The Maths Curriculum is delivered using the National Curriculum guidance 2014, and the Foundation Stage is followed to ensure continuity and progression.
Maths is taught in four strands: Data Handling, Shape Space and Measure, Number and Using and Applying.
Primary National Curriculum - Mathematics
Clyst St Mary Primary School Calculation Policy
We aim to provide all pupils with some direct teaching every day, which is oral, interactive and stimulating. Teaching styles and lesson structure provide opportunities for pupils to consolidate their previous learning, use and apply their knowledge, understanding and skills, pose and ask questions, investigate mathematical ideas, reflect on their own learning and make links with other work.
Our approach to teaching is based on some key principles:
• a dedicated mathematics’ lessons every day;
• direct teaching and interactive oral work;
• an emphasis on mental calculation;
• activities differentiated in a manageable way so that all pupils are engaged in mathematics related to a common theme
• Opportunities for investigation
The Classrooms are stimulating learning environments. Displays contain a mixture of:
• problems to stimulate imagination;
• prompts to help pupils develop an image of number and the number system (for example number squares and number lines) and to help them remember key facts and vocabulary;
• pupils’ work which celebrates achievement.
Children are assessed in a variety of ways:
• short, informal tests focusing on rapid recall of mental calculation skills
• homework and other informal tests (which are often followed immediately by marking and discussion with the whole class).
Assessment activities are planned which involve a range of ideas and skills linked to one or more of the key objectives covered previously. As a result of these assessments, individual targets are discussed with pupils. These targets are related to the list of key objectives. Parents are kept informed about these through Parent Evenings.
Long-term assessments are undertaken through a combination of teacher assessment and end of year tests. The tests used are the national tests at the end of Year 2 and 6 and class based assessments are used in other year groups. These are recorded Classroom Monitor.
Continuity and progression
The yearly teaching objectives and the termly planning sheets from the Framework are used consistently by all teachers to ensure continuity and progression across the school. Teachers also use the supplement of examples in the Framework to ensure that planned activities, irrespective of the age and ability, are pitched at the right level. All amendments are recorded on Classroom Monitor which all teachers can access.
Each teacher has time allocated to discuss each pupil’s attainment and progress with their existing teacher at the end of the term before pupils move class.
Primary National Curriculum - English
The English Curriculum is delivered using the National Curriculum guidance 2014, and the Foundation Stage is followed to ensure continuity and progression.
SPEAKING AND LISTENING
The Four Strands of Speaking and Listening: Speaking; Listening; Group Discussion and Interaction, and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life.
Our approach to reading at Clyst St Mary Primary School is to develop fluency, comprehension and a love of reading. Individual reading at school, together with guided reading groups, both teaches and assesses reading and the Benchmark book banding assessment tool enables judgements about reading ability and progression. The coloured book banding scheme is followed until children are competent and fluent readers when ‘free reading’ choices enables the development of individual reading preferences and breadth of understanding.
Phonics: We follow the Read Write Inc. phonics programme for our children in Reception to Year 2 and for our children in Years 3 and 4 who additional support. It is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. The children are taught in small groups everyday and one to one coaching is provided to children where additional phonics interventions are required.
APPROACHES TO READING
The opportunities, organisation and provision for the teaching and learning of reading are as follows:
• Shared reading: Children in Classes R, One and Two take part in individual and group reading at least once a week.
• Guided reading: All children in all classes are grouped in ability and take part in a daily guided reading sessions.
• Independent reading: In classes R, One and Two children have a book sharing session each day. Children in key stage two read independently at least three times a week.
• Resources – A book banded reading scheme operates across the school which comprises of a range of different schemes. Children work their way through the key stage one and two schemes and then become free readers.
• Links to parents – Each child has a reading record book which logs books they have read and comments about their reading. Parents and teaching staff write in this book.
• Class books: Stories are read to the children on a daily basis throughout the school. In key stage two classes this takes the form of a class novel.
• Reading at home: Children are encouraged to read at home every day – this is given high priority.
In Classes R, One and Two reading is assessed every half term using the RWI assessments. In classes 3, 4 & 5 NFER reading tests are used termly to look at children's progress in classes 3, 4 and 5 and Class 6 use past SATs paper.
Opportunities, organisation and provision for the teaching and learning of writing are as follows:
• Phonics and spelling: We follow the Read Write Inc. phonics programme for our children in Reception to Year 2 and for our children in Years 3 and 4 who need extra phonics practise. Read Write Inc. is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. The children are taught in small groups everyday and one to one coaching is provided to children where additional phonics interventions are required.
