Key Stage 1

In the more formal learning setting of Key Stage1 there is a high focus on reading and oracy, which form the building blocks for writing which in turn underpin access to learning across all other areas of the curriculum. Following a thorough phonics programme supported by phonetically decodable reading books, children start to actively develop deeper comprehension skills by the end of Key Stage 1, through utilising some of the reading skills and techniques taught late in Key Stage 2 in whole class teaching. Oracy, vocabulary, questioning and explanation underpin all areas of learning to help children understand and retain key elements of the curriculum and their experiences on which to build in the future.

English

CMAT primary schools have reading and writing at the centre of their teaching and learning and follow the national curriculum 2014 for English. Our schools deliver daily writing and reading lessons alongside a spelling, punctuation and grammar (SPaG) activity which builds on a weekly SPaG lesson. Vocabulary development is built into these sessions and has a consistent and progressive approach. In Key Stage 1 the reading session is focused on phonics to teach younger children to phonetically decode and develop early reading skills.

English writing lessons, where possible, are linked to the topics and texts children are working with in reading lessons, which means that high quality English is at the heart of our curriculum.  We teach specific skills in our daily English writing lessons, giving the children the opportunity to apply their English learning in those lessons.  These skills are then also practised, applied and consolidated in relevant science and topic lessons.

Across the trust the teaching of writing, is informed by the Talk for Writing and Story Telling School approaches, adapted as necessary to the needs of the children and the type of writing outcome. Children work through processes such as deconstructing a text, modelled writing and sentence structure rehearsal, which help them to understand the structure of texts so that they can make considered decisions about the features they include in their writing to match the genre’s needs and have the desired impact on the reader. They use oral rehearsal, prompts and checklists as reminders for these so that they can become self-reflective and independent in editing their writing and work towards showing assured and conscious control.

Reading is taught daily from EYFS right through the school. Word recognition and language comprehension techniques blend together to ensure that children become skilled readers. As they progress through the school children’s word recognition becomes increasingly automatic and their comprehension skills become increasingly strategic. Starting with phonics, decoding, word recognition and retelling in EYFS and key stage 1 children progress to CMAT’s bespoke daily structured reading lesson throughout key stage 2. These lessons explicitly teach children the skills needed to understand texts at greater depth and accuracy as well as contributing to their ability to make deliberate choices for impact on the reader in their writing. They give children the opportunity to have skills modelled and practise them orally and in writing as well as having opportunities to discuss the texts they are reading in depth. There is a strong emphasis on vocabulary development and use of the correct sentence structures within these lessons. A wide range of carefully chosen texts support children’s development of a richer cultural capital as well as linking to work in other subjects so that the understanding developed in these lessons can be built on in the wider curriculum and teaching time is used well.

Maths

In our CMAT Primary Schools, we take a ‘Mastery’ approach to teaching mathematics. Mastering Maths means pupils acquire a deep, long term, secure and adaptable understanding of the subject.

The phrase ‘teaching for Mastery’ describes the elements of classroom practice and school organisation that combine to give the pupils the best chances of mastering maths. Such daily structures within the maths lesson include the use of concrete resources, pictorial representations and use of the abstract form of maths. In addition, key mathematical vocabulary is promoted, as is a high level of questioning. We place a high emphasis on problem solving and convincing to develop children’s in depth understanding of the concepts of maths, teaching the children the skills needed for these so that they can then begin to work independently. Regular practice of basic numerical calculation, including times tables is also a focus, ensuring the children develop a fluency in their skills which they can apply effectively

Science

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Foundation Curriculum

Foundation subjects (geography, history, Art, music, DT)  have their own progression grid. Our topic curriculum is modular meaning that schools can tailor it to their individual contexts and needs of the children. It is underpinned by a planning and delivery methodology which enables teachers to deliver a balance of knowledge and skills related to the subject progression grids as well as enabling children to have opportunities to develop a depth of understanding and application of the material they have learnt. To make learning meaningful children are given opportunities to relate learning to their own lives and local national and world current events. We do not follow the national curriculum for all foundation subjects.

Our schools all have or are working towards the arts mark and participate in the arts awards.

Personal Social Health Eduction (PSHE)

Schools follow the PSHE association curriculum for PSHE. Where possible modules are embedded into discussions and writing within the topic curriculum. Other modules are delivered as discrete PSHE lessons.

Our schools all have or are working towards the Carniegie Mental Health Award

Philosophy, Religion and Ethics (PRE)

PRE is delivered discretely. Our religious education lessons encompass philosophy and ethics elements for all ages. In this way learning about different religions can be related to all children’s lives and beliefs and enhance their ability to learn about respect and discuss different views and customs and the reasons people may have them.