Knowlwood Road, Todmorden, Lancashire OL14 7PD

01706 812913

admin@shade.calderdale.sch.uk

Shade Primary School

Every Child, Every Chance, Every Day

Subjects

 

English

The English Curriculum is delivered using the National Curriculum 2014 and the Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.

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.

READING

The opportunities, organisation and provision for the teaching and learning of reading are as follows:

  • Shared reading
  • Guided reading
  • Independent reading
  • Phonics

Teachers also take time to read class novels and model reading for pleasure. It is important that children enjoy reading and also have the opportunity to experience books from classic and modern classic authors such as Michael Morpurgo, Roald Dahl and Enid Blyton among others.

Reading/Phonics are mainly supported by the following published resources: Oxford reading Tree, Phonics Bug, Jolly Phonics, Letters & Sounds and Rigby Navigator. Other schemes are utilised throughout the school to supplement these.

  • 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.
  • Reading at home: Children are encouraged to read at home every day.

WRITING

Opportunities, organisation and provision for the teaching and learning of writing are as follows:

  • Phonics and spelling: Four daily 20 minutes Phonic sessions in Key stage 1 and Reception.
  • Emergent writing: In Reception and Key Stage 1 children are given regular 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 part.
  • 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. Children are immersed in a plethora of stimuli in order to ensure they are truly inspired to write.
  • Handwriting: The school has adopted a cursive handwriting script and this is taught and reinforced regularly in Key Stage 1. As children move through the school opportunities to practice handwriting continue and when the class teacher feels a child is able to join fluently they are encouraged to write in pen.
  • Spelling: Children from Years 1 to 6 are given lists of spellings each week to learn at home. Children are tested on these words weekly.

Teachers provide personalized targets for reading and writing and the children work to achieve these over the course of a term.

Work is marked and assessed in line with the marking and assessment policies and three yearly meetings involve teachers moderating the assessment of this work.

Work is assessed, at present, using Rising Stars material. The findings of the assessment are used to inform planning to help the teaching and learning process. In line with the New National curriculum requirements and the raised expectations that this document requires teachers also assess termly whether a child is working at/below or above the level expected for their age.

Literacy_long_term_plan.

Maths

The Maths Curriculum is delivered using the National Curriculum 2014 and the Early learning Goals are followed to ensure continuity and progression from the Foundation Stage through to the National Curriculum.

Maths is taught in five strands: Data Handling, Shape Space and Measure, Number, Calculation and Using and Applying.

At Shade we provide a daily maths session that seeks to reinforce previous learning and allow children to take on new skills and apply these in a range of contexts.

Half termly 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.

Teachers provide personalized targets for maths and the children work to achieve these over the course of a term.

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 the optional tests for Years 3, 4 and 5.

Continuity and progression

A yearly overview is created by all teachers for maths, English and the foundation subjects; this ensures continuity and progression throughout the school.

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.

Maths_long_term_plan.

Science

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. Pupils 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.

Science_Long_Term_Plan.

 

Humanities

In the most part History and Geography are the key drivers behind termly topics and other areas such as literacy will be utilised as a vehicle to explore these areas. At Shade we are keen to provide children with opportunities to experience geography and history first hand and as such teachers organise regular school excursions to help inspire the children.

History

In Key Stage 1 children learn about the lives and lifestyles of familiar people in the recent past and about famous people and events in the more distant past, including those from British history.

In Key Stage 2 children learn about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world.  Children will learn about historical enquiry by looking at as many real sources as possible and by recreating events from the past.

History_long_term_plan.

Geography

Geography is concerned with the study of places, the human and physical processes that shape them and the people who live in them. In the Early Years, children learn about their immediate environment and how to read and draw simple maps using invented and conventional symbols.

In Key Stage 2, the children develop this knowledge into a wider area and study transport, weather and landscapes, both in their local area and in many other countries.

 

Art

Children have opportunities to draw, paint, print, make collages, use fabrics and threads and use clay.  They are taught the skills and techniques and then given the opportunity to practise them to produce individual and group pieces of work.  Children are encouraged to critically evaluate their own work and that of others in order to learn from their experiences.

 

Design Technology

‘DT’ incorporates many traditional skills – cooking, model making, drawing and sketching, problem solving, observation and discussion – putting them together in an approach which encourages the children to become designers and inventors.

The children are taught how to use tools and materials safely and economically.

Music

The school has a long tradition of musical activity, offering considerable opportunities for children to develop their talents in all aspects of music including composition, singing and appreciation. We have a specialist music teacher who delivers curriculum  music lessons

Visiting peripatetic teachers offer tuition for guitar and piano and the opportunity to work towards music accreditation.  We have a choir who regularly perform in the community and offer whole class string tuition to Year 4 pupils.

Physical Education

The aim of physical education is to promote physical activity and healthy lifestyles.  Children are taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.

Children take part in games, gymnastic movement, dance and athletic activities using indoor and outdoor environments where appropriate.  Children can take part in after school clubs and have the opportunity to compete against other schools.

In Year 5/6, children go on a residential course for outdoor activities.

As we have our own pool, children have swimming lessons in from Year 1 to Y5

Physical education is seen as key to developing healthy lifestyles in young people and at Shade we provide a variety of opportunities to develop this and sporting skills outside of the normal curriculum time.

PE_long_term_plan.

 Religious Education

Religious Education is a curriculum entitlement for all children and the school follows the Calderdale and Kirklees ‘Agreed Syllabus for Religious Education’.  Religious Education does not seek to urge religious beliefs on children or to compromise the integrity of their own beliefs by promoting one religion over another.  Parents have the right to withdraw their child from Religious Education.  Suitable alternative provision will be made.

 RE_long_term_plan.

 

Spiritual, Moral, Social, Cultural (SMSC)

At Shade we have a firmly embedded set of values that are taught and lived out by the entire school community. Through regular assemblies, references in RE and other lessons as well as seizing upon opportunities in other areas of the school, children are explicitly taught the 12 values of: generosity, friendship, trust, service, truthfulness, forgiveness, respect, perseverance, compassion, thankfulness, justice and courage.

Each term opportunities to further enhance SMSC understanding are identified in teacher’s planning.

As a school we welcome children from all backgrounds and are proud of how children and their families from other cultures are welcomed by our children and the rest of the school community.

In all teaching the teachers look to inspire and enthuse children. Teachers look to develop a love of learning and a working atmosphere where children enjoy learning.

Children are given opportunities to take on responsibility around the school: Y6 buddy system, gardening projects, playground leaders and lunch time clubs.

The school has a clear behaviour policy that sets high expectations and promotes a good moral understanding, mutual respect, tolerance and understanding. Friendship, respect and tolerance are taught as part of our Personal, Social, Health Education program.

Through a combination of approaches the school is able to ensure that children develop an understanding of the key British Values: Democracy, Rule of Law, Mutual Respect, Personal Liberty and Tolerance of other faiths and cultures.

MFL

Learning a foreign language provides an opening to other cultures. A high-quality languages education should encourage pupils’ curiosity and deepen their understanding of the world. At Shade we help pupils to express their ideas and thoughts through the teaching of French and to understand and respond to its speakers, both in speech and in writing. We also provide opportunities for them to communicate for practical purposes. We use Jolie Ronde as a scheme to support our teaching in KS2.

Extra Curricular Activities

We provide a large range of activities including: football, netball, gardening club, choir, gymnastics and craft to name a few.  Such activities are run voluntarily by the staff and are dependent, at any time, on the interests and enthusiasm of individual teachers with the co-operation and assistance of parents and the availability of outside providers.