Curriculum

Lord Blyton Primary School offers to all of its pupils the type of curriculum, which is designed to ensure that they are given the opportunity to achieve their full potential.

The National Curriculum is the statutory entitlement to learning for all pupils. It is the legal requirement in England for all pupils aged 5 to 11. It determines the content of what should be taught and the attainment targets for learning.

It covers the following subjects.

English.
Maths
Science
Design Technology
ITC
History
Geography
Art and Design
Music
PE

RE is taught through the Local Authority Agreed Syllabus

We teach English, maths, science, music, PE and RE as separate subjects but where ever possible link them to the creative curriculum that the children are following which includes DT, ICT, history, geography, and music.

We strive to make our curriculum engaging, fun and challenging for the children so that they are inspired to learn.

As we have mixed age classes teachers plan on a termly basis so that we know we are planning and providing a curriculum that is relevant to the children in our classes.

To read more about individual year group curriculum you can click on one of the links below: 
 
  • Nursery Curriculum
  • Reception Curriculum
  • Year 1 Curriculum
  • Year 2 Curriculum
  • Year 3 Curriculum
  • Year 4 Curriculum
  • Year 5 Curriculum
  • Year 6 Curriculum
  • Reading
  • Mathletics
  • Written Calculation Policy

 

In the nursery class they follow the Early Years Foundation Stage Curriculum. Further information about this can be found on the Department for Education website, or in the information document, Statutory framework for the early years foundation stage (from 3rd April 2017).

The curriculum is a play based curriculum with teacher directed activities used to enhance the learning.

The children have free flow to the outdoors so they can access outdoor play throughout the day.

A Creative Curriculum is planned each half term to incorporate activities which enable progression in the children's learning. The teacher led activities are planned each week with learning objectives designed to support the reviewed Early Years Foundation Stage Curriculum.

Children move between whole class, group, pairs or individual teacher led activities to plan their own child initiated activities and focussed play challenges. 

The early years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old.

Early years learning concentrates on 7 areas split between prime and specific areas of learning.

The Prime Areas of Learning and Development:

Personal, Social and Emotional Development: Including Making relationships, Self-confidence & self awareness and Managing feelings & behaviour. This subject is crucial for all aspects of life which will give the children the best opportunity for success in all other areas of learning. Each child needs a positive sense of him/herself and respect for others.

Communication and Language: Including Listening and attention, Understanding and speaking. The key skills will develop confidence in communication, speaking and listening in a variety of settings and purposes including role play and drama opportunities.

Physical Development: Including Moving and handling and Health and self care. Specific PE lessons timetabled in the hall and opportunities provided both inside and outside the setting will improve the skills of co-ordination, control, manipulation and movement. This helps children to gain confidence and feel positive about being healthy and active which promotes a positive feeling of well being.

The Specific Areas of Learning and Development:

Literacy: Including Reading and Writing of which Phonics underpins both. Discrete daily phonics lessons are taught to build skills to first recognise sounds to decode text to read then to word build to be able to write holding a pencil correctly and using correct letter formation. The children will have a wide range of books read to them and read simple texts for themselves, individually to adults, and in groups with the teacher. Mark making is valued as the first steps to writing which develops to writing for a variety of purposes.

Mathematics: Including Numbers and Shape Space and Measure this subject will develop confidence and competence in learning and using key skills including counting, sorting, matching, recognising and creating patterns, making connections, recognising relationships and working with numbers, shapes, space and measures.

Understanding the World: Including People and Communities, The World and Technology this subject develops crucial knowledge, skills, problem solving, exploring and understanding which will help the children to make sense of the world. Foundations are developed for Science, Design and Technology, History, Geography and I.C.T.

Expressive Arts and Design: Including Exploring and Using Media and Materials and Being Imaginative. Creativity is fundamental to successful learning. It enables children to make connections and extend their thoughts, feelings and understanding. It will include art, music, dance, role-play and imaginative activities.

