happy, healthy and productive, and they will be prepared for each stage of their education.
The school’s curriculum is coherently sequenced and ensures that every child is given appropriate opportunities to learn the necessary skills and knowledge in every subject.
In Reception, we follow the statutory framework for the Early Years Foundation Stage. The children learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum that are equally important and inter-connected. These are the prime areas of Personal, Social and Emotional Development, Physical Development and Communication and Language; and the specific areas of Literacy, Mathematics, Understanding the World and Expressive Arts and Design. The EYFS curriculum is designed to develop key characteristics of effective learning. These are: Creating and Thinking Critically (allowing children to develop their own ideas, make links between ideas and develop strategies for doing things); Active Learning (allowing children to keep trying if they encounter difficulties and enjoy their achievements); and Playing and Exploring (allowing children to investigate and experience things and ‘have a go’). Our EYFS curriculum is implemented through a mix of adult-led and child-initiated activities. The children’s own interests and experiences are used to engage them in higher-level thinking and deeper learning. Child-initiated learning is valued and encouraged to ensure children are motivated and interested. Through observation and discussion, areas of need and next steps are identified for all children. We collaborate closely with parents to ensure our pupils’ transition into school and learning throughout Reception are successful. This is achieved through transition activities, school events, home/school learning journeys, reading records, written reports, parent consultations and our open door policy.
In Key Stage 1 and Key Stage 2, we have developed a two-year long term plan which clearly maps out the National Curriculum objectives that will be learned. Our curriculum is implemented through cross-curricular themes which inspire and excite children about new learning opportunities. The themes are organised so that children start from a secure base of what they know and what is familiar and can confidently contribute to learning in the classroom. Themes are developed to look at our locality and beyond, including the wider world. Incorporated throughout our curriculum are Fundamental British Values (FBV), Social Emotional Aspects of Learning (SEAL) and Personal, Social, Health, Economic Education and Citizenship (PSHE & C), all of which are covered during whole school assemblies and in the classroom. There are also opportunities for children to develop these skills throughout the school in roles such as e-safety officers, playtime friends and the School Council. Whole class texts and novels are included in the long term plan and these link to the pupils’ learning. Educational visits, which enhance the pupils’ learning, are planned throughout the year for all pupils. We understand the importance of teacher knowledge and ensure that our staff receive effective training in specific curriculum subjects. Across the curriculum, we have staff who have expert knowledge and relevant experience in specific areas. For instance, pupils in Key Stage 2 receive weekly French lessons from a member of staff who is a languages specialist. Religious Education is taught discretely by a higher level teaching assistant and through cross-curricular links where possible. Pupils in Reception and Year 1 attend weekly Forest School Sessions, and our wildlife area is used throughout the year by all year groups for outdoor learning. All pupils in Year 5/6 receive weekly music lessons from a specialist teacher and learn to play an instrument. We also employ a sports specialist who delivers PE lessons and coaches the staff in order to develop their subject knowledge. Through effective teaching and learning, we embed key concepts in pupils’ long-term memories so that they can apply them fluently. In developing our curriculum, we have considered skills and knowledge retention and how these build over time.
Pupils are assessed in all subjects and parents receive a written report at least twice a year, identifying their attainment and attitude in all areas.
The PE Gold Award has been achieved for four consecutive years. This demonstrates excellent participation in inter-school sport, high levels of participation in physical activity during the school day and a high number of young leaders.
Our qualified Forest School Leader delivers a high quality curriculum which has impacted positively on our pupils’ confidence, social skills, language and communication, motivation and concentration, physical skills and knowledge and understanding.
We are a member of Music Mark and every pupil in Year 5/6 learns to play a musical instrument. This aids their ability to retain skills and knowledge and ensures that we have high quality music which has a positive impact on pupils’ experiences and future opportunities.
Modern Languages is a strength of the school in Key Stage 2 and every pupil applies their oral French learning to written tasks.
Science receives a high profile as a core subject and pupils receive a full curriculum through timetabled weekly lessons. There is a broad range of exciting, dynamic and practical activities linked to the five types of scientific enquiry. Our pupils particularly enjoy this subject which is further enhanced by the school’s wildlife area.
