Please find below details regarding our school curriculum, if you require any further information then please contact the main school office.
The Curriculum at Evelyn Street Primary School gives children opportunities to learn, build on and develop new skills, concepts and knowledge. Children experience a wide range of subjects and activities that allow them to explore different topics and learning styles in detail. Please find links at the side to our curriculum maps for this academic year which provide detail about the breadth of learning your child will experience. These include a long term map of the topics it is anticipated will be taught and more detailed overviews of the content of each topic.
Please note that this planning is an outline guide and is subject to change depending on the engagement and level of interest of the children, the progress they make and their achievement of the subject knowledge and skills. There is a degree of flexibility which ensures there is an aspect of personalised learning for all children.
We welcome parental involvement to extend children’s learning outside of the classroom, but we advise you to check with your child’s class teacher on a regular basis to ensure you are up to date with your children’s current topic. If you want to know more or have any questions then please feel free to discuss this with your child’s class teacher.
Please click the links below to view our Curriculum Policy document or our Whole School document:
All cohorts follow the new National Curriculum for maths ARE expectations based around the aims of fluency, mathematical reasoning and problem solving with a particular emphasis on fluency that blend of conceptual understanding and procedural flexibility.
The new National Curriculum places higher expectations on pupils and teachers. It requires teaching to mastery. The Singapore approach to teaching unpacks mastery and ensures deep learning.
Our School expect the majority of pupils to move through the programmes of study at broadly the same pace.In all key stages, pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content and those who are less secure should consolidate their understanding before moving on.
1. Stakeholders will typically see in a lesson
Our children’s curiosity is ignited through exploration of a really good problem that is easy to enter but difficult to leave. Deep learning through challenge and consolidations with the use of variance. They will make links and connections using a blend of practical apparatus, moving from concrete, visual, to abstract.
Differentiation will be evident in how the teacher helps all pupils in the class to understand new concepts and techniques. The blend of practical apparatus, images and representations within the Singapore Model may be different for different groups of pupils, or pupils might move from one to the next with more or less speed than their classmates, Skilful questioning is key, as is creating an environment in which pupils are unafraid to grapple with the mathematics. Challenge comes through more complex problem solving, not a rush to new mathematical content. Good consolidation resists underpinning ideas and/or structures through carefully selected exercises or activities. Mastery calls this ‘intelligent practice’.
3. Feedback and marking
Feedback underpins the lesson delivery. There is continuous dialogue between teachers and children through reasoning and explanation. In the text book you will see correct answer with a tick and will not see a written dialogue between the child and teacher. The text book is used for the child to practically apply the concepts that they have explored through reasoning and use of manipulatives at the start of the lesson. In the journal you will find that marking takes the form of a conversation between teacher and child. Children will be respond to this dialogue by revisiting concepts attempting challenge tasks and correcting misconceptions.
4. Assessment and Progress
Pupils attainment will be assessed through the use of tests and teacher.
5. Split year group
Within school there may be a split year group e.g year 4/5. In order to deliver the ARE for year 4 and ARE for year 5 the class teacher needs to adopt a different teaching pedagogy with in the Singapore maths. The class teacher will deliver the ARE lesson concepts to year 4 while a TA will continue to work with year 5 on the post teach concepts. The class teacher will then deliver ARE concepts to year 5 and then while the TA delivers an appropriate lesson to year 4. The overriding rule here is that the class teacher will deliver the ARE concepts to both cohorts of children.
Please click here for a further view of our Mastery Approach to Maths teaching.
Our school has an excellent reading and phonic programmes. In KS1 we use Read Write Inc, this is used from reception until Year 2 and may continue into KS2 if needed.