KS1 and KS2 Curriculum

We plan our curriculum around challenge and high expectations, children's interests and individual needs.

Whole school approaches to giving guidance in lessons is consistent. We use self assessment and teacher guidance to help children decide whether to take on MUST 'challenges', SHOULD 'super challenges' or COULD 'ocean deep challenges'.

Creative themes link subjects together each term, which are always initiated with 'sparkling start' to inspire children and completed with a 'fabulous finish' to showcase learning. Where possible, we learn outdoors and take part in educational visits further afield.

Information for parents and carers:

We hold curriculum information sessions for parents and share National Curriculum year group expectations. Curriculum overviews are shared each term, showing some of the many links that are made between our cross curricular topics.

Parents and carers are regularly invited to share in either the 'sparkling start' at the beginning of topics, or the 'fabulous finish' at the end.

For further information, please contact Ms Ransome.

Key Stages 1 and 2 from September 2015

In Years 1 - 6 we use the Symphony Assessment system to track children's progress and attainment in national curriculum subjects. We also use the system to set targets for children.

Expected attainment in Years 1 - 6 is 'Year X Beginning' by December of each year group, 'Year X Developing' by March of each year group and 'Year X Secure' by July of each year group. For example, a child in Year 3 should be at Year 3 Developing by March of Year 3.



New National Arrangements

Children in Year 1 will continue to sit the national phonics test.

The first new key stage 1 and key stage 2 tests in English, mathematics and science, based on the new national curriculum, will be sat by pupils for the first time in the summer of 2016. We will be inviting parents and carers to further information sessions to discuss these new tests.

From the academic year 2015-16, an absolute measure of progress (i.e. two levels of progress required between KS1 and KS2) will be replaced by a relative measure. At the same time, KS2 test outcomes will be reported as a scaled score, where the expected score is 100. Pupil progress will be determined in relation to the average progress made by pupils with the same baseline (i.e. the same KS1 average point score). For example, if a pupil had an Average Points Score (APS) of 19 at KS1, the average scaled score in the KS2 tests will be calculated for all pupils with an APS of 19 to see whether the pupil in question achieved a higher or lower scaled score than that average.

English

Key stage 1 and 2 English is planned from the National Curriculum.

Year 1 Writing
Year 1 Writing

Oundle Literature Festival
Oundle Literature Festival

Year 5/6 Writing
Year 5/6 Writing

We use a colour banded book scheme based on Collins book bands. When children are confident to read 80 – 90% of the words in a reading book ban
d, they are given books to read from that particular band.

Books from other schemes have been carefully evaluated before being included in our colour scheme, to ensure children are reading books most suitable for them.

Lilac (wordless)
Our book band stickers are light blue
1A Pink A
Our book band stickers are light pink
1A Pink B
Our book band stickers are bright pink
2A Red A
Our book band stickers are red
2B Red B
Our book band stickers are red
3 - Yellow
Our book band stickers are yellow
4 - Blue
Our book band stickers are royal blue
5 - Green
Our book band stickers are grass green
6 - Orange
Our book band stickers are orange
7 – Turquoise
Our book band stickers are teal
8 – Purple
Our book band stickers are light purple
9 - Gold
Our book band stickers are shiny gold
10 - White
Our book band stickers are white
11 - Lime
Our book band stickers are lime green
12 - Copper
Our book band stickers are florescent tangerine
13 - Topaz
Our book band stickers are florescent yellow
14 - Ruby
Our book band stickers are maroon
15 - Emerald
Our book band stickers are dark green
16 - Sapphire
Our book band stickers are navy blue
17 - Diamond
Our book band stickers are silver
18 – Free Reader
Our book band stickers are black

We start by teaching phonics to the children in Early Years. This means that they learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters.

The children also practise reading (and spelling) what we call ‘tricky words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’.

The children practise their reading with books that match the phonics and the ‘tricky words’ they know. They start thinking that they can read and this does wonders for their confidence.

By the end of Year 2, your child should be able to read aloud books that are at the right level for his or her age. In Year 3 we concentrate more on helping children to understand what they are reading, although this work begins very early on. This happens when the teacher reads to the children and also when the children read their own story book.

The way we teach children to read is very well organised, so even one missed lesson means that your child has not learnt something that they need to know to be a good reader.

The way we teach reading is especially helpful for children who might be dyslexic. This is because we use a very well-organised programme that has a strong focus on phonics. This is very important for children who find learning to read difficult. If you are worried about your child, please come and talk to us.