Children in EYFS get the best possible start to school life. The curriculum engages all children and ensures that they make good progress from their starting points. Ongoing assessment is integral to the learning process and observations inform next steps for children to develop into well-rounded individuals. EYFS pupils are ready for Key Stage 1 and have our school values embedded by the time they leave Reception, preparing them for future learning.
Investment in high quality phonics training, teaching, learning and resources has impacted on our pupils’ language development, motivation and reading ability. Stimulating resources, including phonically decodable texts which are closely matched to ability, have enabled all learners to access phonics and become independent readers, allowing them to access the whole curriculum.
In writing tasks, our differentiated success criteria grids have ensured appropriate challenge for all abilities and high quality written work which is celebrated in weekly assemblies.
In mathematics, pupils’ understanding, knowledge and skills are systematically deepened and built-upon year after year. Through strong curriculum planning towards mastery, pupils use mathematical language with confidence, are able to solve problems using a range of strategies and develop their independent learning.
We ensure that our pupils, including our most vulnerable learners, are closely tracked and monitored so that they achieve well and make good progress.
Our pupils learn to be valued citizens and important members of the local and wider community.
Art and Design
Pupils learn art skills in pure art lessons and by combining the teaching of art skills with learning in other subjects. A range of media is used throughout EYFS, Key Stage 1 and Key Stage 2, such as paint, papier-mâché, clay, printing products and fabrics. Our studies in Art encompass an awareness of art and artists, the skills of sketching, observational drawing and colour mixing and working with 3D form. Where possible we link art and design with other curriculum areas in order to give the children’s work real meaning and relevance.
Pupils are taught to use a range of software and hardware through discrete computing lessons and cross-curricular learning. Pupils are taught how to keep safe online and when using rapidly developing technologies such as tablets. Pupils use hardware such as laptops and iPads to learn how to manipulate software, programme devices and find information efficiently and safely. They create presentations using graphics and sound and edit their work to create final products. We provide opportunities for pupils to apply their computing skills confidently and effectively.
Design and Technology
Pupils are provided with opportunities to design, make and evaluate a variety of products, including those linked with food and nutrition. Pupils work with a variety of media to develop their skills in the use of appropriate materials and tools. Where possible we link projects with topic themes and other curriculum areas such as mathematics, science, computing and art. Our pupils also enjoy one-off DT projects such as creating decorations for the Christmas Tree Festival in Northallerton.
Early Years Foundation Stage
Early Years Foundation Stage
At Appleton Wiske Community Primary School we value the importance that the EYFS plays in laying secure foundations for future learning and development and that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education. The EYFS for children is from birth to five years of age. All children begin school with a wide variety of experiences and learning and it is the privilege of the adults working in the Foundation Stage to accept the task of building upon that prior learning experience. This is done through a holistic approach to learning ensuring that parents/carers and the Foundation Stage team work effectively together to support the learning and development of the children in their care.
It is every child’s right to grow up safe, healthy, enjoying and achieving, making a positive contribution and with economic wellbeing. The overarching aim of the EYFS is to help young children achieve these five outcomes. We provide a broad and balanced curriculum that enables each child to develop personally, socially, emotionally, spiritually, physically, creatively and intellectually to their full potential. Each child is valued as an individual and teaching and learning is based on the understanding that children develop at different rates. The school’s EYFS Policy outlines our approach to the Early Years Foundation Stage and the quality of provision that our pupils receive.
EYFS Policy – Available – Click Here
We encourage our pupils to speak clearly and confidently and articulate their views and opinions. We teach the children to express themselves orally in an appropriate way, matching their style and response to audience and purpose. Our pupils develop the skills of participating effectively in group discussions in the following ways:
- Activities which are planned to encourage active participation by all children, irrespective of ability.
- Encouraging talk-time in the classroom and encouraging reading and discussions about texts.
- Opportunities for talk partners, circle time, role play, drama and school performances.
