Curriculum

Curriculum Overview

Early Years Curriculum

The Early Years Foundation Stage (EYFS) is the statutory framework which sets standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children are ready for school and gives children the broad range of knowledge and skills that provide the foundation for good future progress through school and life.

All children within Robsack Wood Nursery and the Reception classes work towards this framework.

The framework consists of three Prime areas:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development

The four specific areas are:

  • Literacy
  • Mathematics
  • Understanding The World
  • Expressive Arts & Design

At Robsack Wood our fundamental aims are:

  • The development of the whole child through playing and exploring.
  • To ensure quality and consistency through our Early Years Village so children make rapid progress.
  • To offer children a secure foundation through learning and development opportunities in a rich and stimulating learning environment.
  • To work in partnership primarily with parents/carers but also between practitioners and other professionals
  • Equality of opportunity and anti-discriminatory practice.

Early Years Village Approach

Our Nursery and Reception pupils work closely together, learning in shared spaces with a team of practitioners and teachers. This enables our pupils to build strong relationships with others, extend their learning and feel supported in their transitions.

Reception Classes

Our Reception classes continue to build on the strong foundations begun in Nursery. The prime and specific areas of the framework are offered through our provision in a mix of child initiated learning and adult led or supported activities. There is a great emphasis on the teaching of systematic phonics through daily 2O minute sessions of Letters and Sounds. This is taught in small groups to enable all children to read and write to a very high standard. We seek to foster high levels of independence in the children so they can direct their own learning and development through active learning. We encourage children to explore the environment and to think critically about challenges they find there.

For further information please speak to the class teacher.

Key Stage One (KS1) Years One and Two Curriculum

In KS1 we build upon the foundations of the Early Years Foundation Stage and begin a more structured approach to children's learning. We strive to develop independent and motivated learners, who are curious about learning, by engaging the children fully in the curriculum using a range of creative approaches. A general day will consist of focused English teaching and focused Maths teaching.

In addition, we place an emphasis on the development of children's reading ability. To support this, we teach a daily structured programme of Phonics through the Letters and Sounds programme. We also ensure that every child reads on a daily basis and completes a range of reading activities.

To engage the children fully in the curriculum we teach foundation subjects through a Learning Journey or topic based approach. These foundation subjects may be taught on a weekly basis or may be taught in a block across the term. Each Learning Journey starts with a creative ‘Wow' to engage the children and leave them asking questions and keen to learn. In addition, we value children's work and celebrate their learning through an end of term celebration of learning. At these times, it may be the case that we invite parents to share in their child's learning.

At Robsack Wood, we understand the importance of developing an understanding of healthy living and therefore will teach PE twice per week. The children will focus on Games, Gym, Dance and will begin to learn about Athletics later on in the Key Stage. We will focus on both the skills required to engage in each type of physical activity as well as team work skills and an understanding of how to stay healthy.

Core Subjects:

  • English (Speaking and Listening, Reading, Writing and Phonics)
  • Maths
  • Science
  • ICT

Foundation Subjects:

  • PSHEe (Personal, Social, Health, Economic Education)
  • Citizenship
  • PE (Physical Education)
  • RE (Religious Education)
  • Geography
  • History
  • Art & Design
  • Design & Technology

Through the delivery of these subjects we teach core skills which are transferrable across a range of contexts. We aim to make the curriculum as inviting and relevant to children by linking in their own interests where possible. We take into account our local environment developing respect for what's around us and will visit our local environment at least once per term. Where possible we utilise our fantastic outdoor environment to further enhance learning and children often spend time in the woodlands attached to the school to foster their creativity and imagination.

We believe that ICT is an integral part of our curriculum and therefore each class has access to a bank of laptops and iPads to support their learning fully. We believe teaching children how to use technology as vital to equip them for later life and therefore will not only teach the ICT skills required within discrete ICT sessions, but will use and apply these skills throughout a range of subjects.

