Curriculum Subjects

Intent

At Towcester C of E Primary School, we believe that Art is a vital part of children’s education. Our curriculum provides children with planned opportunities to develop their technical abilities, express themselves creatively in a range of media and develop their evaluative and critical abilities. Through the study of a diverse range of artists, our children develop their understanding of their own cultural heritage and that of others. Children will develop their understanding of the visual language of art with effective teaching delivered through considered sequences of lessons and experiences.

We aim to dedicate the necessary time and quality resources to facilitate learning

opportunities for our pupils. Our learning sequence develops pupils’ abilities to respond to a stimulus, to select visual elements and rehearse techniques in a process to produce high quality compositions and outcomes. This sequence also enables our pupils to understand that the perseverance and attentiveness needed to complete a piece of artwork leads to a sense of personal pride and satisfaction.

Implementation

Our Art curriculum delivers the objectives of the national curriculum and its programmes of study. Art is organised into a carefully sequenced, progressive long-term map of units which are taught in year groups throughout the academic year. Units comprise of the strands that run throughout our scheme of work and deliver essential knowledge and skills. These are:

• Generating ideas
• Using sketchbooks
• Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
• Knowledge of artists (from different periods and cultures)
• Evaluation and analysis

Our curriculum mapping is drawn from the Trust’s progression documents which detail the essential knowledge that children should attain in Drawing, Painting, Printing, Collage, Textiles and 3D work in each year group. To ensure that pupils’ knowledge is progressive and relevant to their key stage, units of study containing focus knowledge and skill objectives are carefully mapped across the school in our Long Term Map.

Progression through different techniques is carefully sequenced into year groups to enable teachers to plan medium term units of work which build on and revisit prior knowledge enabling children to ‘know more and remember more’.

Key skills are revisited again and again with increasing complexity within and between year groups enabling pupils to revise and build on their prior learning. This systematic approach to the development of artistic skills means that children are given opportunities to express their creative imagination, as well as to practise and develop mastery in the key processes of art.

Our emphasis on knowledge of artists, vocabulary and technique ensures that children understand the significance and context of the artwork they study, as well as the artists that they are learning about and being inspired by.  This also enables links to other curriculum areas, including humanities, with children developing their knowledge of individual artists as well as individual works and movements in art. 

Sketchbooks provide a key resource in which pupils learn, explore, rehearse, practise and refine their artistic skills, ideas and creations; they capture each child’s learning journey.

Pupils are taught that their first idea may not be their best idea and that mistakes form an important part of the learning process – this learning is captured in sketch books as skills and ideas develop throughout each unit. Pupils develop resilience and perseverance through experimenting with ideas and processes in their sketchbooks; they are encouraged to take risks and to be ambitious.

Impact

The structure of the art curriculum ensures that children are able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work.

The consistent use of children’s sketchbooks means that children are able to review, modify and develop their initial ideas in order to achieve high quality outcomes.  Children learn to understand and apply the key principles of art: line, tone, texture, shape, form, space, pattern, colour, contrast, composition, proportion and perspective.  The opportunity for children to refine and develop their techniques over time is supported by effective lesson sequencing and progression between year groups.  This also supports children in achieving age related expectations at the end of their cohort year.

Classroom displays reflect the children’s sense of pride in their artwork and this is also demonstrated by creative outcomes across the wider curriculum.  The school environment also celebrates children’s achievements in art and demonstrates the subject’s high status in the school, with outcomes enhancing the environment.   

The Art curriculum at Towcester contributes to children’s personal development in creativity, independence, judgement and self-reflection.  Children will achieve age related expectations in Art at the end of their cohort year.

Art Documents

At Towcester C of E Primary School, to deliver our Computing curriculum, we use a specially designed programme called ‘Purple Mash’ which supports the school with the delivery of high-quality computing lessons from EYFS all the way through to Year 6. It equips pupils to use computational thinking and creativity to understand and potentially change the world. Children have opportunities to develop the principles of information and computation and put this knowledge into practice, increasingly through programming.

A carefully selected and sequenced progression, incorporating key declarative and procedural knowledge, enables pupils to become increasingly digitally literate and safety aware. This includes being able to express themselves and develop ideas through information and communication technology. The curriculum has been designed to engage, to inspire children and to encourage them to use information technology to create programs, systems and a range of content. Online safety is regularly revisited within each term.

