curriculum
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Curriculum Overview

Our Christ Church Curriculum follows the content and expectations of the National Curriculum. We have incorporated that content with our own focus areas, which are bespoke to our CCW community. You can view the core NC content for each year group, using the links at the side, with further detail on the Class Pages. We have also provided overviews of the Science and Foundation subjects 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. Some aspects of these subjects are taught as separate lessons.

Maths and Science are taught as  discrete subjects, with cross-curricular links made when appropriate.

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; through our curriculum offer, which links and layers learning progressively and starts with the EYFS framework; 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 are increasing the role of outdoor learning in our curriculum and embedding SEMH aspects for all pupils. We have ambition for all children and aim to be fully inclusive, meeting the needs of all our learners.

We achieve this by employing various strategies for learning which include:

  • A variety of effective teaching methods
  • Working with individuals / groups / whole class
  • Opportunities for discovery and problem solving
  • Use of school based resources
  • Numerous structured activities
  • Physical activities - drama, movement, P. E. swimming and games
  • Using the local environment / Community
  • Other visits in connection with specific curricular areas
  • On going assessment of learning progress
  • A question-led approach to learning
  • Memorable and exciting events which have an impact on the children and their learning
  • Challenging and varied activities, including the use of iPads and technology
     

If you have any questions regarding the curriculum we teach, please contact the school directly.

Early Reading and Our Phonics Programme

Phonics Programme – Junior Learning Letters and Sounds DfE Validated Phonics SSP. 

Junior Learning Letter and Sounds is a phonics reading programme designed to teach letter patterns of the English language, with the aim of helping children become fluent readers by the age of seven. The programme follows a systematic daily progression, where children are introduced letters in specific order (s, a, t, p, i, n, m) and are encouraged to read words and build words.

Junior Learning Letters and Sounds provides teacher planners for each year group. It provides high-quality training to all those phonics practitioners in school delivering phonics. The training covers Phase 1 in Nursery, Phases 2, 3, 4 in Reception, Phase 5 and 5.5 in Year 1 and Phase 6 in Year 2.  The training includes sessions for readiness for the PSC to teachers new to teaching in Year. The training is high quality and shares programme progression, resources, assessment and tracking at incremental stages with a focus on those children at risk of falling behind.

Junior Learning Letter and Sounds provides information and clarity on the sequence of high-quality fiction, non-fiction and science decodable reading books at all Phase levels. They also provide additional plans for teachers to use as ‘booster’ sessions to support those children who require additional phonics session throughout the week to help with ‘gaps’ in children’s knowledge.  

Reading Phonetically Decodable Books

We have invested in Junior Learning Letters and Sounds decodable reading books to support the chosen SSP. However, we have a large collection of phonetically decodable Letters and Sounds books from other schemes that follow the same progression and therefore we continue to use them. These decodable readers are to support reading during phonics sessions, shared reading, guided reading 1:1 and home readers. The following books are available in school.

·         Bug Club Phonics – Pearson

·         Big Cat – Collins

·         Oxford Owl – Oxford Reading

·         Junior Learning – Beanstalk books 

·         Junior Learning – Beanies HiLo books (High interest – Low decodable aimed at supporting lowest 20%) 

Phonics Delivery, Assessment and Tracking

We teach phase 1 in Nursery through a programme of discreet sessions and daily activities.

Our phonics sessions in Reception, Year 1 and Year 2 are all taught at the same time to ensure consistency throughout EYFS and KS1.  This also allows movement of staff to observe other phonics phase sessions as part of CPD and it also allows our experienced teaching assistants to support in other classes. Phonics sessions last 30 minutes as per the programme requirements and are delivered daily. 

EYFS /KS1 9.00-9.30am

Children apply their phonics skills through reading aloud during guided reading which takes place twice a week in Reception and three times a week in KS1. Phonics is used as the first approach to decoding unknown words. Whole-word recognition is used for Common Exception words: ‘tricky words.’

Phonics Application

Pupils are given opportunities during each session and through independent activities, continuous provision, guided reading, writing and comprehension to apply their learning. We believe it is crucial that children have access to quality resources to enable them to apply their learning independently.

Reading Phonetically Decodable Books

We have invested in Junior Learning Letters and Sounds decodable reading books to support the chosen SSP. However, we have a large collection of phonetically decodable Letters and Sounds books from other schemes that follow the same progression and therefore we continue to use them. These decodable readers are to support reading during phonics sessions, shared reading, guided reading 1:1 and home readers. The following books are available in school.

·         Bug Club Phonics – Pearson

·         Big Cat – Collins

·         Oxford Owl – Oxford Reading

·         Junior Learning – Beanstalk books 

·         Junior Learning – Beanies HiLo books (High interest – Low decodable aimed at supporting lowest 20%) 

Phonics Assessment and Tracking 

Summative assessment takes place at the end of each Phase in the programme, the assessment information is collated and added to a Letters and Sound Tracking document to show where the children are secure with their phonics learning. It is the responsibility of the Phonics Lead Teacher to collect the data termly and monitor the progress of the children in each cohort. Children who develop gaps in knowledge are identified early and have additional ‘booster’ sessions. Assessment information informs the class teacher which children may need some additional booster phonics sessions. Teaching is fast paced and all children actively participate. Continuing assessment ensures progress is monitored. Assessment in phonics is used to inform the ability groups the children are placed in to for guided reading. This ensures the correct level of book is chosen to meet the needs of the reader.

Transition arrangements are in place to transfer previous phonic assessment information from each class. Moderation of results takes place at the end of each year group. The receiving teacher is involved in the moderation process and whenever possible supports delivery of phonics teaching in a selection of sessions (in the class they will be taking over) during Summer Term 2.

 

Reading

Guided reading is delivered twice weekly in KS1 and Early Years. We use the following high quality reading schemes:

  • Junior Learning
  • Bug Club
  • 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
  • Junior Learning texts
  • Other schemes which have fidelity to Letters and Sounds

Every child receives one or two books 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.

In Key Stage 2, guided reading is delivered at least twice each week, usually on a whole class basis but with individuals and/or groups of children receiving additional support as appropriate to their levels of attainment.

We use the VIPERS strategies to support the development of reading and comprehension. We use a variety of resources to support our guided reading sessions including Pobble 365, Literacy Shed Plus and short film clips, this enables us to select materials which can match key events, other curriculum learning and childrens' interests.

Home reading books are changed each week. Children either have a 'scheme' reading book pitched at their reading ability or may choose a book to take home from our extensive school library.