Our Core Curriculum at Park Street!
The curriculum at Wombwell Park Street Primary School is based on a commitment to the quality first teaching of core skills, which are then practiced through a series of well planned contexts and cross curricular themes.
Reading:
"Early reading skills are taught most successfully and pupils reach levels which are above average in the Year 1 national reading check on phonics (the knowledge of letters and the sounds they make). Pupils go on to become confident readers who often read for pleasure." (Ofsted 2014)
At Wombwell Park Street Primary School we focus primarily on basic key skills in Reading because we believe that this impacts massively on other areas of the curriculum. Learners need to read in Literacy, Maths, Geography, Science and so on. By ensuring attainment and progress levels are maintained in Reading, there is a hopeful impact seen in the attainment and progress of other subjects.
We have a number of incentives and reward systems in place for children in Reception to Year 6. Children are expected to read every evening for at least 10 minutes, as and when possible. Parents can then sign this off in their child's 'Reading Record Diary' and they are rewarded with a stamp in school. Once the child reaches 25 times of reading, they are presented with a reward card in Golden Book assembly on a Friday. These rewards continue when the children reach 50, 100, 150 and 200 times. We have found this to have a massive impact on children having a love of reading.
We do not use one specific reading scheme in school. Instead we use a wide variety of reading schemes to appeal to all of the different learning needs of the children. These are predominantly Phonics based so children can apply their Phonics learning within their reading. Children normally begin in Reception by reading books without words and this quickly progresses on to reading simple, decodable texts. We have book banding for children from reception - Year 6 to ensure progression through the reading levels. When children reach the top levels of reading, there is the expectation that they become 'free readers' and can bring in books from home - as long as they are suitably challenging the children's thinking!
In KS1 and KS2 we have a list of 'Non-Negotiable' aspects of teaching and learning in Reading, which staff have to use to plan and deliver quality reading sessions. Year groups from 1-6 aim to read with the class for a minimum of 30 minutes, at least four days a week (five in KS1). Reading is taught rigorously by using quality, rich texts to expose the children to high quality literature. Teachers and other adults are encouraged to use outstanding questioning to deepen the children's thinking and understanding of texts types and characters etc. Staff try to use HOTS questioning (higher order thinking skills) and encourage children, where possible to speak the answer and write the answer appropriately.
Phonics is taught daily throughout EYFS and KS1, by both teachers and teaching assistants. We have a specified area in school for the delivery of Phonics interventions on top of this. This area has creative and effective games and resources to further the children's skills. As a school we use 'Letters and Sounds', alongside aspects of 'Jolly Phonics'. Our Sports Coach and Inclusion Teaching Assistant also support Phonics progression by the implementation of 'Active Phonics', with targeted children. Children progress through from Phase 1-6 in EYFS - KS1. We aim to get the majority of children to the 'expected standard' at the end of Year 1, when they take the 'Phonics Screening Check'. This normally happens in June each year, when staff engage the children in reading 40 real and nonsense words, using different sounds. This 'Check' takes approximately 10 minutes to complete and is done in a sensitive way with a familiar adult - the children always love the challenge. Please see more information at:
https://www.gov.uk/government/publications/phonics-screening-check-2017-materials
https://www.gov.uk/guidance/key-stage-1-and-key-stage-2-test-dates
The Reading Leads through school are:
FS and KS1 - Miss C McGinness
KS2 - Miss C Baxter
We have a number of incentives and reward systems in place for children in Reception to Year 6. Children are expected to read every evening for at least 10 minutes, as and when possible. Parents can then sign this off in their child's 'Reading Record Diary' and they are rewarded with a stamp in school. Once the child reaches 25 times of reading, they are presented with a reward card in Golden Book assembly on a Friday. These rewards continue when the children reach 50, 100, 150 and 200 times. We have found this to have a massive impact on children having a love of reading.