- Contributions during assemblies and school events within the community
- Discussions during School Council meetings
- Guided and group reading activities
- Opportunities to express thoughts and feelings, such as during SEAL activities
We teach our pupils to read fluently, understand extended prose, and they are encouraged to read for pleasure. There are two aspects of reading development: reading/decoding and comprehension. Our pupils develop their reading skills in the following ways:
- EYFS children have opportunities to develop their communication, language and literacy skills on a daily basis in both adult-led and child-initiated activities.
- Pupils learn to read easily and fluently through daily phonics in EYFS and Key Stage 1, as well as regular reading to adults in school and at home.
- Pupils develop comprehension skills during Guided Reading activities. They study a text which is more challenging than their independent book, and they are given tasks to fulfil at school and home.
- Pupils are encouraged to read widely, through independent books, class texts and the school library.
- Pupils are encouraged to read for pleasure during quiet reading time and by listening to an adult read.
- Pupils are expected to use their reading skills in order to find information during lessons in all areas of the curriculum.
- Pupils are given opportunities to experience a wide range of texts in a variety of genres.
We provide opportunities for our pupils to develop the stamina and skills to write at length; use accurate spelling, punctuation and grammar; write in a range of ways and purposes; and write to support their understanding and consolidation of what they have heard or read. There are two aspects of writing development: transcription (spelling and handwriting) and composition. We recognise that both of these elements are essential to success and we support the acquisition of both sets of skills through various methods:
- We teach grammar, punctuation and spelling as discrete lessons and within other lessons as appropriate.
- Pupils move from ‘Letters and Sounds’ to ‘Support for Spelling’ and the NYCC spelling programme.
- We correct errors in pupils’ written work (see Marking and Feedback policy).
- We revisit key learning and build upon it in all areas, from phonics through to grammar, punctuation and spelling.
- We use high quality texts.
- We use teacher modelling and collaborative writing to demonstrate good practice.
- We provide writing frames to support pupils when appropriate.
- We provide time for planning, editing and revising.
- We mark extended pieces of work in-depth and set appropriate targets with the pupil.
- We use checklists for pupils to self-assess or peer-assess, when appropriate, so they can evaluate effectively.
- We teach joined handwriting from Year 1 and expect pupils to use joined handwriting in their written work.
- Structured support is provided for pupils with learning and physical difficulties.
The development of vocabulary is key to learning and progress across the whole curriculum since it allows pupils to access a wider range of words when writing and for them to understand and comprehend texts effectively. Our pupils develop their vocabulary in the following ways:
- Spelling lists/key words to learn and apply to their writing.
- Display of key words linked to topics and subjects.
- Encouraging and expecting the use of correct vocabulary orally and in written tasks.
- In-depth word based lessons looking at specific patterns.
- Promoting the use of dictionaries, thesauruses and similar resources.
- Using a range of texts to explore vocabulary choices and the effect they have on the reader.
- Targeted one-to-one or group support, where appropriate.
We aim to give our pupils an awareness of the world in which they live by developing geographical skills such as place knowledge, map work and an understanding of environmental issues. Human and physical geography are studied and an awareness of the diversity of modern Britain and of the wider world is actively encouraged through direct teaching and independent activities. Pupils also learn about the effects of climate upon people’s lives and animal habitats. Where possible, we make links between geography and other curriculum areas, particularly science.
We aim to provide our pupils with a good understanding of Britain’s past and that of the wider world. We encourage our pupils to ask perceptive questions and consider a range of evidence, including different perspectives and points of view. We help pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. In Key Stage 1, pupils compare their own lives to those of their family and consider similarities and differences. They place key events in chronological order and begin to consider the different ways in which the past is presented. In Key Stage 2, pupils use timelines to chart chronology and explore reasons for events and changes. They compare the past with the present day and consider how different views of the past are formed. We aim to bring history to life through cross-curricular learning, themed events and educational visits.
Early Years Foundation Stage
In the Early Years, we are becoming mathematicians. Children develop their mathematical skills in areas of learning through opportunities which are both child initiated and adult supported. Maths is underpinned by the Characteristics of Effective Learning: playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking), which is how children learn within the EYFS. The children are assessed towards the Early Learning Goal for Mathematics – Numbers, Shape, Space and Measures. Adult-led activities take account of the children’s interests and learning styles, maximising the use of areas of provision within the environment, both indoors and out. The learning leads on to children developing and practising skills in their own way and provides further learning possibilities. We embed mathematical opportunities within daily routines to make them real and purposeful.