As a platform, Purple Mash also allows for the delivery of computing across the curriculum, where it provides topic specific tasks, games and research templates. All of which can be used in class or at home to further learning and curriculum coverage.

Intent:

At Towcester Primary School, we intend to deliver a Design Technology curriculum which is inspiring, rigorous and practical. We want our children to use their natural creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, linked to other subject areas. We intend for all children to acquire appropriate subject knowledge, vocabulary, skills and understanding as set out in the National Curriculum. Teachers follow a long-term map outlined by PDET (our Trust), that ensures each key stage covers the strands; structures, electrical systems, mechanical systems and textiles; ensures each year builds on the last and outlines the links to other subjects. We want Design and Technology to enable our children to fulfil the school vision; to give them the opportunities, responsibilities and experiences they need to “fly”.

Implementation:

The Design and Technology National Curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand. Cooking and nutrition focuses on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. The “Projects on a Page” resources from the D&T association support teachers’ subject knowledge.

Early Years Foundation Stage

During the EYFS, pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities.

They have the opportunities to learn to:

• Use different media and materials to express their own ideas
• Use what they have learnt about media and materials in original ways, thinking about form, function and purpose
• Make plans and construct with a purpose in mind using a variety of resources
• Develop skills to use simple tools and techniques appropriately, effectively and safely
• Select appropriate resources for a product and adapt their work where necessary
• Cook and prepare food adhering to good health and hygiene routines.

Impact:

Children will acquire knowledge and understanding of materials and components, mechanisms and control systems, structures, existing products, quality and health and safety. The skills learnt in DT lessons will impact positively on other subject areas, for example; accurate measuring in Maths, selecting appropriate materials in Science and being creative and innovative in Art. Other skills such as problem solving, collaborative working and resilience will enable our children to flourish.

We celebrate all success in Foundation Stage, from both school and home. We truly believe that everyone deserves the opportunity to feel proud and enjoy celebrating achievements, no matter how big or small.

The wonderful children at our school are at the heart of all that we do. We build positive relationships with them, help them grow and develop and nothing is more rewarding than seeing the individual they have become when they leave us at the end of the year. When they leave Foundation Stage, our children are happy, proud, independent and motivated to take on the challenges of Key Stage One.

The Early Years Foundation Stage Curriculum

Our curriculum sets out the following:

• The 7 areas of learning and development which guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge
• Expected levels that your child should reach at the end of the reception year; these expectations are called the “Early Learning Goals (ELGs)”

Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.  Children should mostly develop the 3 prime areas first.

Prime Areas

• Communication and language;
• Physical development; and
• Personal, social and emotional development.

These prime areas are those most essential for your child’s healthy development and future learning.  As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

• Literacy;
• Mathematics;
• Understanding the world; and
• Expressive arts and design.

Characteristics of Effective Learning

There is a strong emphasis on the characteristics of effective learning in the Early Years Foundation Stage:

Playing and exploring – engagement

• Finding out and exploring
• Playing with what they know
• Being willing to ‘have a go’

Active learning – motivation

• Being involved and concentrating
• Keeping trying
• Enjoying achieving what they set out to do

Creating and thinking critically – thinking

• Having their own ideas
• Making links
• Choosing ways to do things

You can find out more about the Early Years Foundation Stage which includes the early learning goals at www.foundationyears.org.uk. The foundation years website also includes a range of resources and contacts. 

Geography at Towcester Primary School

Intent

Here at Towcester Church of England Primary School, our geography curriculum is thoughtfully structured around four key concepts: Locational Knowledge, Human Geography, Sustainability, and Geographical Skills. This approach allows us to provide our students with a comprehensive understanding of the world around them while fostering essential lifelong skills.

Locational Knowledge forms the foundation of our curriculum. Through engaging lessons and activities, our students develop a deep understanding of places, regions, and their physical characteristics. They learn to interpret maps, atlases, and other geographical resources, honing their spatial awareness and navigational skills. By exploring various locations and their significance, our students gain a broader perspective of the diverse and interconnected world we live in.

Human Geography enables our students to explore the social, cultural, and economic aspects of human societies. They delve into topics such as population dynamics, urbanisation, migration patterns, and cultural diversity. By understanding the relationships between people and their environments, our students develop empathy, cultural awareness, and a sense of global citizenship. They analyse real-world case studies, examining the impacts of human activities on different regions and communities.