Year One

All children in Year 1 will participate in a national statutory Phonics Screening Test during the month of June. This is to assess children's phonic knowledge and reading ability. This data is reported to the Local Authority and then the Government so outcomes are measured and compared on a National Scale. Results are also communicated to parents at the end of the academic year. Despite the fact that this is a test, it will be taken on a 1:1 basis with a familiar adult and therefore is nothing for the children to worry about.

Year Two

All children in Year Two will undertake SAT's testing where teachers skilfully assess where children are achieving in line with national age related expectations. This includes Speaking and Listening, Reading, Writing, Maths and Science. This data is reported to the Local Authority and then the Government so outcomes are measured and compared on a National Scale. Results are also communicated to parents at the end of the academic year.

For further information please speak to the class teacher.

Lower Key Stage Two (KS2) Years Three and Four Curriculum

Maths

Anyone can become an excellent mathematician. This is a firm belief that we hold at Robsack Wood Primary Academy.

At Robsack Wood we have high expectations for all of our pupils and believe that all pupils can achieve highly and become confident and skilled mathematicians. We strive for all pupils to be curious about mathematics and to understand the importance of mathematics in their everyday lives.

Since the introduction of the new Mathematics Curriculum in 2014, we have adopted a Mastery Approach to Maths.

Within KS2, maths is taught every day, allowing significant time for each concept or skill to be taught. Our curriculum is designed to promote mathematical thinking and within each lesson concepts are explored in depth. Carefully designed challenges promote fluency, reasoning and problem solving. Discussion within the classroom is valued, giving the opportunity for deeper understanding. Representation is a vital part of the pupils’ learning in maths, moving through the concrete, abstract, pictorial approach.

A step by step teaching approach uses varied, intelligent practise to develop basic knowledge, basic skills and thorough mastery of concepts.

Aims

In line with the aims of the National Curriculum for mathematics, at Robsack Wood, we aim to ensure that our pupils gain:

  • Deep and sustainable learning in mathematics which they are able to apply to a range of contexts
  • An ability to build on previous knowledge
  • An ability to reason about a concept and make connections
  • Sound procedural and conceptual understanding
  • Fluency with number
  • An ability to solve complex problems by breaking them down into smaller steps and showing resilience

English - Reading

We are proud to offer the pupils at our academy a rich reading environment where imagination and creativity can be fuelled. Through using a range of reading strategies, we are able to bring a sense of wonder and enjoyment to our pupils which enable them to explore real-life issues, develop conversation and create a passion for learning.

Aims

  • To teach the essential skills of reading
  • To promote a culture of reading for learning
  • To develop a life-long passion for reading
  • To facilitate independent learning and progress across the curriculum

Power of Reading

The Academy follows the Power of Reading scheme alongside the Talk4Writing approach which aims to promote a passion for reading by immersing pupils in a range of texts. The teaching structure is as follows:

  • Modelled Reading – where the teacher models and highlights the strategies used by successful readers
  • Shared Reading – a teacher-led, interactive, whole-class activity which draws pupils into the reading process and enables them to read a text beyond their reading level
  • Independent / Guided Reading within the English lesson – where pupils use their new skills to complete the reading activity

Destination Reader

Since September 2018 we have been implementing a new reading programme across Year 2-6 called Destination Reader. The programme replaces the Reading with RIC approach. This programme is innovative and was developed by the Hackney Learning Trust to target reading achievement and enjoyment. It focuses on teaching the children specific reading skills in a systematic way, and also teaches the children collaborative learning behaviours, supporting each other in reading conversations.

English - Writing

At Robsack Wood Primary Academy we are proud to offer the pupils a rich environment where imagination and creativity can be fuelled. We believe that literacy and communication are key life skills. Through the English curriculum, we help pupils develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. Because literacy is central to the pupils' intellectual, emotional and social development it has an essential role across the curriculum and helps pupils' learning to be coherent and progressive.