To support the whole school sequencing of the maths curriculum, we use the Archimedes Maths Hub/North Yorkshire LA’s mixed age planning guidance to support teaching and learning in EYFS maths. Topics are introduced in 4 areas:
1 Big ideas – where new topics are introduced e.g. Understanding what money is and what it is used for and the value of coins.
2 Key maths vocabulary – recap previous learned vocabulary and introduce the pupils to new key mathematical vocabulary linked to that topic e.g. money, coins, pence, pounds, price, cost, sell, buy, spend, pay and change.
3 Securing key skills and embedding understanding e.g. using and experiencing REAL coins and notes in a role play situation to pay, add, subtract and give change..
4 Activities, stories and songs e.g. 20 Currant Buns song, The Great Pet Sale story
Following on from the introduction and gauging of children’s interests, the topic continues in the learning areas, indoors and out, through adult-initiated tasks and ‘Enabling Environments’ (child-initiated, adult-supported). For example, making labels for a shop and matching the correct coins to the label, buying tickets for a bus ride, setting up a toy shop role play area, paying and giving change. We use specific ‘hands on’ maths equipment as well as a rich variety of ‘real life’ resources linked to problem solving in the EYFS. We link maths vocabulary to ‘Convince me maths’ (see KS1 and KS2 below). Children will be asked to ‘think, explain and solve’ problems using specific maths vocabulary linked to the unit they are being taught.
Maths in the Early Years Curriculum is split into two areas: ‘Numbers’ and ‘Shapes, Space and Measures’, where children work towards achieving the Early Learning Goals (ELGs) for each of these areas.
ELGs for ‘Numbers’
Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
ELGs for ‘Shapes, Space and Measures’
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Children will be assessed as ‘emerging’, ‘expected’ or ‘exceeding’ for each Early Learning Goal at the end of the Foundation Stage.
KS1 and KS2
Throughout KS1 and KS2 we teach ‘Convince Me Maths’ (CMM) which involves extending children’s mathematical understanding through reasoning, using a structured programme which provides appropriate differentiation and challenge to all. Our long term plans are adapted from the Archimedes Maths hub/North Yorkshire Local Authority’s mixed age planning guidance. We have based our maths curriculum on these long term plans because the sequencing of topics has been written to help ensure that any pre-requisite knowledge needed for a unit can be taught in the preceding units. We have chosen to adapt the ‘long block’ approach as this best meets the needs of our learners in mixed age classes across the school. Overviews for each topic allow teachers to see the content for each year group, providing continuity and understanding of progression (preceding and following year groups) in the topics.
We cover all aspects of mathematics as outlined in the National Curriculum:
|Year 1||Number and Place Value; Calculations; Fractions; Measurement; Geometry|
|Year 2||Number and Place Value; Calculations; Fractions; Measurement; Geometry; Statistics|
|Year 3||Number and Place Value; Calculations; Fractions; Measurement; Geometry; Statistics|
|Year 4||Number and Place Value; Calculations; Fractions and Decimals; Measurement; Geometry; Statistics|
|Year 5||Number and PV; Calculations; Fractions, Decimals and Percentages; Measurement; Geometry; Statistics|
|Year 6||Number and PV; Calculations; Fractions, Decimals and Percentages; Ratio and Proportion; Algebra; Measurement; Geometry; Statistics|
Through Convince Me Maths, we teach each unit in the same sequence across the school:
Step 1 – Vocabulary
This lesson is to recap learned vocabulary and introduce the children to new key mathematical vocabulary linked to the topic. This is essential to allow the children to access the whole of the topic.
Step 2 – Show (concrete, pictorial and abstract)
Once the children have a good understanding of the vocabulary, they are encouraged to explore the topic, using concrete resources that they can handle e.g. counters, cubes etc. They are then encouraged to develop this further into a pictorial representation, where they use diagrams to show their understanding visually. Following on from this, the abstract teaches the children the appropriate mathematical symbols and representations for the specific area of learning e.g. + addition, – subtraction.