Sustainability is a key concept we emphasise in our geography curriculum. Our students explore the delicate balance between human needs and the preservation of the natural environment. They investigate issues related to climate change, environmental degradation, and resource management. By examining sustainable practices and solutions, our students develop a sense of responsibility and become advocates for a more sustainable future. They learn to think critically about the impact of human actions and explore ways to protect and conserve our planet.

Geographical Skills are integrated throughout our curriculum, empowering our students with the tools necessary for geographic inquiry. They acquire data collection, analysis, and interpretation skills using a range of resources, including maps, satellite imagery, and statistical data. Through hands-on activities and fieldwork, they develop practical skills such as map reading, compass use, and data visualisation. These skills enable our students to conduct independent research, make informed decisions, and communicate their findings effectively.

By dividing our curriculum into these four key concepts, we provide a structured framework for our students' geographical learning. Each lesson is designed to explore one or more of these concepts, ensuring a balanced and comprehensive understanding of the subject. Moreover, the progressive nature of our curriculum allows students to build upon their knowledge and skills year after year, deepening their understanding and competence in geography.

At Towcester Primary, we believe that a curriculum centred around these key concepts equips our students with the necessary tools for lifelong learning and engagement with the world around them. By developing locational knowledge, exploring human geography, emphasising sustainability, and cultivating geographical skills, we empower our students to navigate a complex and interconnected global landscape with confidence and understanding.

Inclusion:

We teach geography to all pupils, whatever their ability. Geography units have been planned to provide ambitious learning experiences for all children within the class, whatever their ability may be.

• Progression has been considered with planning of units of study to ensure that all children have a good platform of knowledge and understanding to their learning to enable successful progression throughout the school.
• Challenge: We are developing a strategy which allows a special awareness given to those children who are considered gifted and appropriate learning opportunities to extend and deepen their understanding.
• Adaptations to learning experiences are carefully planned to ensure that all pupils build on their knowledge and make progress.
• Targets set for pupils with SEND are considered when teaching geography and necessary adaptations are provided to enable them to successfully access the learning opportunities.

Impact

Outcomes in geography evidence a broad and balanced geography curriculum and demonstrate the children at Towcester CE Primary School’s acquisition of identified key knowledge. We aim to apply children’s geographical knowledge to other areas of the curriculum to enable links in learning to be effectively embedded, evidence of identified key knowledge may also be found in other books, for example in our pupils’ English books.

 Emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of key geographical concepts, in addition to being curious to know more. Through this, pupils use their procedural knowledge to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

Assessment:

Throughout a unit of Geography, teachers will:

• refer back to the marking and feedback policy when looking at work in books
• observe children during lessons and support/challenge
• provide regular quizzes using knowledge organisers and recall as well as using open ended activities to allow children to ‘show off’ their knowledge and practise retrieval.

At the end of each unit of Geography, we are developing an independent review of the declarative knowledge that the children have acquired. Teachers have begun to structure an appropriate assessment for each unit of study and use this to inform their judgement about a child’s overall geography attainment alongside the learning they have seen throughout the unit.

Teachers will also assess procedural knowledge and these assessments are recorded on the unit assessment grids. An overall outcome of attainment in Geography can be used to communicate to parents in the end of year reports.

History at Towcester CE Primary

Intent

History teaching at Towcester C of E Primary School aims to give all children a strong and enriching appreciation of the world that we live in and how past events have shaped lives as we know them today, both in the local and wider context of the world. We aim to bring history to life by providing first hand experiences and opportunities for the children to develop their curiosity and imagination throughout the topics we teach and the trips we offer. We allow the children to make connections with their own experiences and between historical events and support them to making connections through time.

Our history curriculum focusses on subject specific knowledge, skills and understanding as set out in the National Curriculum. It also aims to develop a sense of understanding and appreciation of our past, and with it, a sense of resilience to learn from our mistakes and errors and encourage confidence to take our learning with us into the future.

Implementation

Our history curriculum coincides with the national curriculum in both subject content and stated programmes of study. The History units at Towcester CE Primary are taught in set blocks throughout the year, so that children can achieve depth in their learning. These are mapped across the school, ensuring that declarative knowledge builds progressively and that children also develop procedural knowledge (skills) relevant to their key stage.