Many children have a few sounds that they can hear clearly but find it difficult to say, particularly the l-sound, r-sound, w-sound, th-sound, s-sound, sh-sound and j-sound. Often they say a t-sound for the c-sound; "tttssh" for the s-sound; "w" for the r-sound and "r" for the l-sound. You can help your child by encouraging him or her to look at your mouth when you say the sound. They can easily learn to read, even if they find one or two sounds difficult to say.

You can view the tutorials below for further information.

As well as being able to read and spell words with the spelling patterns taught, children need to be able to read and spell these 'common exception words'. They do not follow the same patterns as the phonics/spelling rules taught.

the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house

As well as being able to read and spell words with the spelling patterns taught, children need to be able to read and spell these 'common exception words'. They do not follow the same patterns as the phonics/spelling rules taught.

door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas

Children in Year 4/3 need to be able to read and spell these words.

accident, actual, actually, address, answer, appear, arrive, believe, bicycle, breath, breathe, build, busy, business, calendar, caught, centre, century, certain
circle, complete, consider, continue, decide, describe, different, difficult, disappear, early, earth, eight, eighth, enough, exercise, experience, experiment, extreme, famous, February, forward, fruit, grammar, group, guard, guide, heard, heart, height, history, imagine, increase, important, interest, island, knowledge, learn, length, library, material, medicine, mention, minute, natural, naughty, notice, occasion, occasionally, often, opposite, ordinary particular, peculiar, perhaps, popular, position, possession, possess, possible, potatoes, pressure, probably, promise, purpose, quarter, question, recent, regular, reign, remember, sentence, separate, special, straight, strange, strength, suppose, surprise, therefore, though, although, thought, through, various, weight, woman, women

Children in Year 5/6 need to be able to read and spell these words.

accommodate, accompany, according, achieve, aggressive, amateur, ancient, apparent, appreciate, attached, available, average, awkward, bargain, bruise, category, cemetery, committee, communicate, community, competition, conscience, conscious, controversy, convenience, correspond, criticise, curiosity, definite, desperate, determined, develop, dictionary, disastrous, embarrass, environment, equipped, equipment, especially, exaggerate, excellent, existence, explanation, familiar, foreign, forty, frequently government, guarantee, harass, hindrance, identity, immediate, individual, interfere, interrupt, language, leisure, lightning, marvellous, mischievous, muscle, necessary, neighbour, nuisance, occupy, occur, opportunity, parliament, persuade, physical, prejudice, privilege, profession, programme, pronunciation, queue, recognise, recommend, relevant,
restaurant, rhyme, rhythm, sacrifice, secretary, shoulder, signature, sincere, sincerely, soldier, stomach. sufficient, suggest, symbol, system, temperature, thorough, twelfth, variety, vegetable, vehicle, yacht

Children are expected to use the skills learnt in English lessons, and write one piece of extended writing in a subject other than English over a term.

Handwriting is taught following the Debbie Hepplewhite approach.

Files can be downloaded below.

Name
Words_Alphabet_letters_3_pics___homepage.pdfDownload
with_words_no_pics_Joined_Alphabet_Poster.pdfDownload
The Alphabet.pdfDownload
The Alphabet vowels in red.pdfDownload
pics_The Alphabet.pdfDownload
pics_Joined_Alphabet_Poster.pdfDownload
Patter_DH_print_writing.pdfDownload
Patter_DH_joined_writing.pdfDownload
no_pics_Joined_Alphabet_Code.pdfDownload
no_lines_abc_ABC_Joined_Alphabet_Code.pdfDownload
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Books from Pie Corbett’s Literature Spine are read to the children on a regular basis to promote a love of reading for pleasure and experience of a wide range of text types.

We use a guided reading approach where children take on their own leadership roles, e.g. by being the person to predict, question or summarise. We also use these sessions as an opportunity to discuss grammar.

Children access the Year 2 ReadWrite Inc. spellings programme after completing the ReadWrite Inc. phonics programme. This is carefully planned with progression (in Key Stage 1) towards the investigative 'Spelling Bee' approach that is used in Key Stage 2. 'Spelling Bee' spellings are also sent home for revision in Years 1 - 6.

Writing is extended using Grammartastics, Boomtastics and Fantastics.

See the photographs below!

We place a high value on speaking and listening, and enabling children to be articulate and confident with their use of our language.

We encourage children to use 'Woodford words' to extend and broaden their vocabulary.

We use Grammaristics to teach grammar
We use Grammaristics to teach grammar

We use Fantastics to extend our writing
We use Fantastics to extend our writing

We use Boomtastics to explore text features
We use Boomtastics to explore text features

Mathematics

Key stage 1 and 2 maths is planned from the National Curriculum, with Ruth Miskin ‘My Maths’ materials being used as an additional resource.