Step 3 – Do (fluency)
This is the teacher-led input where the children learn new skills in order to later apply what they have learned. It is important that children succeed in the fluency stage before they move on.
Step 4 – Think
Once children have a sound knowledge of the mathematical skills, they move on to apply their understanding. This stage is designed to encourage the children to reason – explaining how they found their answer and how they know it is correct. Every Think task begins with ‘Convince me that…’. This reminds the children that they must explain their thought processes.
Step 5 – Explain
After the Think stage has been successfully completed and understood, the children can move on to the Explain stage. Explain is designed to allow the children to demonstrate their understanding of the skills being taught, applying their learning and using appropriate mathematical vocabulary
Step 6 – Solve
The final stage, which is the mastery stage, is Solve. This is where the children are given more difficult investigations to explore the skills further. They apply all of the previously used skills to gain a deeper level of understanding. Solve tasks begin with, ‘Is it always, sometimes or never true that…’
Convince Me Maths encourages and expects children to become more independent and responsible for their own learning. In KS1, Convince Me Maths is more teacher-led as the children are being introduced to the school’s approach to mathematics. In Lower KS2, children are more independent, with some teacher-led sessions. In Upper KS2, the fluency sessions are teacher-led; beyond that, the children work independently and receive regular feedback before moving onto the next step. In KS2, identified children may require additional adult support.
Concrete resources are always readily available to the children to be used at any time, during any of the steps. The children are free to choose which methods and resources work best to develop their understanding. ‘Maths No Problem’ teaching resources are used to expose all pupils to a range of fluency, mastery and problem-solving questions.
At the end of each unit, pupils in Years 2 to 6 self-assess their learning based on how well they feel they have achieved against the criteria. The teacher then assesses each pupil’s progress using the same criteria. Each year group has the same structure of units. Therefore, before each unit is taught, previous learning will be reviewed and revisited.
The pupils take part in discrete music lessons every week and are taught skills such as: playing and performing in solo and ensemble contexts; listening with attention and detail; improvising and composing music for a range of purposes; playing tuned and untuned instruments. The pupils sing songs from different cultures in whole school assemblies and they enjoy taking part in whole school performances such as the Harvest Festival and Christmas Production. Several pupils learn musical instruments at school and they are proud to perform in celebration assemblies.
Modern Foreign Languages
The main language taught in school is French. In Key Stage 2, we follow the North Yorkshire scheme of work and pupils are taught discrete lessons. Pupils are taught a range of skills, such as: listening and responding; learning through songs and rhymes; engaging in conversations; developing vocabulary and grammar. Children in Key stage 1 experience French in a more informal style through songs and everyday activities.
Primary National Curriculum
Primary National Curriculum
Personal ,Social, Health, & Citizenship Education (PSHCE)
PSHE & C helps to give pupils the knowledge, skills, and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. As well as lessons in PSHE & C, pupils are encouraged to take part in a wide range of activities and experiences contributing to the full life of the school.
Sex and Relationships Education is currently on offer for all Year 5 and Year 6 children; parents have the right to withdraw their children from these lessons. Younger children learn about ‘growing up’ as part of their science curriculum. Members of staff are available to answer individual questions as appropriate.
At Appleton Wiske, we teach reading and phonics through hands-on activities following ‘Letters and Sounds’. There are six phases of ‘Letters and Sounds’ taught from EYFS to Year 2.
What is a phoneme?
It is the smallest unit of sound. At first it will equate with a single letter sound but later on will include digraphs, trigraphs and quadgraphs.
What is a grapheme?
A grapheme is a letter or a number of letters that represent a sound (phoneme) in a word. Another way to explain it is to say that a grapheme is a letter or letters that spell a sound in a word. E.g. ee ea ey (tree, sea, key) all make the same phoneme but are spelt and written differently.
What is a digraph?
This is when two letters make a phoneme. E.g. ai makes the sound in train.
What is a trigraph?