EYFS Play and Learn Policy (Updated Feb 2017)

EYFS Policy (Updated Feb 2017)

EYFS Settling in Policy (Updated Feb 2017)

EYFS Statutory Framework (April 2017)

See the Nursery Curriculum Map for more detail.

 

In the reception class they follow the Early Years Foundation Stage Curriculum. Further information about this can be found on the Department for Education website, or from the information document, Statutory framework for the early years foundation stage (from 3rd April 2017)

The curriculum is a play based curriculum with teacher directed activities used to enhance the learning.

The children have free flow to the outdoors so they can access outdoor play throughout the day.

A Creative Curriculum is planned each half term to incorporate activities which enable progression in the children's learning. The teacher led activities are planned each week with learning objectives designed to support the reviewed Early Years Foundation Stage Curriculum. Children move between whole class, group, pairs or individual teacher led activities to plan their own child initiated activities and focussed play challenges. The weekly plans, including specific Phonics, Literacy and Numeracy are kept on the practitioner's desk for all staff to access. These are working documents and are often used to add notes and evaluations and changed as necessary depending on the children's interests, understanding and needs. This planning aims to support, foster, promote and develop children's progression through Reception, building the foundations for K.S.1. 

The Prime Areas of Learning and Development:

Personal, Social and Emotional Development: Including Making relationships, Self-confidence & self awareness and Managing feelings & behaviour. This subject is crucial for all aspects of life which will give the children the best opportunity for success in all other areas of learning. Each child needs a positive sense of him/herself and respect for others.

Communication and Language: Including Listening and attention, Understanding and speaking. The key skills will develop confidence in communication, speaking and listening in a variety of settings and purposes including role play and drama opportunities.

Physical Development: Including Moving and handling and Health and self care. Specific PE lessons timetabled in the hall and opportunities provided both inside and outside the setting will improve the skills of co-ordination, control, manipulation and movement. This helps children to gain confidence and feel positive about being healthy and active which promotes a positive feeling of well being.

The Specific Areas of Learning and Development:

Literacy: Including Reading and Writing of which Phonics underpins both. Discrete daily phonics lessons are taught to build skills to first recognise sounds to decode text to read then to word build to be able to write holding a pencil correctly and using correct letter formation. The children will have a wide range of books read to them and read simple texts for themselves, individually to adults, and in groups with the teacher. Mark making is valued as the first steps to writing which develops to writing for a variety of purposes.

Mathematics: Including Numbers and Shape Space and Measure this subject will develop confidence and competence in learning and using key skills including counting, sorting, matching, recognising and creating patterns, making connections, recognising relationships and working with numbers, shapes, space and measures.

Understanding the World: Including People and Communities, The World and Technology this subject develops crucial knowledge, skills, problem solving, exploring and understanding which will help the children to make sense of the world. Foundations are developed for Science, Design and Technology, History, Geography and I.C.T.

Expressive Arts and Design: Including Exploring and Using Media and Materials and Being Imaginative. Creativity is fundamental to successful learning. It enables children to make connections and extend their thoughts, feelings and understanding. It will include art, music, dance, role-play and imaginative activities.

EYFS Play and Learn Policy (Updated Feb 2017)

EYFS Policy (Updated Feb 2017)

EYFS Settling in Policy (Updated Feb 2017)

EYFS Statutory Framework (April 2017)

Reception Free Flow Procedures (Sept 2017)

See the Reception Curriculum Maps for more detail.

 

The children move to following the National Curriculum which is the statutory requirement for all children aged 5 to 16 in this country. More information about the National Curriculum can be found on the Department for Education website and in the information document, The National Curriculum In England.

We use a topic based approach to learning so that lessons are engaging, challenging and productive.

Teachers base learning on prior attainment so that all children are catered for in the class regardless of their ability. Lessons are differentiated so that all children will learn.

In year 1 there are still opportunities for play based learning although the curriculum does demand that lessons will become more formal.

We work hard to ensure that the transition from reception to year 1 is as smooth as possible for the children.

