An Overview of our Curriculum

 

The Whole School Curriculum

Through working together as a whole school, we can ensure that the curriculum is exciting, real and relevant for our children.

Curriculum overview years 1-6

We also teach the important spiritual, moral, social and cultural values across the school.

 

Reception

In their first year of school, your child will follow the Early Years Foundation Stage Curriculum. This is the same curriculum as your child followed at nursery, which allows for continuity during their first year of school.

 

There are seven areas of learning and your child’s class teacher will plan learning opportunities to fulfil all these areas by the time they leave Reception.

 

Teaching Early Reading and Writing

The teaching of Phonics is an integral part of the curriculum in both the Foundation and Key Stage 1 classrooms at Swainswick Primary.

 

We follow the National phonics programme, ‘Letters and Sounds’, with support from other resources in class, where children are taught the 44 phonemes that make up all the sounds required for reading and spelling. These phonemes include those made by just one letter and those that are made by two or more. As the children grow in confidence and experience, they are introduced to alternative ways of representing the same sound, eg ‘ee’ can be represented as ‘ee’, ‘ea’, ‘e-e’, ‘e’ … The teaching of phonics is of high priority to all teachers as it enables pupils to decode for reading and encode for spelling.

 

We ensure that our teaching of phonics is rigorous, structured and enjoyable. Children have discrete, daily phonics sessions where they are introduced to new phonemes, can practice and revise previous learning and have plenty of opportunities to apply the knowledge they have.

We use a range of multisensory strategies to enthuse and engage the children, including the use of interactive whiteboards, magnetic letters, speaking and listening, songs, rhymes and practical activities. Children work with pace and are encouraged to apply their knowledge across the curriculum with any reading or writing activities. Alongside the teaching of Phonics, children have access to a language rich environment where they are able to apply their decoding skills and develop language comprehension in order to ‘read’.

Mrs Charles, our Reception and Year 1 teacher meets with parents for workshops to share our approach to teaching phonics, reading and writing, and how parents can support at home. This includes reading regularly, practising word cards and learning spellings when appropriate.

 

Year 1 Phonic Screening

In the Summer Term of Year 1 your child will sit a national phonics’ screening test which is administered nationally.

Apple Class Curriculum Map 2 Year Plan

Hazel Class Y2/3 Curriculum Map 2 year plan

Oak Class Y3/4/5 Curriculum Map 3 year plan

Year 1 – Year 6

All children from Year 1 to Year 6 are taught the Key Skills which are outlined in the National curriculum for Key Stage 1 and Key Stage 2, which was updated in 2014. The subjects are;

  • English,

  • Mathematics,

  • Science,

  • ICT,

  • History,

  • Geography,

  • Art, Design and Music, 

  • Physical Education.

 

For each of these subjects a description of what your child will be taught is detailed in the class page of this website.

 

In addition to these subjects your child will be taught Religious Education, Personal, Social and Health Education. French is taught to all children across Key Stage 2.

 

Key Stage One children are taught for a minimum of 21 hours per week and Key Stage Two children for 23.5 hours per week.

Changing Termly Themes

Each term your child’s curriculum will be based on a theme which will match your child’s interests and age. There will be opportunities for your child to have an input into the curriculum and also for them to experience first-hand experiences through educational visits and practical activities. 

Religious Education

Religious Education is provided in accordance with current legislation and the recommendations of the Local Authority.

 

We encourage children to develop a caring and tolerant attitude towards people with beliefs different from their own.  We introduce the children to all world religions, with a secure understanding of Christianity.  Assemblies, in accordance with current requirements, contain a broadly Christian act of worship.  

 

We believe it important to support parents in developing the spiritual and moral values of their child and we respect the beliefs and faith of all families.  

 

If parents wish to withdraw their children from worship or R.E., we ask that they visit the school to discuss our policy.  They will be given opportunities to be involved in appropriate alternative activities. Reverend Joyce is a regular visitor in school, and leads weekly Collective Worship.

How Children Are Assessed

Children are assessed at the end of the reception year in all areas of development.

 

At the end of Year 1 they have a phonics check.

Assessment of children’s progress, in all areas of the curriculum, is carried out by the class teacher throughout their time in school, with formal assessment and reporting at the end of each key stage. At Key Stages 1 and 2, formal assessment includes both Assessment Checks and Teacher Assessments.

These regular assessments help our teachers to understand which topics the children have understood thoroughly and identify areas that require more support. Ongoing assessment is carried out in a low-key way and children are often not aware they are being assessed, instead tackling these exercises as a normal part of classwork.

If you would like further information on the curriculum please speak to your child’s teacher or contact the office.

I can do . . . 

Click on the documents below to find more details on the curriculum for each year group.

These are laid out from the perspective of your child . . "by the end of year X, I can do . . .".

Year 1

Year 2

Year 3

 

Year 4

 

Year 5

Year 6

Parent

“She has really benefited from the different ages mixing, she often talks of the older children.

We feel all the staff know her, which is so special.” 

—  Name, Title