This is when three letters make a phoneme. E.g. igh makes the sound in light.
What is a quadgraph?
This is when four letters make a phoneme. E.g. eigh makes the sound in sleigh.
What are high frequency words?
High frequency words are those that recur frequently in much of the written material young children read and that they need when they write. They are also known as ‘common words’.
What are CVC words?
CVC stands for consonant-vowel-consonant, so a word such as hat, pin and pot are CVC words. In phase 4 we talk about CCVC words such as trip and flap.
What is blending?
Blending is the process that is involved in bringing the sounds together to make a word or a syllable and is how b a t becomes bat. To learn to read well children must be able to smoothly blend sounds together. Blending sounds fluidly helps to improve fluency when reading. Blending is more difficult to do with longer words so learning how to blend accurately from an early age is imperative. Showing your child how to blend is important. Model how to ‘push’ sounds smoothly together without stopping at each individual sound.
What is segmenting?
Segmenting is a skill used in spelling. In order to spell the word cat, it is necessary to segment the word into its constituent sounds: c a t. Children will enjoy spelling if it feels like fun and if they feel good about themselves as spellers. We need, therefore, to be playful and positive in our approach – noticing and praising what children cando as well as helping them to correct their mistakes.
What are tricky words?
Tricky words are words that cannot be ‘sounded out’ but need to be learned by heart. They do not fit into the usual spelling patterns. In order to read simple sentences, it is necessary for children to know some words that have unusual or untaught spellings. When teaching these words we start with the sounds already known in the word and then focus on the ‘tricky’ part.
Tricky words are introduced in each phase as follows:
Phase 2: the to I no go into
Phase 3: he she me we be was you they all are my her
Phase 4: said have like so do come some were there little one when out what
Phase 5: oh their people Mr Mrs looked could asked called
Phases 1-6 of Letters and Sounds
Phase 1 of Letters and Sounds concentrates on developing children’s speaking and listening skil
ls and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
In Phase 2, letters and their sounds are introduced one at a time. Sets of letters are taught in the following sequence:
Set1: s,a,t,p Set2: i,n,m,d Set3: g,o,c,k Set4: ck,e,u,r Set5: h, b, f, ff, l, ll, ss
The children will begin to learn to blend and segment to begin reading and spelling. This will begin with simple words.
By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2.
During Phase 3, twenty-five new graphemes are introduced (one at a time).
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
By Phase 4 children will be able to represent each of 42 phonemes with a grapheme. They will blend phonemes to read CCVC and CVCC words and segment these words for spelling. They will also be able to read two syllable words that are simple. They will be able to read all the tricky words learnt so far and will be able to spell some of them. This phase consolidates all the children have learnt in the previous phases.
Children will be taught new graphemes and alternative pronunciations for these graphemes and graphemes they already know. They will begin to learn to choose the appropriate grapheme when spelling. The children will be automatically decoding a large number of words for reading by this point.
|ay day||oy boy||wh when||a-e make|
|ou out||ir girl||ph photo||e-e these|
|ie tie||ue blue||ew new||i-e like|
|ea eat||aw saw||oe toe||o-e home|
|au Paul||u-e rule|
In phase 6 children will be reading longer and less familiar texts independently and fluently. It is crucial that at this point children are now reading to learn and reading for pleasure. Children should be able to read the 300 high frequency words. At this point it is important that comprehension strategies are developed so that children clarify meaning, ask and answer questions about the texts they are reading, construct mental images during reading and summarise what they have read. In spelling children are introduced to the adding of suffixes and how to spell longer words. Throughout the phase children are encouraged to develop strategies for learning spellings.
|Syllables||To learn a word by listening to how many syllables there are so it can be broken into smaller bits. (e.g. Sep-tem-ber)|
|Base Words||To learn a word by finding its base word. (e.g. jumping- base word jump +ing|
|Analogy||To learn a word use a word that is already learnt. (e.g. could, would, should)|
|Mnemonics||To learn a word by making up a sentence to help remember them. (e.g. could – Oh U Lucky Duck; people -people eat orange peel like elephants|
|Homophones||Homophones are words that sound the same but have different spellings/meanings. For example sail/sale, see/sea.|
What can I do at home?
