CEO – Exceed Academies Trust: Mr. Duncan Jacques
Headteacher: Mrs Salma Rahman
Horton Park Primary School, Dawnay Road,
Canterbury, Bradford, BD5 9LQ

Subjects

English

Early Years

We believe that communication and language with opportunities to explore reading and writing underpins children’s future learning.

The practice in Foundation Stage will follow the Early Years curriculum guidance and will work towards the Early Learning Goals aiming to meet the statement of the goals by the end of Reception year.

In our Reception classes, the weekly routines will include planned and spontaneous activities that include:

A wealth of opportunities to develop and experience speaking and listening

Experiences that develop gross and fine motor skills through play and handwriting activities

Sharing and enjoying a range of rhymes, songs, stories and books

Immersion in a print rich environment with opportunities for oral language and written communication, e.g. differentiated phonics activities

Focus activities that teach children early communication language and literacy skills

Reading groups and 1-1 reading with an adult

Big book activities with a shared reading and writing focus

At the end of Foundation Stage, children spend time with their new teacher and in their classroom before they move to Year 1. Teachers meet with parents and carers to discuss transition issues so that they feel reassured how they can help their child prepare for Year 1 and feel confident in the smooth transition.

Key Stage 1 (KS1)

At the beginning of Year 1, the assessments from Foundation Stage will enable the planned work to follow a smooth transition.

The teaching of English in KS1 will include:

Explicitly taught and planned sessions following the guidance from the English curriculum

Speaking and listening activities e.g. role play, pair talk, hot seating in order to prepare pupils for the writing process

Word level work with explicit teaching of phonics, spelling and new vocabulary

Sentence level work to develop grammatical awareness, a range of sentence structures and punctuation skills

Text level work using a range of genres will develop comprehension and composition skills and the understanding of text structures

Letter formation and handwriting taught and modelled using the school handwriting policy

Providing opportunities for pupils to use and apply reading, writing, speaking and listening skills across the curriculum within a language-rich environment

We use the Oxford Reading Tree reading schemes with many other reading materials. These include the Project X range of books used in independent reading and in guided reading groups.

Key Stage Two (KS2)

At the beginning of Year 3, the teacher assessments and KS1 tests will enable the planned work to follow a smooth transition.

The teaching of English in KS2 will include:

Explicitly taught and planned sessions following the guidance from the New Literacy Framework

Word level work with explicit teaching of spelling strategies and rules and phonics where required and new vocabulary

Sentence level work to develop grammatical awareness, a range of sentence structures and punctuation skills

Text level work involving reading a range of genres to develop comprehension skills and scaffold writing through development of understanding of text structure and organization

Providing opportunities for pupils to use and apply reading, writing, speaking and listening skills across the curriculum within a language-rich environment

Handwriting and presentational skills taught and modelled using the school handwriting policy

Phonics

In our school phonics teaching is based on the key five concepts, which are progressive:

1. There are differences and similarities between sounds

2. Words are composed of sounds/phonemes

3. A phoneme can be represented by one or more letters (different graphemes)

4. The same phoneme can be written/ spelled in more than one way

5. The same spelling can represent more than one sound.

The school teaches phonics through a combination of approaches, using the Letters and Sounds phonics programme:

Direct teaching of concepts, skills and knowledge, planned opportunities to rehearse and consolidate through play and independent group work, teacher modelling of phonic strategies for reading and writing in shared reading/writing, teacher scaffolding/coaching for the use of phonic strategies in Guided Reading/ Writing.

Learners in Foundation Stage, Key Stages 1 and 2 are taught strategies to help them to learn independently. Consideration is given to all learning styles, so learners are taught phonics through a variety of games and activities which incorporate visual, aural and kinaesthetic strategies.

Mathematics

Teaching and Learning Approaches: Mental Maths Policy. In the daily Mathematics lesson the teachers will:

1. Share clear learning objectives with the children

2. Provide daily practice of mental skills including counting, rapid recall, newly learned facts and calculation strategies

3. Maintain good pace and use effective questioning

4. Use accurate mathematical vocabulary

5. Engage pupils in challenging differentiated activities using a range of models and images, including IT as outlined in the Framework.

6. Use published materials (as appropriate) to support their teaching.

PE

Aims for Physical Education

1. To develop physical co-ordination and competence.

2. To promote the physical and psychological benefits of participation in aerobic activity whilst at school and throughout life.

3. To develop artistic and aesthetic appreciation within and through movement.

4. To help children develop socially through competition and co-operation between other individuals and groups.

5. To promote positive attitudes towards health and physical fitness.

6. To provide equal opportunity for all pupils to reach their full potential, regardless of their race, gender, cultural background or physical ability.

Science

Aims for this Policy document

We aim:

To use focused exploration and investigation to develop children’s scientific knowledge, understanding and skills.

