Learning & The Curriculum
Our curriculum is based on the framework of the National Curriculum, the Early Years Foundation Stage Curriculum and the National Primary Strategies.
There are three key stages operating in our school. The stages and applicable age ranges can be seen in the table below.
|Key Stage 1||Years 1 and 2|
|Key Stage 2||Years 3 to 6|
Based on this structure we aim to provide a broad and balanced curriculum which enables all pupils to experience new learning skills, building on previous experience.
Our creative curriculum is skills based and encourages enquiry and problem solving, ensuring stimulation, interest and fun.
The core subjects of English, Maths and Science are taught discretely and relevant links are made to other areas of the curriculum to provide meaningful contexts for learning enhanced through opportunities for experiential learning.
The foundation subjects of Geography, History, Art, Design & Technology, Music and Primary Languages are presented in cross-curricular modules or themes which allow pupils to develop a greater depth of knowledge and interest in a subject.
Pupils experience PE through a broad range of activities designed to appeal to all types of athlete, including dance, gym, swimming, team sports and athletics. Extra-curricular sports clubs and involvement in competitions are available.
“Teaching and learning are outstanding across the school. Teachers know their pupils particularly well and use this information very effectively to ensure that pupils’ individual needs are fully met.”
“Standards at the end of Key Stage 1 and Key Stage 2 are considerably above those usually found in reading, writing and mathematics.”
The school also receives support from Adams’ Grammar School and Burton Borough Secondary School as part of the T&W School Sports Partnership. This enables pupils to access more and varied sports activities with the support of professional coaches.
Information Communication Technology (ICT) skills are taught and used throughout the curriculum, with each class having access to a mini suite of computers, internet access and an interactive whiteboard. The school also has access to a bank of shared laptops.
Personal, Social & Health Education (PSHE) & Citizenship, the SEAL Programme (Social and Emotional Aspects of Learning) and RE support the personal development of each child. The school is a lead school for the promotion of the SEAL Project developing pupil emotional literacy and self esteem.
Our school has close links with the village church and collective worship is led by one of the clergy on a weekly basis. An act of collective worship is held each day for the whole school or key stage. The school follows the Agreed Syllabus for RE.
At Tibberton CE Primary School we assess pupils regularly to inform teaching, provide feedback to pupils abd to communicate children’s progress to parents. We view assessment as integral to high quality teaching and learning, it helps us to ensure that our teaching is appropriate and that pupils are making at least expected progress.
Our use of assessment
The main purpose of our assessment system is to help teachers , parents/carers and pupils plan their next steps in learning. We use the outcomes of assessment to help us to support and improve our teaching standards.
We assess pupils against assessment criteria derived from the National Curriculum, which sets out what pupils are expected to know at each level/year group. Measures of both progress and attainment enable senior leaders, governors and teachers to have a clear understanding of the pupils performance.
Currently, pupils are tested nationally at certain points in their schooling; at the end of EYFS (Early years Foundation Stage), Phonics Check at the end of year 1 and at the end of key stage 1 for maths, reading and writing. At the end of key stage 2 pupils sit externally- set and marked tests in maths, reading, grammar, punctuation and spelling, with teacher assessment of writing and national sampling tests for science. These results are reported to pupils and parents.
At Tibberton CE Primary School we are currently reviewing our curriculum delivery and assessment system. Our new system will reflect the changes of the New National Curriculum and support pupils and parents/carers to have a clear understanding of how well pupils are performing at school.
From September 2014, Year 2 and Year 6 pupils will continue to be assessed in line with the current curriculum. As the new curriculum embeds, school staff are preparing and trialling a new assessment model.
New National Curriculum
Reading & Phonics
Reading plays a vital role in the development and education of all our pupils; it is the key to great learning.
The teaching of Systematic Synthetic Phonics
At Tibberton we teach systematic synthetic phonics from day 1 in Early Years to enable the rapid development of reading and spelling skills.
In the Early Years and Key Stage 1 we deliver a consistent approach to phonics using the Letters and Sounds materials. Every child in EYFS and Key Stage 1 works through the programme of phases of letter sounds to help them decode (sound out) words that they read and spell. Where necessary a focus on phonics continues into KS2. The use and application of phonics is encouraged throughout school. Progression through the phonics programme goes hand in hand with the reading scheme.
Pupils are taught each day in groups according to the stage they are at in the programme of phonic phases. Techniques used to support learning are interactive, multisensory and as much fun as we can manage to squeeze in, in order to help pupils engage and embed their developing reading skills.
We use other resources to boost phonic skills; One-to-One Tutoring; Toe-by-Toe; Small group work and intervention activities. Teachers will always keep you informed if your child is having additional support.
Understanding of what has been read, good comprehension skills and opportunities to discuss a range of reading materials and genres form the basis of our Guided Reading sessions.
Children read through a set of book banded books. Each colour in the book band is a different level. We begin our reading using the Oxford Reading Tree materials, supplemented with Usborne and Discovery World readers. We provide a range of books at different genres of books within a book band. The children know which book band they are working at and recognise the book band that they are working towards.
At Tibberton, we are keen for children to make choices about books and become increasingly independent readers. Once the teacher assesses that pupils are sufficiently competent and confident to make appropriate informed choices, pupils are given increasing opportunities to choose their own reading books in their classroom. They are able to select from a choice of appropriately levelled reading books, to read in class and take home. This encourages the children to find their favourite author or genre that they can share with each other and with adults at home.
Opportunities for reading
Children read regularly in all areas of the curriculum and in other parts of the school day through:
Guided Reading – Teachers work with small groups of children to teach children specific and targeted reading skills through a book that is appropriately challenging.
ERIC (Everyone Reading In Class) – where pupils are able, they often have the opportunity to read independently to promote positive reading habits.
Reading Across the Curriculum – Across the school, pupils read a range of books linked to other areas of their learning. These can include non-fiction topic books, magazines and internet research reading.
Listening to stories – This happens across the school.In EYFS, children share a story and often use this as a basis for their speaking and listening skills. In Key Stage 1, books are read to children for them to hear good examples of reading aloud and to develop an enthusiasm for reading books themselves. Class readers are shared with children in Key Stage 2, where they listen to the story and enjoy the teacher modelling reading performance skills.
We continually strive to promote a love of reading both in school time and at home to ensure that children are ready for the next stages in their learning.