Aims

  • To ensure that work in 'Spoken Language', 'Reading' and 'Writing' is integrated throughout the Academy
  • To facilitate independent learning and progress across the curriculum.
  • To give pupils the opportunity to learn in ways that maximise the chances of success
  • To teach pupils to speak confidently with intonation, clear diction and accurate grammar
  • To develop their cognitive skills, imagination and personal expression through a range of writing tasks, using clear, concise language with accurate punctuation and grammar, in a style appropriate for the purposes

Power of Reading and Talk4Writing

The Academy follows the Power of Reading scheme which aims to promote a passion for reading by immersing pupils in a range of texts (refer to reading protocol for further information). The core text chosen from the Power of Reading scheme is then used to plan lessons using the Talk4Writing approach which contains the following three stages:

  • Imitation - Pupils familiarise themselves with the text by retelling a story until it can be told fluently
  • Innovation – Pupils adapt a well-known tale by either making substitutions, additions, alterations
  • Invention – Pupils create their own new text by following the original text structure

    Handwriting

    Pupils are taught the school handwriting scheme – continuous cursive, following the programme - Penpal. Pupils are encouraged to use lead in lines, join up their writing and ensure they can use ascenders and descenders correctly (refer to presentation policy for further information).

    Grammar, Punctuation and Vocabulary

    Teachers understand, teach and demonstrate in their everyday practice the formal conventions of standard English language. They emphasise their importance to meaning and effect. Teaching in all areas forms part of everyday English lessons, whether discrete or in active context and is developed across all areas of the wider curriculum.

    Spoken Language

    At the Academy, we believe that speaking and listening form the foundations of all learning in English. In formal and informal situations, we create and facilitate opportunities for conversation, discussion and talk around learning. Questioning forms the basis of teaching and we strongly encourage pupils to be inquisitive and to share their thoughts confidently in a supportive environment.

    Curriculum Overview

    For further information please speak to the class teacher.

Upper Key Stage Two (KS2) Years Five and Six Curriculum

Maths

Anyone can become an excellent mathematician. This is a firm belief that we hold at Robsack Wood Primary Academy.

At Robsack Wood we have high expectations for all of our pupils and believe that all pupils can achieve highly and become confident and skilled mathematicians. We strive for all pupils to be curious about mathematics and to understand the importance of mathematics in their everyday lives.

Since the introduction of the new Mathematics Curriculum in 2014, we have adopted a Mastery Approach to Maths.

Within KS2, maths is taught every day, allowing significant time for each concept or skill to be taught. Our curriculum is designed to promote mathematical thinking and within each lesson concepts are explored in depth. Carefully designed challenges promote fluency, reasoning and problem solving. Discussion within the classroom is valued, giving the opportunity for deeper understanding. Representation is a vital part of the pupils’ learning in maths, moving through the concrete, abstract, pictorial approach.

A step by step teaching approach uses varied, intelligent practise to develop basic knowledge, basic skills and thorough mastery of concepts.

Aims

In line with the aims of the National Curriculum for mathematics, at Robsack Wood, we aim to ensure that our pupils gain:

  • Deep and sustainable learning in mathematics which they are able to apply to a range of contexts
  • An ability to build on previous knowledge
  • An ability to reason about a concept and make connections
  • Sound procedural and conceptual understanding
  • Fluency with number
  • An ability to solve complex problems by breaking them down into smaller steps and showing resilience

English - Reading

We are proud to offer the pupils at our academy a rich reading environment where imagination and creativity can be fuelled. Through using a range of reading strategies, we are able to bring a sense of wonder and enjoyment to our pupils which enable them to explore real-life issues, develop conversation and create a passion for learning.

