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Curriculum Intent

Tittensor First School aims to help all children achieve by:

1) Building worthwhile attitudes of Friendship, Compassion, Trust, Creation, Service and Forgiveness through embedded Christian Values, valuing all of God’s children.

2) Increasing pupil Knowledge, skills and understanding of a broad range of subjects.

3) Developing pupil skills and ways of learning, building resilience and enjoyment of learning.

4) Helping pupils to understand Concepts and Ideas through planned and assessed skills helping progress in all learning.

5) Applying the concepts above to all learning flourishing in all spheres and everyday life.

 

The National Curriculum in Years 1 – 4

 

We seek to provide children with a broad, balanced and rich curriculum, which is underpinned by imaginative and dedicated teaching. The curriculum is designed to be inclusive and our aim is to provide suitable challenges for all children including the gifted and talented, by responding to pupils’ diverse needs and overcoming barriers to learning for individuals.

The curriculum at Tittensor First school for Year 1 to Year 4 children is based upon the new statutory National Curriculum 2014 (NC 2014) for schools in the United Kingdom. The curriculum currently consists of three core subjects, (English, Mathematics & Science), eight foundation subjects, (Art and Design, Computing, Design Technology, Modern Foreign Languages, Geography, History, Music, Physical Education and Religious Education. These can be found in detail at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/381344/Master_final_national_curriculum_28_Nov.pdf.

 

The classes in Tittensor First School are mixed age groups, so the school has a rolling program so that coverage of the curriculum, at the right key stage, is achieved as well as providing an interesting diverse curriculum, without repetition.

The staff and Governors work hard to review the curriculum balance, especially how the application of our Christian Values can be applied across the National Curriculum.  To this end, Tittensor First school are in the process of reviewing the rolling programme of themes/topics to ensure they not only engage and excite our learners and staff,  but provide a more integrated approach insuring teaching makes connections between different areas of learning- a coherent, relevant creative and exciting programme of learning.

It also helps to give a strong cohesive feel to both school communities and across the Stone partnership, offer opportunities for additional shared trips and visits. This rolling programme that is regularly  under review to ensure that  we have coverage of the required NC 2014 content but also have a curriculum that is relevant and inspires our learners.

 

Included in our curriculum is work that links personal, social, moral, mental and health education as well as relationships and sex education. Staff also develop the Christian Values from the mission statement and strive to ensure that all aspects of these life skills are developed in all years and across subjects.

 

Parent engagement is a valued part of our school life and termly curriculum newsletters informing the parents and carers the nature of these Themes and projects at the start of each new term, as well as further details of the other curriculum subjects. These are published on our website too.

 

Teachers plan the work together in order to ensure consistency and progression across classes and year groups, sharing best practice current ideas and ways of assessment. Short, medium and long term curriculum planning takes place so that effective classroom teaching and consistent coverage can be achieved. The assessment of the quality of teaching as well as the assessment of children’s learning and understanding is also given a great deal of organisational time and attention.

 

The children in each class are taught by a variety of methods including whole class teaching, group or individual work. Whatever the method, we always aim to challenge each child’s level of understanding. Teachers create the time and opportunity for assessment and diagnosis of children's learning. We keep detailed records of work and progress and these are shared with parents. In the autumn and spring term there is a parent, child and teacher consultation meeting to discuss targets for learning. An annual report is then issued at the end of the year.

 

Through the stronger links we have with other schools in the Stone cluster the children have the opportunity to enrich and extend their learning. For example schools work together in Science and ICT termly to review subject leader developments (In addition to English and Maths) and share good practice. In PE local coordinators work together in a network and also plan inter-school competitions for county schools. Staff from Tittensor first school engage in local Music, Mfl and RE hubs giving them a wider network of specialist support.

 

The Foundation Stage Curriculum

 

The Foundation Stage is a distinct phase of education in its own right and covers the age range 3 to the end of the Reception Year. Pupils are taught in a mixed age class with specified adult led learning activities to target individual child needs appropriate to age and stage. They will also engage and experience a theme/topic as part of belonging to their class and the school. However, the national expectations for the foundation stage will also be delivered.

 

At the end of the Foundation Stage, most children are expected to achieve a series of Early Learning Goals across different areas. There are seven areas of learning and development, which are important and inter-connected.

 

The areas of learning are:

  • communication and language.
  • physical development.
  • personal, social and emotional development.
  • literacy.
  • mathematics.
  • understanding the world.
  • expressive arts and design

 

Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn from relationships and thrive. They are called prime areas and are underlined above. The prime areas are strengthened and applied through all the other areas.

 

Aims of the Foundation Stage Curriculum

  • To provide effective and meaningful experiences in a carefully structured curriculum.
  • To utilise the natural play of the child in a structured and progressive manner which is gradually integrated into the more formal curriculum.
  • To implement a curriculum learnt through exploration, play and talk in an indoor and outdoor environment.

 

PRIME Areas of Learning for the Foundation Stage

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

 

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children will also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

 

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

 

Other important areas

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children will be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

 

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

 

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

 

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

 

Phonics and Reading

 

Pupils at Tittensor CE(VC) First school begin phonics in the early years using a variety of schemes based around Letters and Sounds and Jolly Phonics. A wealth of information can be found on the internet to enable you to support your child further at home:

www.phonicsplay.co.uk and www.Mrthorne.com  are a few examples of how you can support your child in Phonic learning at home with useful video clips, games and activities.