We do not use one specific reading scheme in school. Instead we use a wide variety of reading schemes to appeal to all of the different learning needs of the children. These are predominantly Phonics based so children can apply their Phonics learning within their reading. Children normally begin in Reception by reading books without words and this quickly progresses on to reading simple, decodable texts. We have book banding for children from reception - Year 6 to ensure progression through the reading levels. When children reach the top levels of reading, there is the expectation that they become 'free readers' and can bring in books from home - as long as they are suitably challenging the children's thinking!
In KS1 and KS2 we have a list of 'Non-Negotiable' aspects of teaching and learning in Reading, which staff have to use to plan and deliver quality reading sessions. Year groups from 1-6 aim to read with the class for a minimum of 30 minutes, at least four days a week (five in KS1). Reading is taught rigorously by using quality, rich texts to expose the children to high quality literature. Teachers and other adults are encouraged to use outstanding questioning to deepen the children's thinking and understanding of texts types and characters etc. Staff try to use HOTS questioning (higher order thinking skills) and encourage children, where possible to speak the answer and write the answer appropriately.
Phonics is taught daily throughout EYFS and KS1, by both teachers and teaching assistants. We have a specified area in school for the delivery of Phonics interventions on top of this. This area has creative and effective games and resources to further the children's skills. As a school we use 'Letters and Sounds', alongside aspects of 'Jolly Phonics'. Our Sports Coach and Inclusion Teaching Assistant also support Phonics progression by the implementation of 'Active Phonics', with targeted children. Children progress through from Phase 1-6 in EYFS - KS1. We aim to get the majority of children to the 'expected standard' at the end of Year 1, when they take the 'Phonics Screening Check'. This normally happens in June each year, when staff engage the children in reading 40 real and nonsense words, using different sounds. This 'Check' takes approximately 10 minutes to complete and is done in a sensitive way with a familiar adult - the children always love the challenge. Please see more information at:
https://www.gov.uk/government/publications/phonics-screening-check-2017-materials
https://www.gov.uk/guidance/key-stage-1-and-key-stage-2-test-dates
The Reading Leads through school are:
FS and KS1 - Miss C McGinness
KS2 - Miss C Baxter
Writing:
At Wombwell Park Street Primary School, we place great emphasis on developing our children as writers. From the time children enter our school in nursery, all their attempts at mark making are valued as we aim to nurture a 'can do' attitude. In the Early Years Foundation Stage classes, there are planned purposeful writing opportunities available in all areas of provision to inspire the children to write for a real reason eg writing a shopping list in the home corner or a model design in the construction area. Alongside this, adults model writing regularly so children can see how adults write and for what reasons.
As children progress into KS1 and 2, they will access a daily writing lesson as part of their English work. Each lesson will include opportunities for children to see the teacher model writing as well as time for them to practise their own skills in different ways. All written work is set within a context which gives children a real and meaningful purpose to write, often linked to the class' topic or other subject areas. Alongside the daily writing lesson, opportunities to write are regularly planned into our creative curriculum so children have the opportunity to apply their new skills within different subjects.
Maths:
Maths at Wombwell Park Street is taught in innovative ways and is based on the concrete - pictorial -abstract approach (CPA). Children are actively encouraged to use resources, whatever their ability, to develop, understand and prove mathematical concepts. Our maths lead, Mrs Knott, is an accredited National Centre for Excellence in Mathematics (NCETM) ' Primary Maths Teaching for Mastery Specialist'.
Our maths provision is based on the 'Teaching for Mastery' approach. The main principles underpinning this are detailed by the NCETM (2016) as:
Our maths provision is based on the 'Teaching for Mastery' approach. The main principles underpinning this are detailed by the NCETM (2016) as:
- Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
- All pupils are encouraged by the belief that by working hard at maths they can succeed.
- Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
- If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
- Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
- Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
- It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
- Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
- Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.
