FromYear 1 to Year 6
The Grange Primary School follows the 2014 National Curriculum, which aims to ensure
that children leave Key Stage Two ‘secondary ready’. The core subjects are English,
Mathematics and Science. The statutory foundation subjects are: art and design,
citizenship, computing, design and technology, geography, history, languages, music and
physical education. We also teach Personal, Social and Health Education (PSHE) through
the Jigsaw programme and Religious Education following the Local Authority agreed
syllabus. We enhance our curriculumwith four additional areas of focus which we use
to drive our teaching and learning in all subjects: independence, enterprise, emotional
awareness and knowledge of the world.
Through their topics, children undertake various challenges which are components of
long termprojects. These require the development and implementation of a range of
skills including problem solving and collaboration. The projects give purpose andmeaning
to learning and ensure that children are able to apply their skills in a range of contexts.
Children are encouraged to provide ‘critique’ feedback to enable vital learning processes,
editing and redrafting, to improve their work in a positive, supportive manner. We
implement Kagan teaching structures in the classroomwhich support active, collaborative
learning, peer coaching and teamwork. To further enhance learning opportunities, staff
organise visits to various places of interest, invite workshops into school, carry out video
conferencing and also use displays, resources and artefacts to stimulate children’s interest
and curiosity.
In all areas of the curriculum children are given opportunities to share and explore
ideas, become critical listeners, learn to present information to others, solve problems
and develop skills in enquiry and control. Pupil independence is central to the school
ethos and children are encouraged to work reflectively, reciprocally, be resourceful and
resilient throughout all lessons (4Rs). They learn about the wider world through the
curriculum and links developed with schools globally through the International Primary
Curriculum (IPC). The children develop their knowledge and understanding of how they
can communicate using technology. The school enables pupils to become adept in
communication via email, blog sites and video conferencing.
The International Primary Curriculum (IPC) acts as a starting point for our topic planning
and is developed through pupil voice. Children participate in a practical activity to inspire
their thinking about their topic. They then analyse their existing knowledge and compose
a set of enquiry questions, which the teacher then uses to develop the teaching and
learning journey for the class, thus topics are tailored to each child. To close the topic,
children spend a day sharing their learning with others. This takes many forms, including
assemblies, open community days, celebration books and PowerPoint presentations.
Curriculum achievements are recognised and celebrated through National Awards
including Healthy Schools, Inclusion Quality Mark, Investors in Pupils, Basic Skills, Extended
Services and Artsmark.
Children receive English and Maths lessons which aim to incorporate the subject skill and
the wider curriculum subjects. The teaching timetable is flexible to ensure children make
progress in English and Maths. We refer to the Department for
Education guidelines in structuring what we teach ensuring
children have mastered a skill before broadening their experience
and deepening their understanding. We use pre-teaching and
same day intervention to ensure pupil progress in both English
and Maths.
Whenever possible we try to involve parents/carers in their
child’s/children’s development through family learning sessions,
open days and workshops. We have links through ICT with the
school website, Mathletics, Active Learn and Education City (online learning resources).
In the teaching of Maths, emphasis is placed on place value, counting, number, calculation,
using and applying and problem solving. A rigid calculation policy is in place for all staff
to follow. We follow the mastery approach to teaching Maths. We ensure that children
are masters of a mathematical concept before moving them onto the next stage of their
learning. Once children have achieved procedural understanding and fluency in a concept,
they are then challenged through solving problems and applying this
knowledge in a range of contexts, thus broadening their learning.
Children are also challenged to coach other children and
explain their methods and reasoning. We aim to
provide children with rapid feedback and
intervention, on the same day where
possible and always before the next
lesson. This ensures that children
make progress and are ready for
the next step in their learning.
In addition to this, we
have adopted the
‘Singapore Approach’
to teaching Maths
in all key stages,
which ensures
that children are
actively engaged
in lessons and
that they are
able to use
concrete
and visual
representations
to support their
understanding
and learning of
a concept.