Some children do find this transition a challenge but as a school we hope that parents will work with us to promote what is best for their child.

The children are taught literacy, numeracy, science and RE as separate subjects. The other subjects are taught through the creative curriculum. We make links with learning where ever possible.

They will be given homework. You will receive a letter at the start of the year informing you which days they will have homework and what is expected of them.

See the Year 1 Curriculum Maps for more details.

 

This is an important year for children. At the end of year 2 they will take their SATs or Standard Assessment Tests. These are taken by all pupils in England at the end of year 2 and they are statutory.

They test the children in the subjects of writing, reading, spelling and maths. You will be given their results in their end of year report.

The Department for Education sets the tests and when they must be taken so it is important all children attend. More information can be found on the Department for Education website and in the information document, The National Curriculum In England.


We use a topic based approach to learning so that lessons are engaging, challenging and productive.

Teachers base learning on prior attainment so that all children are catered for in the class regardless of their ability. Lessons are differentiated so that all children will learn.

The children are taught literacy, numeracy, science and RE as separate subjects. The other subjects are taught through the creative curriculum. We make links with learning where ever possible. More information about the National Curriculum can be found on the Department for Education website.


They will be given homework. You will receive a letter at the start of the year informing you which days they will have homework and what is expected of them. 

See the Year 2 Curriculum Maps for more details.

 

This is the first year of Key Stage 2. The day is slightly longer for the children.

We use a topic based approach to learning so that lessons are engaging, challenging and productive.

Teachers base learning on prior attainment so that all children are catered for in the class regardless of their ability. Lessons are differentiated so that all children will learn.

The children are taught literacy, numeracy, science and RE as separate subjects. The other subjects are taught through the creative curriculum. We make links with learning where ever possible. More information about the National Curriculum can be found on the Department for Education website and in the information document, The National Curriculum In England.

They will be given homework. You will receive a letter at the start of the year informing you which days they will have homework and what is expected of them.

See the Year 3 Curriculum Maps for more details.

 

We use a topic based approach to learning so that lessons are engaging, challenging and productive.

Teachers base learning on prior attainment so that all children are catered for in the class regardless of their ability. Lessons are differentiated so that all children will learn.

The children are taught literacy, numeracy, science and RE as separate subjects. The other subjects are taught through the creative curriculum. We make links with learning where ever possible. More information about the National Curriculum can be found on the Department for Education website, and in the information document, The National Curriculum In England.

They will be given homework. You will receive a letter at the start of the year informing you which days they will have homework and what is expected of them.

See the Year 4 Curriculum Maps for more detail.

 

We use a topic based approach to learning so that lessons are engaging, challenging and productive.

Teachers base learning on prior attainment so that all children are catered for in the class regardless of their ability. Lessons are differentiated so that all children will learn.

The children are taught literacy, numeracy, science and RE as separate subjects. The other subjects are taught through the creative curriculum. We make links with learning where ever possible. More information about the National Curriculum can be found on the Department for Education website and in the information document, The National Curriculum In England.

They will be given homework. You will receive a letter at the start of the year informing you which days they will have homework and what is expected of them.

See the Year 5 Curriculum Maps for more details on their curriculum.

 

This is the last year at primary school and a very important year for a number of reasons. At the end of year 6 they will take their SATs or Standard Assessment Tests. These are taken by all pupils in England at the end of year 6 and they are statutory.

They are more formal than the Key Stage 1 SATs and take place during the second week in May depending on the dates.

The Department for Education sets the tests, the dates and times at which they must be taken so it is important all children attend. Further information on the tests and dates can be found on the Department for Education website and in the information document, The National Curriculum In England.

They will be tested in writing, a separate spelling, punctuation and grammar test. A mental maths test and then two further maths test papers.

The children are prepared for these tests throughout there time at Lord Blyton Primary School.

We run a breakfast club for year 6 pupils during the week which SATs take place.

See the Curriculum Maps for Year 6 for more details.

 

Strategies used to teach reading

At Lord Blyton we use a variety of approaches to teach children to read.