Science:
Here at Wombwell Park Street Primary School Science forms an essential part of our creative enquiry based curriculum. Science, where appropriate is integrated into cross-curricular themes. During th Summer Term our curriculum themes have a scientific focus and a breadth of curriculum subjects are linked in during rich learning foci facilitated by our skilled teaching and support staff. We feel this sets learning in a meaningful context and encourages the children in our team to ask questions and develop key science skills and understanding through their investigation work. Science is also taught discreetly throughout the year. All pupils have the opportunity to carry out a range of science experiments as well as developing knowledge and understanding through a range of key scientific areas. We feel we prepare pupils well for their next phase of education through providing pupils with the opportunity to learn about scientific topics such as: life and living things, plants and animals, rocks, electricity, light, sound, forces, materials, life cycles, states of matter, Earth and space, reversible and irriversible change...to name just some of the areas of study. We feel this provides pupils with a solid foundation for the secondary school subjects of biology, chemistry and physics. Pupils will also have the opportunity to apply their basic literacy and maths skills during science lessons. Miss Clementson is the Science leader at Park Street and has worked collaboratively with staff to develop a whole school overview for Science. This process has allowed staff to ensure that all statutory elements of the National Curriculum are covered and that there is a clear progression in Science as children journey through school. Staff plan and deliver exciting science lessons which challenge all pupils as appropriate for their stage and ability. We also enjoy an annual science and technology week where pupils have the opportunity to take part in a range of exciting and engaging science tasks. Our half termly PLT (Personal, Learning and Thinking Skills) homework challenges often include tasks of a scientific nature. We believe this encourages pupils to apply and develop the skills necessary to become lifelong learners.
Computing:
Living in an ICT-rich environment, which is continuing to expand through the invention of new technologies, means that children need to have regular access to quality teaching that enables them to experience and develop vital skills used in modern day life. At Wombwell Park Street Primary School, we aim to ensure all our children are competent, skilled users of modern technology who use equipment effectively to enhance their learning, both within Computing lessons and the wider curriculum. We also aim to prepare our children for future technologies and roles that don’t yet exist, that will develop over time.
Computing is taught both discreetly and utilised through other curriculum areas. Key computing skills are taught in subject specific lessons either as blocked units or regular sessions over time. These skills are then built into follow-up theme-based lessons. Teachers plan for Computing by using (and adapting where appropriate) the Twinkl curriculum documents that outline all the key skills and concepts to be taught, in year-group-specific units. These units are carefully matched to the National Curriculum 2014. This format constitutes the medium and short term planning for Computing.
Assessment for Learning is at the heart of our teaching and learning approach. Occasionally, children will undertake summative assessments in order that progress can be formally monitored. Formative assessments are made every day as part of effective teaching and learning and teachers use the outcomes of these assessments to inform and adapt their planning and provision. We use a wide range of assessments to ensure that children are making the best possible progress in Computing.
At Wombwell Park Street, we believe that our approach to teaching and the assessment of Computing promotes the development and application of essential skills that children now need in the modern world of technology.
Computing is taught both discreetly and utilised through other curriculum areas. Key computing skills are taught in subject specific lessons either as blocked units or regular sessions over time. These skills are then built into follow-up theme-based lessons. Teachers plan for Computing by using (and adapting where appropriate) the Twinkl curriculum documents that outline all the key skills and concepts to be taught, in year-group-specific units. These units are carefully matched to the National Curriculum 2014. This format constitutes the medium and short term planning for Computing.
Assessment for Learning is at the heart of our teaching and learning approach. Occasionally, children will undertake summative assessments in order that progress can be formally monitored. Formative assessments are made every day as part of effective teaching and learning and teachers use the outcomes of these assessments to inform and adapt their planning and provision. We use a wide range of assessments to ensure that children are making the best possible progress in Computing.
At Wombwell Park Street, we believe that our approach to teaching and the assessment of Computing promotes the development and application of essential skills that children now need in the modern world of technology.
