OUR CURRICULUM OVERVIEWS
Our curriculum has been designed in conjunction with Curriculum Maestro. It is a two-year rolling programme, separated into four classes - Hedgehog Class (Reception/Year 1), Squirrel Class (Year 2/3), Fox Class (Year 4/5) and Stag Class (Year 5/6). Each unit of study is truly cross-curricular, which means that the children are totally immersed in the topic each term, gaining a breadth of knowledge. Each topic has geography or history as its driving subject, with companion projects for science and the arts. The curriculum objectives and skills are sequentially taught across the phases, meaning that the children build on strong foundations as they progress through the school. The topics are intentionally designed and chosen to support this.
Our Literacy is woven through and linked with the topics as much as possible to enable children to apply their learning through a context. We begin each writing sequence with a 'hook' to ensure the children understand the purpose and audience of their writing. Quality, aspirational texts are used at the heart of every sequence. These high-quality texts are a model for the grammatical features which we want children to apply in their writing, and to expose the children to rich and varied vocabulary. Our principles for teaching reading are the most important of all, as we consider reading to be the heartbeat of learning.
Our maths is taught using White Rose Maths as a framework. From here, teachers use their knowledge of the children and their individual expertise to craft lessons that lead the children towards mastering the curriculum. Real-life contexts linked with topics where appropriate enable children to see how maths is the universal language and transcends all facets of life and future experiences.
Below is an overview of the projects taught for each class across the year:
Reception
How we teach english
INTENT
At Bampton our priority is to create the very best communicators, readers, writers and thinkers. We aim for children to enjoy reading, to be able to express themselves articulately and to develop a love of writing. We challenge our students to think, act and speak like those working in the field would: to read like writers, to write like readers and to speak like orators. Our aim is to ensure that every child becomes primary literate and leaves Bampton CE Primary School as confident readers, writers and speakers. We know that children will enter our school at different starting points, therefore progress is measured in line with these starting points. We will ensure that every child can celebrate success and no child is left behind.
IMPLEMENTATION
Bampton CE Primary School has a rigorous and well organised English curriculum that complements our school’s curriculum and vision. We provide purposeful opportunities for reading, writing and discussion linked to our cross-curricular themes.
Writing is a crucial part of our curriculum at Bampton. We ensure that children have inspiring, diverse and vocabulary-rich texts that encourage and develop a love of writing. We plan for outcomes through which they will be able to express their thoughts and ideas clearly and creatively. Writing tasks are specific and meaningful, often with real-life purposes and audiences in order to engage children and illustrate how their writing skills can be applied to real-life contexts.
Children start developing their spelling knowledge bank as soon as they arrive at Bampton CE Primary School. Phonics lessons, which are taught in line with Read, Write Inc, begin in Reception. Children receive discrete daily phonics sessions in Reception and Year 1. Additional sessions are put in place if a child is struggling with a particular sound. Starting in Year 2, we follow the Decision Spelling programme which is a dyslexia-friendly approach to spelling that follows on naturally from phonics. This approach ensures that all learners have the opportunity to succeed in spelling.
Reading underpins all our learning at Bampton CE Primary School. We ensure that all children are able to share their reading book with their teacher at least once a week, with opportunities to read again to other teaching or support staff throughout the week. In addition to individual reading, whole class reading skills are taught to develop their reading skills.
All children begin their reading journey with a phonically decodable book that is linked to the sound they are currently being taught. In addition to this, children are able to choose and enjoy a ‘reading for pleasure’ book alongside their reading book to share with family members. Teachers are responsible for ensuring that children have the appropriate reading book for their phonics progression. As children become confident fluent readers, and secure in their phonic knowledge, they progress through a series of levelled books which correspond with our benchmarking assessment. This enables teachers to set, monitor and review targets for each child and move them forward in their reading skills.
IMPACT
The impact on our children is clear: progress, sustained learning and transferable skills. Children leave Bampton CE Primary School confident in their English abilities having enjoyed a broad and varied English curriculum. The implementation of reading, writing and spelling are well established and taught thoroughly throughout the school in a fully inclusive way. By upper Key Stage 2, children are familiar with a range of writing genres and teaching can focus on creativity, mastery, sustained writing and the manipulation of grammar and punctuation skills. In spelling, children make increasingly accurate decisions when met with new vocabulary.
As all aspects of English are an integral part of the curriculum, cross-curricular writing standards are high and skills taught in the English lesson are transferred into other subjects; this shows consolidation of skills and a deeper understanding of how and when to use specific grammar and punctuation for purpose and effect. Children are motivated and inspired through whole school events and celebrations such as the ‘Writer’s Tea Party’, ‘Reading Raffle’ and termly ‘Book Swap’ sessions. We hope that as children move on from us to the next stage in their learning that their creativity, passion for English, and high aspirations travel with them and continue to grow and develop as they do.
Reading at home booklet 1 Reading at home booklet 2
How we teach maths
INTENT
At Bampton CE Primary School we aspire to help all our children acquire a love for learning Maths and to give them the skills, knowledge, understanding and confidence to be able to explain and apply their mathematical knowledge. We aim to ensure all children are fluent in the fundamentals of Mathematics.
We believe that Mathematics teaches us how to make sense of the world around us by developing a child's ability to calculate, to reason and solve problems. We want children to experience the ‘Awe and ‘Wonder’ of the beauty of Maths in nature.
We are developing our Mathematics Curriculum using a mastery approach to ensure every child can achieve their full potential.
SHAPES AND SYMMETRY
IMPLEMENTATION
We follow the National Curriculum to ensure progression and coverage in Mathematics across the whole school.
The White Rose Maths Scheme is followed at Bampton CE Primary School, and in other schools across the MAT.
In Reception, a range of representations and resources are also used to support the EYFS Curriculum for Maths, including NCTEM and NRICH.
All teachers promote a ‘Growth Mindset’ approach to Maths and reinforce an expectation that all children are capable of achieving high standards in Mathematics.
All children in each class are working on the same Maths at the same time and individual needs are met in various ways including one-to-one support, differentiated tasks, use of manipulatives and targeted interventions.
We have recently been involved in a ‘Teaching for Mastery’ Teacher Research Group (TRG) working alongside a Mastery Specialist, where two teachers from our school attended meetings each half term: observing good practice, planning and carrying out lessons alongside the specialist teacher, reading research papers, discussing and analysing our observations and taking ideas back to try out in school and share with school staff.
The TRG ran from September 2019-July 2021. During the first year, two teachers and the Head Teacher took part, focusing on the use of vocabulary in Mathematics, using representations and using STEM sentences. In the second year, the whole school became more involved in the project.
Maths Subject Leader
The Maths Subject Leader has the responsibility of ensuring the curriculum is delivered across the school as is stated above.
The Subject Leader regularly meets with children across the school, with their books, to discuss their learning and progress as well as their feelings about the subject. The Subject Leader carries out monitoring of work in books, each half term, to ensure progression in skills and knowledge across the school.
Maths Leaders across the MAT take part in termly Maths Hub meetings.
IMPACT
Children will be able to explain their maths using full sentences. Children will be able to complete STEM sentences to show their understanding of the Maths they are learning.
Children will be confident in knowing which equipment to choose and which representations are required to help them solve a problem.
Children use a range of learning styles: working cooperatively, collaboratively and independently.
Children understand the importance of Maths in everyday life.
The large majority of children progress through the curriculum content at the same pace.
The Power Maths programme ensures that all children experience challenge and success in Mathematics by developing a ‘Growth Mindset’.
Children enjoy their Maths learning, are confident in the subject and reach their full potential.