Children at Towcester CE Primary School will receive 1.5 hours a week of History or geography, dependent on the unit taught.

Within the younger years, children will have exploratory play experiences to gain experience of a topic and apply it to their own lives, through knowledge an understanding of the world. 

Impact

Outcomes in History and, at times, Literacy books evidence a broad and balanced history curriculum and demonstrate the children at Towcester CE Primary School’s acquisition of identified key knowledge. Emphasis is placed on analytical thinking and questioning, and children demonstrate a coherent knowledge and understanding of Britain’s past and that of the wider world, in addition to being curious to know more about the past. Through this, pupils use their procedural knowledge to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

At Towcester C of E Primary School, we endeavour to equip our children with the knowledge and confidence to become fluent and competent mathematicians.  We strive for children to feel confident to then apply their deep understanding of mathematical concepts to solve reasoning and problem-solving problems, both in and out of the classroom.  We use a wide range of concrete manipulatives, pictorial diagrams and abstract representations, where children can build their fluency in the fundamentals of mathematics.  Equally, we provide consistent opportunities to use this fundamental knowledge to be able to reason mathematically and to solve and explore problems.  We encourage active mathematical dialogue within lessons, where children participate in their learning.  We feel this is vital for them to build fluency and be able to reason and solve problems in a supportive and collaborative environment.  We use rich questioning and discussion, a shared active involvement and allow the children time to accurately practice their learning and embed this understanding. We encourage reflection on learning to then take place.

We underpin our mathematics teaching in the belief that all children need a deep understanding of the mathematics they are learning. We therefore lead a Mastery approach to our teaching, where time is spent on key concepts, that are then revisited and reviewed. This embeds learning by allowing further practice to embed key concepts and facts. We ensure all pupils have access to the concepts and the rich connections between them. Mastery is, therefore, the aim for all children and is rooted in our ambitious Maths curriculum for all.  

Devoting time to key concepts enables us to:

• Represent concepts in many ways using multiple representations.
• Teach the processes, then allow the children to apply their knowledge, increasingly rapidly and accurately. (Following a process / procedure won’t enable mastery; applying a process will!)
• Commit key facts to children’s long-term memory by revisiting these facts.

Therefore, at an age-appropriate level, we expect the vast majority of our children to be able to:

• Use mathematical concepts, facts and procedures appropriately, flexibly and fluently.
• Have a sufficient depth of knowledge and understanding to reason and explain mathematical concepts and procedures and use them to solve a variety of problems.
• Recall key number facts and build conditional knowledge, for example, number bonds and times tables and combinations of related facts, with speed and accuracy. Then use these to calculate and work out unknown facts.

Long Term Overview at Towcester

In Early Years, we follow the White Rose plan for Maths whilst in Key Stages 1 and 2, we cover the National Curriculum by following the progression of units taken from the White Rose Yearly Overviews. This sets out each curriculum area into small steps so we can ensure skills progression and curriculum coverage.  These are used to inform and support planning and are adapted in response to the needs of the children.

To find out more about White Rose Maths and how you can help your child with their learning, visit: https://whiterosemaths.com/for-parents/advice-and-guidance/

Key Instant Recall Facts

KIRFs (Key Instant Recall Facts) are designed to support the development of the mental skills that underpin much of the maths work in school.  Instant recall facts help enormously with mental agility within maths lessons. When children move onto written calculations, knowing these facts can be very beneficial.  Each year group is allocated six facts to focus on throughout the year, in line with age-related expectations.  These are practiced in daily Maths Meeting sessions and sent home to parents to support at home.  Each half term, children will be assessed on their year group’s KIRF, teachers track the outcomes of these interventions and provide support where necessary.

Intent

At Towcester C of E Primary School, to deliver our Foreign Language curriculum, we use a specially designed scheme called ‘Kapow’ which supports the school with the delivery of high-quality French lessons from Year 3 through to Year 6.

The French scheme of work aims to instil a love of language learning and an awareness of other cultures. We want pupils to develop the confidence to communicate in French for practical purposes, using both written and spoken French. Through this scheme of work, we aim to give pupils a foundation for language learning that encourages and enables them to apply their skills to learning further languages, developing a strong understanding of the English language, facilitating future study and opening opportunities to study and work in other countries in the future. The French scheme of work supports pupils to meet the National curriculum end of Key stage 2 attainment targets (there are no Key stage 1 attainment targets for Languages).