Resources used to aid learning in lessons
Resources used to aid learning in lessons

Our mathletics stars
Our mathletics stars

Here's the calculations presentation led by Mrs Murphy in January 2016.

Personal, Social, Health and Citizenship Education

The Life Education and Recycling Bus visit the school every other year, with the aim of teaching children key life skills for health.

The SEAL programme (social and emotional aspects of learning) is taught. Units include New beginnings, Saying no to bullying, Getting on and falling out, Going for goals, Good to be me and Relationships .

We explore British values in our assemblies
We explore British values in our assemblies

We recognise children who show our school values in assemblies
We recognise children who show our school values in assemblies

Year 6 children supporing mental health awareness
Year 6 children supporing mental health awareness

KS1 PSHCE includes safety education (indoors/outdoors, dangers), citizenship (including difference and diversity), drugs education (e.g. taking medication) and health and wellbeing.

KS2 PSHCE includes safety education (road, water and rail safety, taking personal responsibility), citizenship (including financial capability, valuing the environment, personal identity, recognising and responding to racism, knowing how to say ‘no’), drugs education (e.g. facts about smoking), health and wellbeing and sex and relationships education (including changes and body systems).

We work closely with young people’s nurse, for sex and relationships teaching in upper KS2.

Religious Education

RE topics are taught following a two year cycle, based on the Northamptonshire Syllabus. The school has close links with St. Mary’s church in Woodford village, and the children learn about the church year through their regular visits.

We plan visits to other places of worship in order to compliment the curriculum. In 2015 we took part in the Bedford Faith Tour, and in 2017 we will take part in the Leicester Faith Tour.

Bedford Faith Tour
Bedford Faith Tour

Parental right to withdraw from R.E. lessons

R.E. is intended to be suitable for all pupils. It focuses on understanding and awareness of other people and respect for the rights of others even where they disagree with their views. A parent may wish to exercise the right to withdraw their child from all or part of R.E. In this case we may wish to discuss the matter with parents:

(a) To make sure that their request is based on a clear understanding of what R.E. involves, and (b) To make practical arrangements for the supervision of the pupil.

If parents wish the pupil to be withdrawn then this right will be freely exercisable. Parents are not obliged to give reasons and the school remains responsible for supervising the child.

Collective Worship

Children take part in Christian Worship, and often choose to lead this themselves.

Parents have the right for children to be withdrawn from collective worship.

Parents are not obliged to give reasons and the school remains responsible for supervising the pupil.

Music

Music is taught from the National Curriculum, with some units from Music Express being used. In Year 3/4 children have the opportunity to be taught by a music specialist for a term. In 2016, this is a strings project.

Science

Science is taught from the National Curriculum, using Collins Snap Science resources.

Art

Art is taught from the National Curriculum, and in more detail during a week of study in the summer term.

KS2 Art
KS2 Art

Physical Education

The games element of PE is taught through the Real PE scheme. The school is part of the Huxlow sports partnership and engages actively with local schools in a variety of competitions.

The local schools sports values (e.g. passion) are taught to our children.

Other aspects of the PE curriculum are taught using schemes and planning directly from the National Curriculum. Swimming is taught at Thrapston Pool.

Playing local teams
Playing local teams

Multi-skills
Multi-skills

Modern Foreign Languages

French is taught from the National Curriculum through project days throughout the year, using Catherine Cheeter materials and materials driven by the children's interests. This year the children have hosted a French café and rehearsed plays in French!

KS2 French
KS2 French

French cafe day!
French cafe day!

Geography

Geography is taught from the National Curriculum.

KS1 Art
KS1 Art

History

History is taught from the National Curriculum.

Design and Technology

DT is taught from the National Curriculum.

Computing

Computing is taught primarily through the Rising Stars Switched On Computing programme. E-safety is taught within each unit.

On an annual basis, the children take part in an e-safety show to reinforce safety messages. Parents join us for these sessions.

We expect children to 'SLANT'
We expect children to 'SLANT'

We expect children to be ready for lessons and remember 'On your marks' before lessons
We expect children to be ready for lessons and remember 'On your marks' before lessons

We expect children to be ready for 'Cold call' questions
We expect children to be ready for 'Cold call' questions

We encouage children to 'Prove it' and show they have mastered their skills
We encouage children to 'Prove it' and show they have mastered their skills

We encourage all children to 'Stretch it' or extend their answers further
We encourage all children to 'Stretch it' or extend their answers further