• Emergent writing: In Reception and Key Stage One children are given daily opportunities to write freely within a particular genre and across the curriculum. This gives them the opportunity to become emergent writers.
• Shared Writing : Within each teaching sequences shared writing is a key activity.
• Guided Writing/Independent Writing: Each teaching sequence ends with an opportunity for guided and independent writing. There are also frequent opportunities for independent writing throughout the other curriculum areas.
• Extended writing: Throughout the term there are opportunities for extended writing. On a termly basis samples of these extended writing outcomes are used for assessment purposes.
• Special Writing Books: Children keep samples of their best written work in their own Special Writing Book. The work is annotated to show how much support a child has been given. Each term two pieces of work are put in the book. This book shows progress throughout their time at Clyst St Mary.
• Handwriting: We use the Letterjoin scheme to teach handwriting. Children have twice weekly lessons in Key Stage One and weekly sessions in key stage two . All children in reception and key stage one learn to write with a pencil. In key stage two classes children are given a pen licence when they are able to join fluently.
• Spelling: Children from Years 1 to 6 are given lists of spellings each week to learn at home.
Work is marked and assessed against specific criteria in line with the marking and assessment policies and twice yearly meetings involve teachers moderating the assessment of this work. Samples of work at the various levels are kept in the moderation file.
Primary National Curriculum - Science
Science will be taught as a separate lesson but will be linked to our Topic work where appropriate. We will encourage our pupils to be curious about natural phenomena and to be excited by the process of understanding the world around them. Key scientific terminology will be introduced each lesson and knowledge will be built upon throughout the school. Pupils will be encouraged to work scientifically and will able to carry out simple tests and experiments using equipment and to gather and record data. The children will learn about plants, animals including humans, materials, seasonal change, habitats, rocks, light, forces, states of matter, sound, electricity, earth and space and evolution and inheritance. Visits by specialists such as STEMKids and Fizz Pop alongside close links with Clyst Vale will enhance the delivery of our science curriculum. We will also have a dedicated science week once a year.
What is science?
Pupil Year 2 – “Science is about how things work and asking more and more questions.”
National Curriculum Science Programmes of Study:
Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. This is a spur to critical and creative thought. Through science, pupils understand how major scientific ideas contribute to technological change – impacting on industry, business and medicine and improving the quality of life. Pupils recognise the cultural significance of science and trace its world-wide development. They learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.
At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate.
At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT to communicate their ideas.
Teaching and learning
All lessons have clear learning objectives, which are shared and reviewed with the pupils effectively.
A variety of strategies, including questioning, discussion, concept mapping and marking, are used to assess progress. The information is used to identify what is taught next.
Activities inspire the pupils to experiment and investigate the world around them and to help them raise their own questions such as “Why…?”, “How…?” and “What happens if…?”
Activities develop the skills of enquiry, observation, locating sources of information, selecting appropriate equipment and using it safely, measuring and checking results, and making comparisons and communicating results and findings.
Lessons make effective links with other curriculum areas and subjects, especially literacy, numeracy and ICT.
Activities are challenging, motivating and extend pupils’ learning.
Pupils have frequent opportunities to develop their skills in, and take responsibility for, planning investigative work, selecting relevant resources, making decisions about sources of information, carry out activities safely and decide on the best form of communicating their findings.
Science lessons are an excellent opportunity for classes to produce Class Books on investigations as a very good way of showing the understanding of the group and individuals.
Assessment and recording
Teachers analyse pupils’ progress during the school year and this is tracked using Classroom Monitor. This information is used to compete the annual report to parents.
The pupils’ knowledge and understanding should be assessed before each unit of work by question, discussion and observation. Individuals and groups may complete concept maps, which summarise knowledge and understanding. The results of these can be used to refine the starting points and the level of challenge for the activities that follow.
These concept maps can be revisited at the end of the unit and new knowledge and understanding are added. Pupils are encouraged to use this self-assessment and teachers use this to identify assessment points. Teacher assessments are in line with National Curriculum expectations.
Assessment of Sc1 relies on observation and/or the collection of written evidence of investigating skills. The Class Book can be a very good tool for recording individual and collective understanding.
Continuity and progression
The school ensures curriculum continuity by following a programme of science units of work and by close liaison between staff at the planning stages.