One of the ways we teach children to read words is through phonics. We use the phases of Letters and Sounds to ensure our children become familiar with phonics. We use Jolly Phonics in the Early Years to support Letters and Sounds.

Letters and Sounds are broken down into 6 phases which are taught throughout nursery, reception and Key Stage 1 (year 1 and 2) the children’s phonic development is tracked individually by the school and where gaps develop phonic intervention is planned and delivered.

Children have discrete teaching of phonics for 15-20 minutes a day in the reception class, year 1 and year 2. The children are then encouraged and given opportunities to apply their skills in their reading and writing. If they are identified as requiring intervention this will usually be on top of whole class daily teaching.

Phase

Phonic Knowledge and Skills

Phase One(Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two(Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three(Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four(Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, and jump.

Phase Five(Throughout Year 1)

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six(Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

 

 

The teachers use a variety of resources to deliver the phonic sessions but make them interactive and exciting. The lessons are planned so there is revision of previous sounds, new sounds introduced and games and activities to reinforce the sounds. Resources used include Jolly Phonics, Mr Thorne Does Phonics using ICT, whiteboard games and activities.

We also use Oxford Reading Tree Phonic books which are linked to the different phases and sounds. Flash cards are used at times and will be sent home to familiarise children with the sounds they are learning.

At home you can use lots of resources that can be found on the internet and downloaded. All you need to know is the phase your child is working at and you can use the table above to help you identify where they are or ask the class teacher. Your children should also be able to tell you which sounds they are working on in class.

Phonics teaching does not automatically stop once the children reach year 3. Some children will need to continue learning their letters and sounds but it may not be a daily lesson as it is in reception, year 1 and 2.

Pictorial Cues

The children are also taught to use the pictures to give them clues about the story or words being read. Some children are visual learners and use the pictures well to gain an insight into the words they might be reading.

High Frequency Words

There are words that we refer to as high frequency words. These are the words that children read often and make up the majority of the word we read in our language such as and, the, of, off, to. Some of these words can’t be sounded out using phonics so we teach the children to recognise them on sight. Children often use flash cards to learn these words.

Reading Books

Children are sent home reading books each week. We do not follow one reading scheme in school instead we have a number of reading schemes which are organised into national curriculum levels these including Oxford Reading Tree, Oxford Phonic Sounds Books,  This means that the children can experience a wide range of different types of books that are all graded at an appropriate reading level.

Class teachers and classroom assistants change reading books for the children. Each child has a home/school reading record that they keep with their home reading book. We ask parents to read regularly with the children and comment whenever possible.

Children are heard read in school. They may read a different book to the one sent home so that they are having a wide range of reading experiences. Teachers keep their own professional notes about individual children’s reading.

Children also have planned guided reading where they read in groups regularly. Guided reading books are stored in the intervention room and are levelled to the national curriculum. In guided reading sessions teachers will often give the children more challenging books so that they are challenging their reading ability. Guided reading books remain in school and are not sent home.

As well as teaching children to read it is also essential that we teach children to read for pleasure so that they see the enjoyment of reading.

 

Reading for pleasure

Children who say they enjoy reading for pleasure are more likely to score well on reading assessments compared to pupils who said they enjoyed reading less

There is some evidence to show that reading for pleasure is a more important determinant of children’s educational success than their family’s socio-economic status

It can have a positive impact on pupils’ emotional and social behaviour and it has a positive impact on text comprehension and grammar.

What works in improving independent reading?

An important factor in developing reading for pleasure is providing choice – choice and interest are highly related. This is why we also encourage the children to use the school library so that they can choose their own books as well as having their structured reading book. It may mean that the library book is harder than the reading book and they will require some support reading it or you may have to read it to them.

Parents and the home environment are essential to the early teaching of reading and fostering a love of reading; children are more likely to continue to be readers in homes where books and reading are valued.

The Department for Education asked a group of teachers and librarians how they promote wider reading of novels in their schools. This is what they told them.

