Our school follows the content and expectations of the National Curriculum that came into force in September 2014. You can view the core curriculum for each year group, which is taken from the National Curriculum. We have also provided overviews of the science and topic (History/Geography) areas of learning for the Key Stages.
We base our science and topic elements of the curriculum on learning challenge questions, allowing us to explore subjects with the children, freeing us up to follow the interests of children within our classes and to allow for co-operative learning to research and present information in a variety of ways.
Within the topic elements, other subjects are inter-woven, including music, English, art and design, computing and design technology.
Science is taught as a discrete subject.
The full details of what is to be covered in each half term, is found in the class newsletters. Home learning challenges are also linked to the exciting science, English and topic work which is taking place within classes.
Our aim is to fulfill the optimum learning potential of the individual child through the requirements of the National Curriculum; thus leading to their intellectual, aesthetic, social, emotional and physical development. We are intending to continue to develop, evaluate and improve our curriculum learning opportunities, to ensure that we deliver a broad and balanced curriculum, which reflects life in modern Britain and our local community effectively.
We achieve this by employing various strategies for learning which include:
Our Approach to the Teaching of Phonics and Reading
Letters and Sounds is used and followed throughout Early Years and Key Stage One. We have been loyal to this programme since its introduction, leading to a consistent approach and excellent results at end of Reception and in the phonics screening check.
Teachers draw on a range of resources to meet all learning styles and ensure teaching is exciting, motivating, effective, and meets all learning styles. The resources include:
Planning and Assessment and Tracking
At Christ Church we follow the four part daily lesson plan format. Planning is differentiated to meet the needs of all the children. Formative assessment is ongoing and planning adapted accordingly. Intervention programmes are implemented swiftly for targeted children where necessary.
All staff strive to ensure the children make outstanding progress.
Summative assessment takes place at the end of each term. The data is recorded on a tracking sheet and passed onto the receiving teacher at the end of each academic year. This allows us to track each child from Nursery to the end of KS1 and beyond where necessary.
Weekly lesson plans follow the four part format and include differentiation and assessment criteria. Teachers ensure each plan is personal to their current year group, taking into account the needs of the children, speed of progress, learning styles and differentiation. We constantly review and adapt the plans. The LCP (LCP Phonics Planning Second Edition) plans are used to support planning BUT as a guide only. Children are taught in groups. Assessment is used to inform which group each child is placed in. Teaching is fast paced and all children actively participate. Continuing assessment ensures progress is monitored and children move groups to suit their ability as and when necessary.
Guided reading is delivered twice weekly in KS1 and Early Years. We use the following high quality reading schemes:
Oxford Reading Tree
Pearson Literacy Land
Collins Big Cat
Weekly guided reading books are chosen carefully to match the current phoneme/s (sounds) /objective being taught. We ensure a correct level of challenge is provided to allow scaffolding and progress to take place.
For home reading we use:
Pearson Bug Club
Pearson Online Bug Club
Every child receives one online book and one hard copy book each week. These books are carefully chosen and pitched to the needs of the children so that they can experience success at home and share their learning.
Phonics continues into Key Stage 2 and any children not achieving the required phonics screening level by the end of Year 2 are provided with support at the appropriate level. All teachers and teaching assistants working in school have received phonics training, provided by our phonics lead teacher.