Implementation

The ‘Kapow’ French scheme of work is designed with three knowledge strands that run throughout the units with knowledge building cumulatively.

These are:

• Phonics
• Vocabulary
• Grammar

This knowledge can then be applied within the skills strands, which also run throughout each unit in the scheme:

• Language comprehension (Listening and reading)
• Language production (Speaking and writing)

The schemes National curriculum coverage document shows which of the units cover each of the National curriculum attainment targets as well as each of the strands. The Progression of skills and knowledge document shows the skills and knowledge that are taught within each year group and how these skills develop to ensure that attainment targets are securely met by the end of Key Stage 2.  

Please see documents attached below.

Through our French scheme, pupils are given opportunities to communicate for practical purposes around familiar subjects and routines. The scheme provides balanced opportunities for communication in both spoken and written French, although in Year 3 the focus is on developing oral skills, before incorporating written French in Year 4 and beyond. The scheme is a spiral curriculum, with key skills and vocabulary revisited repeatedly with increasing complexity, allowing pupils to revise and build on their previous learning. Cross-curricular links are included throughout the French units, allowing children to make connections and apply their language skills to other areas of their learning.

Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including role-play, language games and language detective work. The scheme of work focuses on developing ‘language detective skills’ and developing an understanding of French grammar, and key vocabulary rather than on committing to memory vast amounts of French vocabulary. Pronunciation is emphasised early on using Mouth mechanics videos to support pupils with phoneme pronunciation in French. Differentiated guidance is available for every lesson to ensure that lessons can be accessed and enjoyed by all.  In order to help pupils, retain their French learning, we incorporate French into the classroom environment every day.

Impact

The impact of the scheme will be monitored continuously through both formative and summative assessment.

Pupils should leave Towcester C of E Primary School equipped with a range of language-learning skills to enable them to study French, or any other language, with confidence at Key Stage 3.

Children will:

• Be able to engage in purposeful dialogue in practical situations (e.g., ordering in a cafe, following directions) and express an opinion.
• Make increasingly accurate attempts to read unfamiliar words, phrases, and short texts.
• Speak and read aloud with confidence and accuracy in pronunciation.
• Demonstrate understanding of spoken language by listening and responding appropriately.
• Use a bilingual dictionary to support their language learning.
• Be able to identify word classes in a sentence and apply grammatical rules they have learnt.
• Have developed an awareness of cognates and near-cognates and be able to use them to tackle unfamiliar words in French, English, and other languages.
• Be able to construct short texts on familiar topics.
• Meet the end of Key Stage 2 stage expectations outlined in the National curriculum for Languages.

Intent

At Towcester C of E Primary School, children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We aim to provide children with the opportunity to progress to the next level of their creative excellence.

Implementation

The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies, various concerts and performances and the learning of instruments. Through the musical program Charanga, teachers are able to produce inclusive lessons for all children to access the musical curriculum in a fun and engaging way, further promoting a love of learning. Teachers deliver music following the Charanga programme, designed specifically for the teaching of music in primary schools. Charanga lessons are planned in sequences to provide children with the opportunities to review, remember, deepen and apply their understanding. The elements of music are taught in classroom lessons so that children are able to use some of the language of music to dissect it, and understand how it is made, played, appreciated and analysed. In the classroom children learn how to play the recorder and a variety of percussion instruments. Playing various instruments enables children to use a range of methods to create notes, as well as how to read basic music notation. They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument.

Impact

Music enables children to develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – either as listener, creator or performer. Children have the opportunity to discuss and share their own thoughts, opinions and ideas, acknowledging and respecting that these may vary and that this is positive. They can dissect music and comprehend its parts. They can sing and feel a pulse. At Towcester C of E Primary School children are provided with opportunities beyond the National Curriculum to further and support their understanding. These include having visitors with a musical talent, visiting or taking part in concerts and school productions. External interests and talents are also encouraged and showcased in class and assembly, ensuring that everyone is challenged regardless of previous musical experience. Children have an understanding of how to further develop skills less known to them, should they ever develop an interest in their lives.

