Spring 1 2018 Bloomin’ Crafty Homework
Year 6 Practice Papers
The school is organised into seven classes, one class per year. Classes currently remain together as a unit for the vast majority of lessons.
The school follows the Statutory National Curriculum for England. We provide a broad and balanced curriculum, underpinned by British values. (Democracy, the rule of law, individual liberty and mutual respect and tolerance.)
PRIMARY National Curriculum. (Click to open)
The school is using the Lancashire Curriculum Development Support materials as a base structure for delivering the national curriculum expectations. An overview of the curriculum themes covered in each year-group is below:
Parents are regularly kept informed of the specifics being covered within each theme. Parents who wish to see the detail within each theme unit are welcome to book an appointment with the class teacher, who will allow you browse through the relevant documents and answer any questions raised.
From Years 1 to 6, the school organises the day into discrete ‘lessons’. An example timetable is here. It should be noted that this is a ‘base’ for the delivery of a balanced curriculum over time, and teachers have the discretion to ‘block’ lessons together from time to time when this proves educationally beneficial to the learning outcomes. As such, exact timetabling will vary from week to week.
E-Safety – Our E-Safety Curriculum overviews and E-Safety Rules are below:
E-safety Overview – EYFS
E-safety Overview 2015 to 2016
E-safety Overview -skill summary- 2015 to 2016
In addition, the locally agreed syllabus for Religious Education is followed (Click here.)
We also have adopted the Lancashire PSHE syllabus Click here for the whole school PSHE map.
Phonics and Reading:
All children begin their Phonics education in the Reception Class by working through the Phase 2 sounds. The two main schemes that we use throughout Reception and Year One are Phonics Bug and Jolly Phonics.
When children have reached the end of Stage 5 they begin to look at different ways of writing each sound and the Code Crackers scheme takes them through all the different sounds and ensures that these are all covered.
The children are regularly assessed to check their progress and extra support is provided for those who need extra practice.
Below is a useful guide to parents regarding phonics:
Children begin reading Phonics Bug books in the Reception Class as soon as they can recognise the first set of sounds in phonics. The Phonics Bug books are matched to children’s phonics ability and reading these books supports the development of the children’s skills in learning to decode and blend words.
Alongside this the children work in class on learning tricky words and as soon as they can recognise the first set on sight they are also given an Oxford Reading Tree story to read as well as the Phonics Bug book.
Children progress through the remainder of their time in Reception, Year One and Year Two working through the Oxford Reading Tree Scheme and the Phonics Bug scheme until they are ready to move onto free choice colour-banded books. They take their books to read at home and this is monitored weekly in class. Guided Reading also takes place in class to teach reading strategies and comprehension skills.
Throughout this process the children are assessed on a regular basis to check their reading ability and to ensure that they are reading the correct stage of books for their ability.
Assertive Mentoring is a powerful tool we utilise for ensuring excellent progress for every pupil.
At Penwortham Primary School, we use Assertive mentoring throughout school. This covers both English and Maths, with weekly skills tests in both Maths and Grammar, as well as half termly assessments in reading, writing and Maths. Assessment data is collected and used as a formative tool to ensure accurate next steps progress for each pupil.
Reading assessments are undertaken on a termly basis, with some pupils being assessed on a half termly basis. These are stage / level based, where pupils read a text independently and then answer appropriate questions orally by the class teacher. Outcomes also guide our guided reading focus.
Writing, including Grammar and Spelling.
Pupil’s writing is assessed on a half termly basis using Level criteria from the Assertive Mentoring framework. A sample of this work is then moderated by all teaching staff across the key stages and a level agreed.
Grammar Hammer – this skills check for pupils in Key Stage 2 is used on a weekly basis. Achievement is banded into 3 areas, red, amber and green. Once children have achieved green on a stage for at least 4 weeks, then they are moved up to the following stage. This can be at any point in the year at the teachers’ discretion.
Spelling Spy – all pupils in Key Stage 2 now use Assertive Mentoring Spelling Spy sheets as a progressive system. Pupils are given spelling sheets as homework, on which they also record their previous score. These are recorded onto their spelling Spy sheets to ensure consistency throughout that stage. Currently, stages generally fit with Year groups – Stage 3 = Year 3.
Pupils’ undertake two elements of maths assessment within Penwortham Primary School. On a weekly basis, children complete Maths Basic Skills tests – these are short 25 question tests which pupils answer questions on number, multiplication/ division / fractions and shape / data.
Pupils’ also complete half termly assessments. Pupils’ strengths and weaknesses are presented in the form of their Maths targets and assessment data is used by teachers to ensure effective assessment for learning and provide accurate next steps learning.