Aims

  • To teach the essential skills of reading
  • To promote a culture of reading for learning
  • To develop a life-long passion for reading
  • To facilitate independent learning and progress across the curriculum

Power of Reading

The Academy follows the Power of Reading scheme alongside the Talk4Writing approach which aims to promote a passion for reading by immersing pupils in a range of texts. The teaching structure is as follows:

  • Modelled Reading – where the teacher models and highlights the strategies used by successful readers
  • Shared Reading – a teacher-led, interactive, whole-class activity which draws pupils into the reading process and enables them to read a text beyond their reading level
  • Independent / Guided Reading within the English lesson – where pupils use their new skills to complete the reading activity

Destination Reader

Since September 2018 we have been implementing a new reading programme across Year 2-6 called Destination Reader. The programme replaces the Reading with RIC approach. This programme is innovative and was developed by the Hackney Learning Trust to target reading achievement and enjoyment. It focuses on teaching the children specific reading skills in a systematic way, and also teaches the children collaborative learning behaviours, supporting each other in reading conversations.

English - Writing

At Robsack Wood Primary Academy we are proud to offer the pupils a rich environment where imagination and creativity can be fuelled. We believe that literacy and communication are key life skills. Through the English curriculum, we help pupils develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. Because literacy is central to the pupils' intellectual, emotional and social development it has an essential role across the curriculum and helps pupils' learning to be coherent and progressive.

Aims

  • To ensure that work in 'Spoken Language', 'Reading' and 'Writing' is integrated throughout the Academy
  • To facilitate independent learning and progress across the curriculum.
  • To give pupils the opportunity to learn in ways that maximise the chances of success
  • To teach pupils to speak confidently with intonation, clear diction and accurate grammar
  • To develop their cognitive skills, imagination and personal expression through a range of writing tasks, using clear, concise language with accurate punctuation and grammar, in a style appropriate for the purposes

Power of Reading and Talk4Writing

The Academy follows the Power of Reading scheme which aims to promote a passion for reading by immersing pupils in a range of texts (refer to reading protocol for further information). The core text chosen from the Power of Reading scheme is then used to plan lessons using the Talk4Writing approach which contains the following three stages:

  • Imitation - Pupils familiarise themselves with the text by retelling a story until it can be told fluently
  • Innovation – Pupils adapt a well-known tale by either making substitutions, additions, alterations
  • Invention – Pupils create their own new text by following the original text structure

    Handwriting

    Pupils are taught the school handwriting scheme – continuous cursive, following the programme - Penpal. Pupils are encouraged to use lead in lines, join up their writing and ensure they can use ascenders and descenders correctly (refer to presentation policy for further information).

    Grammar, Punctuation and Vocabulary

    Teachers understand, teach and demonstrate in their everyday practice the formal conventions of standard English language. They emphasise their importance to meaning and effect. Teaching in all areas forms part of everyday English lessons, whether discrete or in active context and is developed across all areas of the wider curriculum.

    Spoken Language

    At the Academy, we believe that speaking and listening form the foundations of all learning in English. In formal and informal situations, we create and facilitate opportunities for conversation, discussion and talk around learning. Questioning forms the basis of teaching and we strongly encourage pupils to be inquisitive and to share their thoughts confidently in a supportive environment.

    Curriculum Overview

    For further information please speak to the class teacher.

At Robsack Wood, we take great pride in offering a wide range of opportunities through enrichment activities, to capture the imagination of all children. These include an active Pupil Voice, Peer Mediators, Sports Leaders, extra-curricular clubs and activities, competitive sports teams and additional music lessons.

We believe that high quality partnerships with parents are integral to enabling positive relationships and shared learning experiences. For this reason, parents are welcomed into our classrooms on a regular basis to celebrate their child’s successes and share their learning journey.

To enable this partnership approach and ensure high quality communication we use the following methods:

  • Website and other social media sites such as Facebook and Twitter
  • Weekly ‘Dear Parents’ updates in EYFS and KS1
  • Termly class newsletters, monthly academy newsletters
  • Learning Platform
  • Termly celebration afternoons and activity days
  • Parent consultation meetings
  • Class and Year Group Assemblies
  • Weekly Achievement Awards where parents are invited to attend