Music Curriculum Files

Read Write Inc., developed by Ruth Miskin, provides a structured and systematic approach to teaching literacy. It is used by more than a quarter of the UK's primary schools and is designed to create fluent readers, confident speakers and willing writers.

Each Read Write Inc. programme meets the higher expectations of the new curriculum and uses effective assessment to accelerate every child's progress.

Read Write Inc - Our Phonics Scheme

The Government strongly recommend the use of synthetic phonics when teaching early literacy skills to children. Synthetic phonics is simply the ability to convert a letter or letter group into sounds that are then blended together into a word.

Here at the Towcester CE Primary School, we are using the Read Write Inc (RWI) programme to get children off to a flying start with their English. RWI is a method of learning based upon letter sounds and phonics, and we use it to aid children in their reading and writing.

Reading opens the door to learning. A child who reads a lot will become a good reader. A good reader will be able to read more challenging material. A child who can read more challenging material is a child who will learn. The more a child learns, the more he or she will want to find out.

The children are assessed regularly and grouped according to their ability. They will work with a RWI trained teacher or teaching assistant.

Our Read Write Inc 'Reading Leader' is Mr Thomas

Reading

When using RWI to read the children will:

• Learn 44 sounds and the corresponding letter/letter groups using simple prompts
• Learn to read words using sound blending (Fred talk)
• Read lively stories featuring words they have learnt to sound out
• Show that they comprehend the stories by answering 'Find It' and 'Prove It'

Writing

When using RWI to write the children will:

• Learn to write the letter/letter groups which represent the 44 sounds
• Learn to write words by saying the sounds and graphemes (Fred fingers)

Talking

When using RWI the children will also work in pairs:

• To answer questions
• To take turns talking and listening to each other
• To give positive praise to each other

Blending

Help your child learn to read words by sounding-blending (Fred talk) eg. c-a-t = cat, sh-o-p = shop. Children learn to read words by blending the letter-sounds that are in the Speed Sounds set (shown further down the page).

Help your child to say the pure sounds ('m' not 'muh', 's' not 'suh' etc.) as quickly as they can, and then blend the sounds together to say the whole word.

Reading Books Sent Home

Children in Reception who are learning the first 44 letter sounds and are not blending fluently will bring home sound sheets, Reading Wall Challenge book and a library book for you to read with them.

Once children can blend fluently and know the first 44 sounds they will bring home Ditty sheets or a red Ditty book as well as a Reading Wall Challenge book and a library book.

Read Write Inc Books

Please encourage your child to read though the speed sounds page first, then the green and red words page and then check your child understands the meaning of words on the vocabulary check page, before they start reading the book. Your child will have read this book at least three times before they bring it home. They should be able to read this book with fluency and expression by the time they bring it home and they should have a good comprehension of what the book is about. At the back of the book are find it/prove it questions for you to do with your child.

Finally, don't worry if your child is struggling at first with their sounds and words, they will get there in their own time. If you have time (we know it is very precious!), we would urge you to try and read stories to your child before they go to bed. This will help develop a wider vocabulary which makes a vast difference to their quality of writing but it will also encourage them to enjoy a good story.

Take a look at how to help your child with their pure sounds:

Here’s more information on phonics and resources for parents:

 Parents - Ruth Miskin Literacy

Intent 

At Towcester C of E Primary School, we believe that PSHE is a vital part of children’s education. Our intention is that when children leave Towcester CE Primary School, they will do so with the knowledge, understanding and emotions to be able to ‘fly’ and play an active, positive and successful role in today’s diverse society. We want our children to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it. In an ever–changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being. 

Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum and prepare them to be a global citizen now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. 

Implementation        

EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (see below) 

Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, PSHE is taught through a clear and comprehensive scheme of work in line with the National Curriculum. We ensure we cover the Health and Well-Being, Relationships and Living in the Wider World Learning Opportunities set out in the PSHE Association’s Programme of Study, which comprehensively cover the statutory Health Education and Relationships Education guidance.  

Pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and 'aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world’. There is a strong emphasis on emotional Literacy, building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. 

At Towcester, in addition to Relationships Education, we also teach aspects of Sex Education. Alongside this we teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. 

