Wherever possible, we use a cross-curricular approach to teaching and learning. This means that skills, knowledge and understanding across a range of subjects are brought together and form a topic plan. Within the topic plan, children are able to practise and apply their Reading, Writing and Maths skills in other subject areas.
Our Long Term Plans show each year group’s overview of topics and curriculum learning to be taught this year.
Our ‘Topic Maps’ show each year group’s half termly areas of learning. They are led by enquiry questions posed by the pupils to determine what they already know about the topic, what they would like to know and what they have learned. The topic maps also include what is to be taught in maths and literacy across the half term, including class novels. To enhance the curriculum further, visits to places of interest or having visitors in school take place on a regular basis.
Teaching and learning in Maths and Literacy is focused on meeting the Key Performance Indicators (KPIs) from Year 1 – Year 6. The KPIs are directly related to the requirements of the National Curriculum and are available to view on this website. Planning, teaching and assessment make significant use of these KPIs in order to ensure expectations are high, and accurate assessments are made. The KPIs are also supported by other objectives that ensure a comprehensive coverage of the curriculum.
In Early Years, children are assessed according to the Development Matters Statements which cover all areas of the Early Years Curriculum. Topic Maps detail what the children will be covering in all 17 areas of the Early Years Curriculum.
At Simonside Primary School, we use an assessment system for Reading, Writing and Maths that assesses pupils as ‘Emerging’, ‘Developing’, ’Secure’ or ‘Exceeding’. This data is then used to assess which children are working within Age Related Expectations and those children who may need further intervention to support them in their learning. In Early Years, children are tracked termly across all 17 areas of the curriculum. Data is rigorously tracked half termly and progress meetings take place with staff and senior leaders.
We use excellent formative assessment processes that are already effectively supporting pupils ensuring that:
· We use quality initial assessments indicating pupils’ current knowledge and understanding and areas for further development;
· Effective differentiation, ensuring that tasks are matched to pupils’ abilities and provides high challenge for all;
· The quality of written and oral feedback is high, and indicates how pupils have progressed against learning objectives and success criteria;
· Continuous assessment is used by teachers to develop the next steps in pupils’ learning and subsequent lessons.