A great way to engage children at home with phonics is to play games. Matching pairs, snap, sorting words or letters can all be ways to help teach your children. If you have a computer at home then below is a list of websites that have fun interactive games for children to play.
Useful website letters and sounds games:
We are very proud of our sporting achievements, which stem from good quality PE provision. Every pupil receives two hours of PE within the curriculum each week and the whole school takes part in a daily ten-minute exercise. In PE lessons, pupils are taught a wide range of skills, including: running, jumping, throwing and catching; balance, control, flexibility, agility and co-ordination. Pupils are taught all aspects of PE, such as competitive team games, gymnastics, dance, swimming, athletics and outdoor/adventurous activities. Pupils learn to apply basic principles and rules when taking part in sporting activities. We invite people in to school to work with our pupils, such as sports coaches and a local athlete who has competed in the Invictus Games. There is an after school sports club every Thursday from 3:15pm to 4:15pm where the pupils can take part in activities such as tag rugby, football, tennis and multi-skills (activities vary throughout the year). We are an active member of the Northallerton School Sports Partnership and take part in lots of sporting events. As a result of our sporting provision, we have achieved the School Games Gold Award.
The school follows the North Yorkshire Agreed Syllabus for Religious Education which focuses on teachings from and teaching about a range of world faiths. RE is taught either as part of a class topic or weekly as a discrete subject.
Collective Acts of Worship
In accordance with the Education Reform Act 1988 and the North Yorkshire Agreed Syllabus, children take part in a collective Act of Worship each day which is broadly Christian based. It also encourages children to be reflective and develop a spiritual awareness. Parents/carers may exercise their right to withdraw their child/children from these activities in respect of their own religious beliefs. Members of local church communities visit regularly to lead our worship.
We follow the Letters and Sounds phonics scheme. Phase 1 concentrates on developing children’s speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. In Phase 2, letters and their sounds are introduced one at a time. Sets of letters are taught in a specific sequence. The pupils learn to blend and segment in order to begin reading and spelling. By the time they reach Phase 3, pupils will already be able to blend and segment words containing the 19 letters taught in Phase 2. During Phase 3, twenty-five new graphemes are introduced (one at a time). By Phase 4, pupils will be able to represent each of the 42 phonemes with a grapheme. They will blend phonemes to read CCVC and CVCC words and segment these words for spelling. They will also be able to read simple two-syllable words. Pupils will be able to read all the tricky words learnt so far and will be able to spell some of them. During Phase 5, pupils are taught new graphemes and alternative pronunciations for these graphemes and graphemes they already know. They will begin to learn to choose the appropriate grapheme when spelling. Pupils will be able to automatically decode a large number of words for reading.
Pupils have opportunities to develop their communication, language and literacy skills on a daily basis in both adult-led and child-initiated activities. Pupils receive a daily, discrete 15-minute phonics session through Letters and Sounds (see above). Pupils are given regular opportunities to practise blending and segmenting the 100 high frequency words by sight. Resources, such as the ‘Tricky Word Tree’, ‘Professor Percival’ and ‘Reading Eggs’ are used regularly and pseudo words are introduced when appropriate for pupils to practise their decoding skills. Pupils are introduced to books with words on entry to EYFS. We use books from Oxford Reading Tree specifically to support our phonics teaching. As the pupils become more experienced readers, they are exposed to a wider range of books depending on their needs and interests. Reading books are colour-banded with pupils working their way through the colour system (pink, red, yellow etc.). Children develop at different rates and therefore the teaching staff will assess whether a child is ready to move on to the next colour. Pupils read one to one at least 3 times per week to a member of staff or volunteer and pertinent comments are recorded in reading records. Parents/carers are encouraged to listen to their children read as often as possible. Whole class texts, ranging from mini-books to larger texts, are used to enrich the pupils’ learning and the class teacher reads to the pupils at the end of each school day.