PSHE is taught through Jigsaw’s six half termly themes with each year group studying the same unit at the same time (at their own level): 

• Autumn 1: Being Me in My World
• Autumn 2: Differences (including anti-bullying)
• Spring 1: Dreams and Goals 
• Spring 2: Healthy Me 
• Summer 1: Relationships 
• Summer 2: Changing Me (including Sex Education)

It also identifies links to British Values, and SMSC and is taught in such a way as to reflect the overall aims, values, and ethos of the school. 

Wider Curriculum   

• We believe that focusing on developing ‘self-regulation' in our children will help them to build resilience, independence and confidence; embrace challenge; foster a love of learning; and increase their level of happiness. We do this through teaching ‘Zones of Regulation Programme’, the language we use in class, praising children for their efforts, and using ‘zones’ and ‘toolkits’ to encourage children to self-regulate.  
• PSHE, including SMSC and BV, is an integral part of the whole school curriculum, and is therefore often taught within another subject area. 
• Visitors such as emergency services and the school nurse and mental Health Support Team complement our PSHE curriculum to offer additional learning.           
• We encourage our pupils to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community and take on a whole school responsibility. We challenge all of our pupils to look for opportunities to show the school values at school and in the community.       
• Assemblies are linked to PSHE, British Values and SMSC and cover any additional sessions that would benefit the whole school.                                                         
• Displays throughout school reinforce the PSHE curriculum enabling children to make links. 

Impact

By the time our children leave our school they will: 

• be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life 
• be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society 
• appreciate difference and diversity 
• recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty 
• be able to understand and manage their emotions 
• be able to look after their mental health and well-being 
• be able to develop positive, healthy relationship with their peers both now and in the future. 
•  understand the physical aspects involved in RSE at an age appropriate level 
•  have respect for themselves and others. 
•  have a positive self esteem 

At Towcester C of E Primary School, Religious Education plays a significant role in the promotion of spiritual, moral, cultural and mental development, preparing learners for the opportunities, responsibilities and experiences of later life. It helps them to become successful learners, confident individuals and responsible citizens.

Intent:

The principal aim for RE is:

“To enable pupils to hold balanced and informed conversations about religion and belief”.

This principal aim includes the following objectives for the provision of RE in Church Schools (Statement of Entitlement, 2019) in which pupils are expected to:

• know about and understand Christianity as a diverse global living faith through the exploration of core beliefs, using an approach that critically engages with biblical text;
• gain knowledge and understanding of a range of religions and worldviews, appreciating diversity, continuity and change within the religions and worldviews being studied;
• engage with challenging questions of meaning and purpose raised by human existence and experience;
• recognise the concept of religion and its continuing influence on Britain’s cultural heritage and in the lives of individuals and societies in different times, cultures and places;
• explore their own religious, spiritual and philosophical ways of living, believing and thinking.

Implementation:

The Diocese of Peterborough RE Syllabus is designed to support schools and academies in developing and delivering excellence in RE. It sets out an approach to teaching and learning through which pupils learn about core concepts in religions and beliefs in a coherent way. This in turn develops both their understanding and their ability to hold balanced and informed conversations about religions and beliefs.

The syllabus is underpinned by three core elements (Text / Beliefs, Impact and Connections) which are woven together to provide breadth and balance within teaching and learning about religions and beliefs, thus supporting the aims of RE. 

The Understanding Christianity Resource is delivered as our main approach to teaching children about Christianity.

Religious Education is taught weekly as a discrete subject. As a Church of England school, we prioritise the teaching of Christianity. Further units of study provide in-depth, systematic coverage of three other major religions; Islam, Hinduism and Judaism. Children also examine other religious beliefs and non-religious world views such as Humanism.  Thematic units of work encourage children to consider a range of themes; for example, Festivals or Commitments, from the perspective of a range of religions and worldviews. Children compare and contrast the practices within these themes in the context of each religion’s beliefs.

The RE units of study are all based on pupils developing a response to a ‘Big Question’ . Question-based and lessons are planned which allow children to be active, reflective and expressive in their handling of questions about beliefs, religion, spirituality and values. We aim to include elements of enquiry, analysis, interpretation, evaluation and reflection within our lessons.

We use a varied range of teaching and learning strategies in order to make Religious Education engaging and challenging for all pupils. These include:

• whole class lessons,
• pair and group discussions,
• drama,
• role-play,
• ICT,
• visits,
• outside speakers,
• audio-visual stimuli,
• artwork and
• the use of religious artefacts.