English subject leaders promote wider reading of novels by:

  • Reading themselves – being role models and keeping abreast of new fiction for pupils of different ages
  • fostering strong links with the school library/librarian
  • maintaining a calendar of literary events
  • giving book tokens/books as rewards or prizes
  • providing ideas for parents to promote reading at home.

Teachers at Lord Blyton Primary School promote wider reading by:

  • Reading themselves – being a role model
  • dropping reading hints - leaving books on desks, talking about books and displaying books in the classroom
  • engaging with pupils as readers and getting to know their preferences
  • referring to whole books/literary fiction rather than just chunks in textbooks, e.g. historical novels in history

 

We always promote the challenges that South Tyneside Library Service offer and contribute towards the Summer Reading Challenge. Although we are a small school we have a great uptake on the Summer Reading Challenge every year.

Reading Assessment

The children are regularly assessed on their reading skills. The class teachers in nursery, reception, year 1 and year 2 use a phonics tracking sheet to track their phonics development.

Class teacher keep individual notes about children’s reading and their guided reading.

Termly children are assessed to inform us about their reading comprehension skills. They usually sit a reading test to tell us this depending on their age and their reading skills.

Reading Intervention

Not all children learn to read at the same pace. If we feel children may be falling a little behind with their reading we will discuss their progress at our pupil progress meetings and put interventions into place.

We use the following interventions

Reception- BLAST, additional phonics teaching.

Year 1- Additional phonics teaching on top of the regular daily phonic sessions.

Year 2- Additional phonics teaching on top of the regular daily phonic sessions. Lexia computer reading program, Project Code X, daily targeted reading.

Year 3, 4, 5 - Additional phonics teaching sessions, Lexia computer reading program, Project Code X, daily targeted reading.

Year 6- Project Code X, daily targeted reading.

Some children may be put onto an Action Plan that focuses on reading skills, you will be informed of this and asked to sign a copy at parents evening.

If children are still struggling to read despite additional interventions the school may involve the Educational Psychologist or Speech and Language Services. You will always be kept informed about your child’s progress and be asked to sign referral forms if necessary.

As a parent myself I always think there is nothing nicer than snuggling up with your child and reading a story together, so try it and see that it can be a very enjoyable experience for both of you. Reading is a skill that everybody needs for daily life and teaching children to read is very high profile at Lord Blyton School.

 

 

Our school is enrolled in Mathletics, an exciting online maths resource which helps children to quicken their pace in mental calculations, as well as consolidating their understanding of other aspects of mathematics. This has already proven very popular with pupils from Reception through to Year 6 and we are already seeing great improvements in children who are accessing this program regularly.

Each child has their own personal login (a copy of which has been sent home) so anybody with internet access can use this program at home.  The address is  www.mathletics.co.uk.  Once on the site, there is a 'sign in' option at the top right hand corner of the screen.  This will then bring up the box for children to enter their personal login detail.  There will then be a 'Live Mathletics' option at the right hand side of the screen.  Clicking on this will enable them to compete at mental calculations against other children from all around the world.  Level 1 is the easiest, moving through to level 5, so children can choose the level of challenge they set themselves.

In addition to this, there are also activities that children can do to earn themselves more 'credits' to spend in the online shop.

Please take a moment to look at this site with your child and encourage them to make use of it as it is a fun, challenging way for your child to develop their mathematical thinking and their mental calculation speed.

Click here to download a printable version of the Written Calculation Policy

 
 
 
 
 

Upcoming Events

Thu Sep 21, 2017 @18:00 - 20:00
South Shields School Open Evening 6pm - 8pm
Fri Sep 22, 2017
Michael Rosen Afternoon for Year 4, 5, 6
Fri Sep 22, 2017 @09:00 - 10:00
Coffee Morning with Mrs Quinn
Wed Sep 27, 2017 @18:00 - 20:00
Boldon School Open Evening 6pm - 8pm
Fri Oct 06, 2017 @09:00 - 10:00
Macmillan Coffee Morning

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