Please use the areas below to open pages describing the various areas of our curriculum:
Phonics is taught daily for 20 minutes in Key Stage 1. The children are taught in groups linked to their reading and phonics levels, which are reviewed and amended regularly.
In the Foundation Stage children are introduced to single phonemes (1 letter making 1 sound) and digraphs (2 letters making 1 sound) through the Jolly Phonics scheme. As they move into Year 1 they begin to learn alternative spellings for the phonemes they have already learned and alternative pronunciations. In addition, throughout the Foundation Stage and KS1 they learn Tricky words, which are not phonetically decodable.
Phase 6 is the final Phase of the Phonics programme. When children can confidently read and write all of the graphemes (letter combinations) they have been taught, apply phonic knowledge to reading and writing unfamiliar words (including phonetically decodable two-syllable and three-syllable words) and read the first 100 High Frequency words, they are ready for Phase 6 (usually in Year 2). Here they are introduced to more complex spelling and word work, including past tense and suffixes.
Statement of Intent
At Churchstanton Primary School, we understand the importance of becoming fluent in the fundamental understanding of mathematical processes and strategies. Our aim is to support the children in their understanding of the importance of maths in the wider world and to encourage them to use their mathematical skills and knowledge confidently in a variety of different contexts.
By embedding maths in real life situations and by using the ‘Answer It, Prove It Explain It’ (APE) approach to learning, we encourage our children to ask meaningful questions, reason mathematically, recognise patterns and draw well thought out and detailed conclusions. Our school is committed to developing our children’s curiosity and love of maths through positive experiences that allow all children to succeed in the subject.
The 2014 National Curriculum for Maths aims to ensure that all children:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
These skills are essential to ensure all children can participate fully as members of society. At Churchstanton Primary school, we encourage our children to continually develop their mathematical skills through a cross-curricular approach to teaching and learn so that every opportunity to embed understanding is taken.
At Churchstanton Primary school, a Maths Mastery approach is used to consolidate the building blocks that children need to study maths successfully and to a high level. Children study Maths, daily covering a broad and balanced mathematical curriculum, in line with the guidance outlined in the White Rose primary curriculum. Alongside daily maths sessions, the children engage in morning mathematical tasks, such as the Daily 10, and times table activities within Times Tables Rockstars (TT Rockstars). Due to the interconnected nature of maths, we teach through a cross-curricular approach to embed the practical application of maths skills. We believe that experience based, tactile opportunities to explore the connections within maths is fundamental in establishing links across the different topic areas and encourages our children to use mathematical language throughout the subject.
We aim for each child to be confident in developing their ability to use this knowledge to establish a greater depth understanding to tackle fluency based, problem solving and reasoning questions. We use a range of resources throughout the school to ensure the needs of all children are met.
Schools in England are required to administer an online multiplication tables check (MTC) to year 4 pupils. The purpose of the MTC is to determine whether pupils can recall their times tables fluently, a skill that is supportive of children’s success in Maths. It will help schools to identify children who have not yet mastered their times tables, so that additional support can be provided. To support the children with their multiplication practice we use TT Rockstars as an online and fun learning platform which also offer resources to be used in the classroom.
In Early Years, Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
Pupils are taught to:
- count reliably with numbers from 1 to 20
- place them in order and say which number is one more or one less than a given number
- add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects
- solve problems, including doubling, halving and sharing
Shape, space and measure
- use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems
- recognise, create and describe patterns
- explore characteristics of everyday objects and shapes
- use mathematical language to describe them.
Key Stage 1
The National Curriculum (2014) states that:
The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].
At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.
Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.
Lower Key Stage 2
The National Curriculum (2014) states that:
The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This should ensure that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers.
At this stage, pupils should develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching should also ensure that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they can use measuring instruments with accuracy and make connections between measure and number.
By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12-multiplication table and show precision and fluency in their work.
Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.
Upper Key Stage 2
The National Curriculum (2014) states that:
The principal focus of mathematics teaching in upper key stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.
At this stage, pupils should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.
By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Pupils should read, spell and pronounce mathematical vocabulary correctly.
Throughout each lesson formative assessment takes place and feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and teaching to ensure each child to progresses. This is monitored through book scrutinies, learning walks and lesson observations. Each term NFER tests are administered to formatively assess the children’s progress. The results of these are used determine strengths within the children’s mathematical ability and to highlight areas that need to be developed. These tests inform pupil progress meetings and support teachers to implement additional support where it is required, either through high-quality teaching strategies, cycles of assess, plan, do and review or additional learning interventions. All interventions are reviewed to ensure they are effective and that the child is making accelerated progress.
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
At Churchstanton Primary School, we follow the White Rose Maths curriculum. This tool supports our planning and delivery of the Maths curriculum alongside a range of other resources including NCETM and STEM learning.
White Rose Maths
This is the curriculum outline for each year group and a break down of the subjects taught across each term.
We believe that the Arts (music, drama, dance, visual art, design and literacy incorporating Computing wherever possible) are a fundamental part of the curriculum, offering opportunities for children to explore, express and communicate their feelings whilst gaining experiences of the wider world.
Through experiencing the Arts, children develop their creativity, self-esteem and confidence.
In our school ‘The Arts’ form part of the drivers that shape our curriculum, and our strong commitment ensures a full and rounded education for all our pupils. Every child, regardless of race, gender, culture, background or ability, is entitled to a wide range and broad programme of Arts education at appropriate and challenging levels during and beyond curriculum time.
Learning in the Arts is enhanced by cross-curricular work whenever possible. Advantage is taken of the adults in the school and the local community who have talents in the Arts.
We aim to:
- provide a broad, balanced and exciting arts curriculum which enables motivation, originality and imagination as well as development of skills through high quality arts experiences and resources
- continue to raise the standards of arts education in school
- enhance appreciation of different cultures through the arts
- develop effective links with the community to strengthen and offer a diverse range of arts provision (InspirED, SAW)
- celebrate artistic achievements of each child (Arts Award)
- develop use of Computing and new technologies in creative work (Will Bix)
These aims will be met by:
- continuing to develop links with artists and organisations
- regular focused staff training in skills and curriculum
- sharing good practice through school-to-school support and peer observations
- broadening interests by introducing different arts experiences
- providing a range of materials and skills with which to engage children
- developing cross-curricular links, eg using performance as a stimulus for writing (Storytellers etc)
- Performing to wider audiences and where possible in different venues (Wells, Brewhouse, The Academy)
- using Computing to explore and extend creative thought (i-motion etc)
- celebrating creative thought and outcome; valuing every child’s contribution (Showcase, exhibition, concerts etc)
- encouraging children to make their voice heard in how the Arts are presented to them (School Council)
We are a small school but children are given the opportunities to participate in a variety of extra-curricular arts activities. Music lessons are offered to those children who wish to experience more specialised instrument provision.
We believe a partnership with an Arts organisation will demonstrate excellence and raise awareness of wider opportunities in the Arts. Our curriculum provides children the opportunity to visit theatres, perform with other schools, experience artists and musicians, and participate in workshops.