Key Stage 1
Pupils in Year 1 receive a daily, discrete 15-minute phonics session through Letters and Sounds (see above). Real and pseudo words are used in order to provide pupils with opportunities to practise their decoding skills. Phonics sessions are differentiated according to ability and stage of development. At the end of Year 1, pupils are assessed using the phonics screening check. Low Prior Attaining Year 2 pupils receive a daily, discrete 15-minute phonics session. Middle and High Prior Attaining Year 2 pupils receive three 15-minute daily phonics sessions and two independent spelling sessions per week. Year 2 pupils take part in a weekly guided reading session. Resources such as ‘Professor Percival’ and ‘Reading Eggs’ are used to practise spelling and decoding skills. At the end of Year 2, any pupils who did not pass the Year 1 phonics screening check are reassessed. In Key Stage 1, pupils continue to read independent colour-banded books (yellow, blue, green, orange, turquoise, purple etc.) and teaching staff assess whether a child is ready to move on to the next colour. Pupils read one to one at least 2/3 times per week to a member of staff or volunteer and pertinent comments are recorded in reading records. Parents/carers are encouraged to listen to their children read as often as possible. A wide range of whole class texts are used to enrich the pupils’ learning and the class teacher reads to the pupils at the end of each school day.
Key Stage 2
Pupils in Key Stage 2 are targeted for additional phonics and spelling support depending on their stage of development. All pupils take part in daily Comprehension Bug reading sessions; a wide range of texts are used throughout the year which provide opportunities to experience a variety of genres. Workbooks are used to record work and evidence progress. Pupils work in mixed groups, activities are rotated throughout the week and there are opportunities for independent, collaborative and supported work. On days 1 and 2, pupils work independently on a vocabulary task (key words and spellings) and a comprehension task (reading a text and answering questions). On day 3, pupils are supported by an adult (marking and feedback). Feedback and next steps are provided verbally and pupils respond instantly through editing and improving their work. On days 4 and 5, pupils work independently on application tasks (linked to the text). Regardless of ability, pupils are provided with texts appropriate for their year group; this allows them to experience a rich variety of texts whilst developing their comprehension skills. Any pupils who cannot access the text independently will be supported by an adult.
Classrooms contain a range of appropriate texts, dictionaries and thesauruses; other resources, such as Spellodrome, Reading Eggs and IDL, are used by the pupils to practise spelling and decoding skills. Pupils are encouraged to read widely through independent books, class texts and the school library, and they are taught to use their reading skills in order to find information during lessons in all areas of the curriculum, including computing. Throughout Key Stage 2, pupils continue to work their way through the independent colour-banded books until they are ready for free reading. In Year 3/4, pupils read once a week to a member of staff or volunteer and pertinent comments are recorded in reading records. In Year 5/6, pupils are heard to read when appropriate depending on ability. In Key Stage 2, a reading reward scheme is in place which encourages pupils to read daily and update their reading records. Parents/carers are encouraged to listen to their children read as often as possible. Pupils in Key Stage 2 enjoy a daily novel which is read and modelled by the class teacher.
Reading is celebrated throughout the year in many ways. For example:
- Daily class novel/story
- Reading Display in the school hall
- Reading corners in every classroom
- Phonics Working Walls
- Reading Ambassadors – responsible for raising the profile of reading through competitions
- Librarians – responsible for organising the library and promoting its use
- Whole school events such as World Book Day
- Opportunities for paired reading with mixed ages and classes
- Weekly volunteers for each class who listen to pupils read
- Termly storyteller for each class
All members of staff receive appropriate CPD in phonics and reading as outlined in the School Improvement Plan and English Action Plan.
Science teaches an understanding of natural phenomena and stimulates a child’s curiosity in finding out why things happen the way they do. Our children have access to a broad science curriculum following the guidelines in the National Curriculum. Children at our school learn to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national and global level. We strive to develop children’s curiosity, enjoyment, skills and a growing understanding of scientific knowledge through an approach in which they raise questions and investigate the world in which we live.
We provide our children with knowledge and understanding through experience of five different types of Scientific Enquiry:
- Observing over time
- Pattern seeking
- Identifying, classifying and grouping
- Comparative and fair testing
- Research using secondary sources