The programmes of study for reading at key stages 1 and 2 consist of two dimensions: word reading, comprehension (both listening and reading). The school follows the new Framework for Literacy. All classes have a structured Literacy hour. Teachers develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.
Pupils are taught to speak clearly and convey ideas confidently using Standard English. They learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication.
Teachers develop pupils’ reading and writing in all subjects to support their acquisition of knowledge. Pupils are taught to read fluently, understand extended prose (both fiction and non-fiction) and encouraged to read for pleasure. Library facilities are provided to encourage children to read a varied amount of material. Writing is encouraged daily. Children are given a writing task on a weekly basis to be discussed at home, children independently write their account in class.
Teachers use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum. Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics. Pupils should be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and sense check their work. Pupils should apply their geometric and algebraic understanding, and relate their understanding of probability to the notions of risk and uncertainty. They should be taught to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
In Science we take a 'hands on' approach to learning. This encourages children to think for themselves and to test out their ideas. The scheme of work we follow is Collins Connect. Children are taught a wide range of scientific language.
All children are encouraged to use computers and laptops. They are taught to use a variety of programs from basic programming to coding and debugging. The scheme of work we follow is ‘Switched on Computing’
History, Geography, Art and Design are taught in a cross curricular way .These subjects are made more interesting where the children use a hands-on approach to their learning.
In Music we encourage the children to develop an appreciation of all types of music by creating an awareness of rhythm and melody and by enjoying making music. Children are able to have instrument tuition in school from the Newham Music Academy.
From September 2014, children in key stage 2 are newly entitled to lessons in MFL. We will build up MFL attainment between 2014/15 and 2018/19. Our Modern Foreign Language is French, but we also aim to deliver some of the desired learning with reference to children’s home languages.
We follow the ‘Come and See’ program and have termly newsletters to explain the topics been covered during that half term. In addition to this pupils have the opportunity to learn about two other world religions. Please refer to R.E curriculum map.
Children develop their skills in dance, gymnastics and games and also develop better body co-ordination and control. We aim to give each child enjoyment and satisfaction from physical activity and to foster good sporting attitudes. This is extended through a wide range of lunchtime and after school sporting provision for children including football, netball and cycling. The school also enters a wide range of sporting competitions in co-operation with neighbouring schools.
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