When children begin to explore and read books we use Oxford Reading Tree book bands, but we do not solely rely on any scheme. We use a mixture of books to promote reading enjoyment including Oxford Reading Tree, Rigby Star, PM readers and ProjectX.

(Please ask our Early Years team if you would like any further support with this)

 

Maths

What Mathematics looks like in Tittensor First School

 

  • Children are seated in mixed ability year groups, which allow children to support and work with different children over time.
  • Lots of maths talks and discussions – reasoning and prove it.
  • Reasoning opportunities
  • Problem solving throughout to deepen learning.
  • Free access to a variety of concrete resources to support learning.
  • Mini plenaries and interventions when needed to address misconceptions and/or to target learning, post questions and challenge thinking.

This is how it works:

  • Focus on mathematical language and learning methods – key vocabulary, questions and methods are displayed around the classroom for children to see.
  • Opportunities to discuss and share with each other.
  • Prove it and convince me questioning and discussions.
  • Children are given the time that they need to explore learning and methods – this might be the next day or during ‘fix it’ tasks.
  • Use of INSPIRE materials to support the Singapore approach to teaching mathematics.

This is our philosophy:

  • High quality modelling and scaffolding within lessons.
  • Concrete – Pictorial – Abstract approach.
  • Problem solving
  • Cross-curricular links when appropriate and possible.
  • Fluency and reasoning
  • Developing mastery and promoting greater depth.

This is what we do:

  • Plan and teach maths lessons using the INSPIRE Maths programme and the schools mixed age long term planning.
  • Provide opportunities for practicing skills taught.
  • Positive use of misconceptions/mistakes within the learning environment.
  • Book trawls, learning walks and regular observations.
  • Parental involvement through workshops.

This is what you might see in our school:

  • A positive attitude towards maths
  • Happy and engaged learners
  • Motivated and enthused children
  • Open-ended questioning
  • Word problems and challenges
  • Different representations of how to solve problems/questions
  • Paired/group work
  • Active maths indoors and outdoors.
  • Children confidence growing to talk, discuss and share ideas and learning.

This is how we know how well our pupils are doing:

  • Tracking (Classroom Monitor)
  • Teacher assessments (PUMA)
  • Marking and feedback
  • Photo evidence of practical maths – annotated by the teacher and pupils explaining what they have done or have learnt.
  • Use of TAs to note and record observations.
  • KS1 Results

 

At Tittensor CE(VC) First school we follow the INSPIRE Maths approach from Y1-Y4

 

What is INSPIRE maths?

At Tittensor CE(VC) First School we began a full implementation of Inspire Maths across our school in September 2016, starting with a transitional phase of consolidation. 

Inspire Maths is a transformational, whole-school approach, to raising pupils' achievement in maths. The programme of resources is built upon the internationally acclaimed approach to teaching mathematics in Singapore. Published by Oxford University Press it is based on the leading Singapore Maths series My Pals are Here, used in 100% of Singapore's state primary schools.

How does INSPIRE maths work in your child's classroom?

Inspire Maths uses accessible individual pupil textbooks (one copy for each child) which introduce concepts in a highly scaffolded way, enabling all our children to develop critical thinking skills, make mathematical connections and become confident mathematicians. Inspire Maths builds firm foundations and a deep understanding of mathematical concepts through a concrete-pictorial-abstract approach. It uses a spiral progression to develop fluency, reasoning, and problem solving and conceptual understanding for mastery.

If you require any support in helping your children with methods in maths please do not hesitate to ask your child's teacher.

INSPIRE practice booklets for home

Inspire Maths 1

Inspire Maths 2

Inspire Maths 3

Inspire Maths 4

Inspire Maths 5

Inspire Maths 6

 

There is some useful advice and support available on the following websites:

 

http://www.mad4maths.com/parents/

http://nrich.maths.org/front page

http://www.supermathsworld.com/alpha.html

http://mathszone.co.uk/

 

RE / PSHE / RSE

We use the 2020 Dfe requirements for schools in the delivery of RSE (Relationship and Sex Education)

Children are taught sensitively and in an age appropriate manner using recommended materials called 'Yasmin and Tom' from the FPA and No Outsiders which follows teaching of all elements of the Equality act 2010.

Below is an outline of the areas that each class will study over the year.

PSHE planning Y1/2

PSHE planning Y3/4

If you wish to discuss these materials further please do not hesitate to contact the school.

 

RE (Religious Education)  is a core part of learning at Tittensor CE(VC) First school and is linked with Global learning, world views and our Christian Values. PSHE/RSE and equality support our RE teaching.

We follow guidance from the Lichfield Diocese and SACRE regarding the delivery and content of RE. The Church of England Statement of Entitlement provides an excellent reference document for parents. Pupils learn using a variety of materials including Understanding Christianity.

More information can be found on the Lichfield Diocesan Board of Educations website

http://www.ldbe.co.uk/about/guidance-resources/religious-education/

 

Tittensor First School Long term planning