Impact:

 At the end of their education in Church Schools, the expectation is that all primary pupils are religiously literate and able to:

• give a theologically informed and thoughtful account of Christianity as a living and diverse faith;
• show an informed and respectful attitude to religions and non-religious worldviews in their search for God and meaning;
• engage in meaningful and informed dialogue with those of other faiths and none;
• reflect critically and responsibly on their own spiritual, philosophical and ethical convictions.

Religious Education must be provided for all registered pupils in full time education. Parents retain the right to withdraw their children from RE lessons.

If you have any concerns, please talk to your child’s class teacher in the first instance who can direct you to the RE Subject Leader/Headteacher if you need further information.

At Towcester C of E Primary School, we strive to create life-long readers, who have an enthusiasm to read competently in a range of contexts, as well as a love of reading for pleasure.

Reading skills are taught through English sessions and are reinforced throughout the whole curriculum. Teachers deliver whole-class reading sessions where various text types are explored and children are taught a range of reading skills such as retrieval, vocabulary and inference. We use the National Curriculum objectives and skills-based progression maps to inform our planning.

Throughout the school, we value Reading for Pleasure and children enjoy reading and listening to books every day. All children have the opportunity to borrow level-specific reading books; these are phonetically decodable in Reception, Year 1 and where necessary in subsequent years. Children visit the school library once a week where there are a range of fiction and non-fiction books to borrow. All classes have a Reading Wall Challenge, that contains a selection of high-quality books from a range of authors pitched at the appropriate reading age for the class.

All children are encouraged to share books at home as this is a crucial part of a child’s reading journey. Children are expected to read at home at least three times a week and this is recorded in the child’s ‘Reading Record’ logbook.

Reading Curriculum Documents

To follow

At Towcester Primary School, we believe that all children should become confident and competent writers; able to create compositions in a range of genres and for a range of audiences. We aim for our children to enjoy expressing their ideas accurately and creatively, adapting their style to suit their purpose.

All year groups apart from Reception and Year 1 learn writing through genre coverage.  Each unit of work lasts 3 weeks.  During each unit, children are exposed to a high-quality book stimulus to provide the context for the modelled and independent writing.  Age-appropriate modelled texts are analysed to support structuring and composing writing.  This is ‘reverse planned’ to identify the key ingredients and components of the genre.  The reverse plan is then used to support children to plan their own independent writing.

Working walls are a prominent feature in each classroom.  Teachers use these walls to model work during the learning journey of each genre.  Children use the working walls to support their understanding and independence when writing.

At Towcester C of E Primary School, we use the National Curriculum in England 2014 Framework for English as the basis for our curriculum planning.

Handwriting

At Towcester C of E Primary School, we follow the Kinetic letter handwriting programme. This enables children to develop body strength and formation of letters, so becoming fluent and automatic in their writing which frees up their minds for imagination and content.

The underlying principles of Kinetic Letters®:

• Building physical strength underpins handwriting, as poor writing may be due to poor strength.
• Children are not expected to do anything before they are developmentally ready for it.
• The different components of writing are mastered individually before being used in combination.
• Letters are learnt as movements not as visual shapes and movement remains central to developing flow and accuracy.
• When handwriting is automatic, the brain can concentrate on content.

Please see the Kinetic Letter website for more information: https://kineticletters.co.uk/

Spelling

At Towcester C of E Primary School, we teach spelling for 15 minutes every day in Years 2 to 6, following the National Curriculum spelling rules. Each week children focus on a new rule/phoneme applying core techniques learnt in Read, Write, Inc phonics to support their learning and application of the spelling rule. 

The daily spelling lesson follows a set structure to optimise opportunities to revise previously learnt phonemes/graphemes, read words containing the new rule, ‘pinching’ sounds to support spelling and applying learning through dictation.

Spelling lesson structure:

1. Teacher ‘Fred talks’ the rule.
2. Dots and dashes are applied to identify single sounds, special friends and chatty friends.
3. Choral reading of words that fit the spelling pattern.
4. Teacher models – ‘Fred talk’ and ‘pinches the sounds’.
5. Children echo and write words on whiteboards.
6. Review spellings using letter names and the sound chart using the ‘Tick and Fix’ process.
7. Dictation