To encourage children to use scientific knowledge and understanding to suggest a hypothesis, explain, record and interpret results

To develop children’s scientific vocabulary, use standard measures appropriate to their work and use a variety of methods to present information.

To practice, develop and extend basic skills in other curriculum areas.

To recognize health and safety risks when working with living things and materials and to take appropriate action to control these risks.

Humanities

Geography

To enable the children to increase their knowledge, skills and understanding through:

1. Investigation of their local area and a variety of people, places and environments in the United Kingdom and abroad.

2. Starting to make links between different places in the world

3. Geographical inquiry both inside and outside the classroom

4. Asking questions about how people affect and are affected by the environments.

5. Using geographical skills and resources such as maps, photographs, atlases and ICT.

6. Following the school scheme of work to ensure that children have studied some areas in depth and have appropriate experience based on the local area.

7. Assessment of children’s achievements which will be recorded and reported on in line with school policy.

History

1. To enable the children to begin to understand the present in the context of the past.

2. To arouse interest and awareness of the past.

3. To learn about the roles that individuals, movements and events have played in shaping modern society.

4. To encourage children to question, explore, sequence and discuss cause and change.

5. To develop the ability to communicate historical knowledge and understanding, orally, visually and in writing, using appropriate techniques and vocabulary.

6. To appreciate how and why some aspects of the past are subject to different interpretations.

7. To follow the school scheme of work to ensure that children have studied some areas in depth and also have appropriate experience relative to the local area.

Children’s achievements will be assessed, recorded and reported on in line with school policy.

RE

RE is concerned with the education of pupils ABOUT faiths rather than instruction in a faith.

Our catchment is a multi-faith context and care must be taken in our choice of study units and in the syllabus itself to reflect this concern with content and balance. However the syllabus states:

`Schools must ensure that content drawn from the Christian religion exceeds content from any other religion.’

To help pupils to:

1. Gain an informed appreciation of their own and other’s faith or life stances and of the variety of faiths.

2. See the personal and social consequences of having a religious faith or other stance to life.

3. Develop a positive attitude towards other people, acknowledging what they hold in common, respecting their right to hold different beliefs and appreciating the richness of life in a society of diverse religions.

So that they may be able to:

1. Form, maintain and deepen the integrity of their own beliefs, values, judgements, allegiances and commitments.

2. Appreciate both the religious and spiritual dimension in their own search for meaning in life, and that of others.

PHSCE

P.S.H.C.E. is about:

1. Enabling children to develop awareness of health and safety issues.

2. Enabling children to develop self-esteem and self-awareness.

3. Enabling children/adults to make informed choices and to act assertively in any situation.

4. Developing a caring and safe environment that enables children to share their experiences in school.

5. Providing everyone with a framework for a healthy life.

6. Developing awareness and exploring issues of similarity and difference between people in a mutually supportive context.

7. Developing and building upon skills, knowledge and vocabulary appropriate to every stage of development.

8. Providing opportunities for parents/carer’s as partners.

9. Enabling children to develop their awareness of their role as a citizen of our locality, city, country, Europe, and globally.

Art

We aim, through efficient delivery of the Art Curriculum, to enable the children to:

1. Find enjoyment in creative art and see themselves as artists.

2. Find a sense of purpose, achievement and fulfilment in artistic expression.

3. Develop skills to use a range of materials and techniques competently.

4. Feel able to express their ideas and feelings through imaginative creation in both two and three dimensions.

5. Develop their powers of observation and learn to study and record the world around them analytically.

6. Develop an appropriate vocabulary to help them understand and discuss their art work and that of others.

7. Appreciate and evaluate the work of a range of artists from their own and other cultures.

Design Technology

Learning activities will provide all learners with:

1. Understanding of the context in which they will be designing and making;

2. Opportunities to make and list predictions about the features likely to be required for a successful solution;

3. Appropriate resources for learners to conduct research and investigation relevant to their prediction and task;

4. Opportunities to acquire essential skills;

5. Opportunities to make judgements using environmental, social, moral, cultural and other relevant criteria;

6. Opportunities to develop skills in using a range of construction materials and components, food, tools and equipment;

7. Time to make solutions to a quality, enabling ideas including modelling to be tested;

8. Opportunity to evaluate their ideas against the prediction

Music

Our aims in teaching music are that all children will build upon their natural responses to music to:

1. Find enjoyment in learning music and see themselves as musicians.

2. Find a lasting sense of purpose, fulfilment and achievement in musical expression.

3. Develop skills to use a range of instruments (including the voice) and techniques competently.

4. Feel able to express ideas and feelings through musical creation.

5. Learn to listen analytically.

6. Develop an appropriate vocabulary to help them understand and discuss their own work and that of others.

7. Understand the relationships between sound and symbol and develop a working knowledge of systems of notation for use of composing and performing.

8. Appreciate and evaluate the work of a range of composers and musicians from their own and other cultures.