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Curriculum

Richard Lee Primary School Performance Tables

 

School Performance Tables - See how local schools compare

https://www.compare-school-performance.service.gov.uk/

 

Direct link to the Richard Lee Primary School Performace Table Page:

https://www.compare-school-performance.service.gov.uk/school/103693

 

 

Click the word document below to see our curriculum map:

Curriculum Map 2017-2017

Curriculum Map 2017-2018

Curriculum Map 2017-2018 1
Take a look at our curriculum yearly overviews below to see what the children from Y1 to Y6 are learning about:

Year 1 yearly overview

Year 2 yearly overview

Year 3 yearly overview

Year 4 yearly overview

Year 5 yearly overview

Year 6 yearly overview

Find information about our curriculum below.

 

Here at Richard Lee Primary School we provide a creative curriculum based around the Cornerstones Curriculum.

With the new National Curriculum being introduced by the Government in 2014 we constantly work hard to refresh our school approach and provision for pupils. As part of this work we have decided to implement the new Cornerstones Curriculum, a nationally recognised approach for delivering outstanding learning opportunities for children.

 

What is the Cornerstones Curriculum?

The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the new 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning. 

We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.


Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.

 

How it Works?

Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website:

 

http://www.cornerstoneseducation.co.uk/Learning-Philosophy.aspx

English

In English pupils focus on becoming good readers in terms of recognising words and understanding the meaning of whole texts. This is often done in a daily focused reading session. Pupils might be asked to predict what will happen in a story or discuss with a partner why they thought a character behaved in a particular way. There will also be a focus on non-fiction texts about real life issues.

 

Systematic phonics is taught using ‘Read Write Inc’ materials. When the children have moved beyond this programme they are taught comprehension and wider reading skills through focused  Literacy and Language session. However, a love of reading is developed across the curriculum and children are encouraged to read widely. Teacher’s read regularly to and with children and each year group has a key author. 

Year groups take part in a variety of competitions and awards, for example ‘ The National Literacy Summer Reading Challenge’; opportunities to engage in wider experiences are developed for example ‘live webcasts’ with authors.

 

Towards the end of KS2, children need to be thinking about how the audience and purpose affects what authors write. For example, an author of a football book might choose specialist words relating to football because they know that their audience is likely to be those interested in the game. Alternatively the author of a science book might include diagrams, flow charts and explanations, as their purpose is to explain how scientific processes happen.

 

The school has a trained ‘Reading Recovery’ Teacher who works with children to strengthen and secure early reading skills. Across the school there are a number of programmes to support reading.

 

In writing, pupils across all year groups consider the different genres and what is needed to produce a successful text. Children will evaluate their own work, against agreed success criteria, in order to assess how far they have moved towards their learning objective. Pupils will also comment on other children's writing, a process known as peer assessment, which will help them to identify what makes up a good piece of work.

 

Handwriting is taught from the early stages and through the school. This develops into a fluent, joined handwriting style. Children in key stage 1 work towards a handwriting award ‘Fantastic Formation Pencil Award’ and in key stage 2, children focus on achieving their ‘Pen Licence’. Great pride is taken in the presentation of their work.

 

We celebrate writing with a weekly ‘Writing Award’ which celebrates excellent writing.

The following table summarises the different types of writing that children will be taught at Richard Lee Primary School.

 

 

Identifying types of writing

Text types

What are they?

Examples

Narrative

Narrative might mean a short story, folk tale, play, novel or myth.

The Three Little Pigs (Folk tale)

Recount

Accounts of experiences and visits from everyday life

Newspaper article, travel book, autobiography and biography

Report

Provides a factual account of something

Section of an information guide; textbook; official report.

Instructions

Tell you how to do something

Recipes; rules; instruction manuals

Explanation

The how and why of an event

Sections of textbooks; science experiment; encyclopaedia.

Persuasion

Tries to convince the reader that the writer is correct

Opinions; advertisements; political statements; special offer at the supermarket.

Discussion

The for and against a certain issue or idea

For and against wind farms; for and against building a motorway across the countryside.

 

Our grammar and punctuation work this year across the school has been developed using different sentence types and in context of specific writing forms.

Our School Mathematics Curriculum

Our school curriculum for mathematics aims to ensure that all pupils:

 

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

CPA – Concrete Pictorial Abstract

We aim to embed a deep understanding of maths by employing a concrete, pictorial, abstract approach – using objects and pictures before numbers and symbols so that pupils understand what  they are doing rather than just learning to repeat routines without grasping what is happening. This is the same approached used in Singapore maths. It is reliant upon, and strongly consolidated by, repetitive and accurate mathematical vocabulary at each stage.

 

Concrete representation

The active stage – a child is first introduced to an idea or a skill by acting it out with real objects. In division, for example, this might be done by separating apples into groups of red ones and green ones or by sharing 12 biscuits amongst 6 children. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.

 

Pictorial representation

The iconic stage - a child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of  the problem. In the case of a division exercise this could be the action of circling objects.

 

Abstract representation

The symbolic stage - a child is now capable of representing problems by using mathematical notation, for example:

12 ÷ 2 = 6

Numicon and Core Resources

We use Numicon as a core resource in Early Years and KS1 and for children who need further support with conceptual understanding in KS2. Early on it is important that children don’t rely solely on Numicon and that a wide range of concrete resources are used to help children with conceptual understanding. Older children who need further support with conceptual understanding will be supported through a range of concrete objects including colour dienes.

Take a look at our maths curriculum maps below to see what the children from Y1 to Y6 are learning about: