Curriculum

Buckland St Mary C of E Primary School offers a broad and balanced, rich and exciting curriculum.

We use the new challenges of National Curriculum 2014 as a foundation for our children's learning, adding depth through a range of exciting themes. 

We use the Read Write Inc. programme for a systematic and dynamic approach to teaching phonics, reading and spelling in KS1.

The 'Talk for Writing' approach provides a basis for much of our teaching in Literacy sessions. For non-fiction and most fiction topics, children learn a carefully crafted text by heart, which enables them to become familiar with a range of new vocabulary and sentence structures upon which they can innovate and invent.

Mathematical skills are taught through a variety of methods and mediums, including web-based practice using 'iXL.com', which we also use for our homework in mathematics. In our lessons, In common with our Trust Partner Schools, we have adopted a Singapore-style approach to the teaching of Mathematics. 

Our Christian ethos sits at the heart of our school day and is embedded in all that we do. All other national curriculum subjects are taught through our themes.

Each week the children experience Forest School, where a range of activities and games help build core problem-solving and co-operation skills.

The 'Intent' of our curriculum was devised alongside the community, parents,  pupils and staff. More detail can be seen below. 

Curriculum Intent

In devising our curriculum we have sought the views of our pupils, parents and staff to ensure we have a curriculum based on a shared vision. One that meets the needs of our community, prepares our pupils in wherever their future takes them and creates lifelong learners.

From such discussions, it was felt strongly that our curriculum should be based on ‘hands on experience’, should help the children to understand how they learn, make use of our unique locality and reflect our local/school history. It should develop social and emotional understanding so that we have independent and determined learners who are (calculated) risk takers. In doing so, we aim for a curriculum that is relevant, purposeful and engaging for all of our pupils. 

In order to give our pupils the necessary skills and cultural capital needed to succeed in life we want them to ‘dig deep’ in their learning and allow them to be fully immersed within a subject area. The national curriculum gives children a good introduction to the essential  knowledge they need but it is our belief that to create truly independent learners we need to allow them to delve deeper and encourage the natural curiosity with which they start their educational journey.  

Our lessons have one main driver from the subject areas of Geography, History, Science, Art, DT, RE or Drama and this driver remains the same for a full half term/period of weeks. This ensures we are able to show our pupils what it is truly like to be a ‘Geographer’, ‘Historian’, ‘Artist’, ‘Designer’ ‘Technician’, ‘Performer’ or ‘Person of Faith’. By allowing this immersion we are able to promote and encourage resilience and make sure learning sticks by making connections, extending learning and exploring topics fully. Children are not expected to flit between subjects and teachers are able to plan a more purposeful learning journey that has a clear and sequenced progression of knowledge and skill. Across the year, children will experience this depth of learning across the 6 areas and subjects such as English, Math, PE, Computing, RE and PSHE will be taught as continuous units alongside. 

Phonics

Phonics

Phonics Curriculum Statement

Intent

At Buckland St Mary Church of England Primary School, we strive to teach children to read effectively and quickly.

Our mission is to teach every child to read and keep them reading. In order to achieve this we teach synthetic phonics, sight vocabulary, decoding and encoding words as well as spelling and accurate letter formation. We passionately believe that teaching children to read and write independently, as quickly as possible, is one of the core purposes of a primary school. These fundamental skills not only hold the keys to the rest of the curriculum, but also have a huge impact on children’s self-esteem and future life chances.

In line with the National Curriculum, we aim to:

  • teach children to apply phonic knowledge and skills as the route to decode words
  • enable children to respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes ensure children read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • ensure children continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • help children read accurately by blending the sounds in words that contain the graphemes taught, especially recognising alternative sounds for graphemes
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • encourage reading aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading

 

Implementation

 

Our structure of teaching letter sounds is derived from the Read, Write Inc Phonics (RWI) programme which outlines children connecting sounds with mnemonic pictures; words with their meanings; and stories with the sounds they know.

Using Read, Write Inc. we teach children to:

• read easily, fluently and with good understanding

• develop the habit of reading widely and often, for both pleasure and information

• learn with others at a similar challenge level

To enable our children to become enthused, engaged and successful lifelong readers and writers, we implement the following:

  • Daily Phonics sessions, where children work in smaller groups to learn new phonemes, improve their ability to segment and blend sounds, and their ability to apply this knowledge into their reading and writing.
  • Whole Class Reading sessions whereby the children are exposed to high-quality texts so that they can demonstrate their understanding and thinking behind these, which in turn, inspires the children’s own writing ability.
  • Children also read individually to an adult in school to encourage and assess progress and discuss comprehension of the story or information.
  • All classes are equipped with a wide range of reading books to meet the needs of all children in the classroom which also engage and challenge keen readers.
  • All children from Reception and Year 1 are issued a reading book that is appropriate for their reading ability and is changed frequently. Children begin the Accelerated Reading Programme within Year 2 and follow this up to Year 6.
  • Children will work through our school reading scheme – these are levelled books which match the children’s current reading age. We expect your child to read at home with an adult or family member at least four times a week and comments are welcomed in the children’s reading records.
  • Children in every year group are read to by their teacher frequently. This could be a book that the teacher recommends to the class or a recommendation from a child. Children are always enthused and excited by our Book Week activities. Children are engaged in storytelling and reading together.
  • Children experience success from the very beginning. Lively books are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases.
  • Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice.

In practice, children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes, common sounds in the English language and are taught how to blend these sounds to decode (read) words.

We start teaching children in Nursery which allows children to become aware of the sounds they hear in their immediate environments, as well as the sounds they can create themselves, using their body or instruments. When children reach Reception and KS1, discrete phonics are taught alongside a range of engaging and high-quality texts in daily, small group sessions, alongside children of the same ability. Teachers and Teaching and Learning Assistants regularly assess the children in their group and converse with the teacher daily so that all planning meets the needs of the children in that group, therefore ensuring all children are confident before moving onto a new level.

We make sure that pupils read books that are closely matched to their increasing knowledge of phonics and ability to read ‘tricky words’; so, they experience early reading success and gain confidence that they are readers, as well as consolidating the learning that takes place in school.

 

Impact

By the time children leave The Buckland St Mary Primary School they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.

Throughout the teaching of Phonics, we are able to measure attainment using the Key Stage One and Key Stage Two national assessments, along with the information provided by the Phonics Screening check in Year One. However, we believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond and is embedded across the entire curriculum for our children.

The impact of Phonics teaching at Buckland is seen in a number of ways.

  •  Learning walks undertaken by the Phonics lead and the SLT.
  •  Lesson observations
  •  Feedback from Phonic Showcases
  •  Book scrutinies carried out by the Phonics lead and the SLT.
  •  Discussions with children.
  •  The consistency in our approach to phonics is reaping rewards and our Year 1 phonics screening results at school are above the national averages.

 

Support at home

With Read, Write Inc. each sound has a saying to help us remember the correct sound. It is important to use only pure sounds (‘mmm’ not ‘muh’ etc) so that your child will be able to blend the sounds into words more easily. Our teachers can show you how to pronounce these sounds.

Below are some guides and useful links to follow.

http://www.ruthmiskin.com/en/parents

A pronunciation guide and video for parents

https://www.ruthmiskin.com/en/find-out-more/parents/#lg=1&slide=2

http://www.facebook.com/miskin.education

Click here for our Read Write Inc Guide

Math

Maths

Overview 

Mathematical skills are taught through a variety of methods and mediums, including web-based practice using 'iXL.com', which we also use for our homework in mathematics. Over the years we have explored and learnt from the strengths of a range of approaches to teaching mathematics.

 

Maths Road Maps Year 1

Maths Road Maps Year 2

Maths Road Maps Year 3

Maths Road Maps Year 4

Maths Road Maps Year 5

Maths Road Maps Year 6

 

 


 

Writing

Writing

The 'Talk for Writing' approach provides a basis for much of our teaching in Literacy sessions. For non-fiction and most fiction topics, children learn a carefully crafted text by heart, which enables them to become familiar with a range of new vocabulary and sentence structures upon which they can innovate and invent.

 

BSM Talk for Writing Guide

Science

Science Curriculum statement

Intent

At Buckland St Mary we aim for all our students to become inquisitive learners that question the world around them and beyond. Through encouraging their curiosity and questioning, we aspire for all our children to develop their own lines of enquiry to investigate. The skills needed to work scientifically to conduct these investigations are essential. The fundamental skills to assist our children to plan, test and review their practical learning are embedded into our science curriculum, allowing our young scientists to flourish.

Our students will obtain a rich knowledge in all biology, chemistry and physics units within the National Curriculum, as well as learning about the leading scientists that have shaped these areas throughout history. Using live experiment demonstrations, high quality lessons and visits by experts in their field of science, we expose our children to a diverse range of modern-day scientists too. In addition to this, our students will be able to experience science outside the classroom such as visits to local farms, coastlines, wildlife sanctuaries and science museums. These encounters not only support learning through practical and real-life scenarios but help to inspire future careers and scientific interests.

Across all areas of the science curriculum there is a clear progression of knowledge that is built upon every year from EYFS - Y6. Where possible, units are taught alongside topics and forest school to allow cross-curricular opportunities to further enrich their learning and present the science using real life concepts.

At Buckland St Mary, we see the importance of protecting our world and strive to promote an admiration and respect for our planet, as well as the people working to make it better. We want our children to be passionate about the environment and give them the knowledge to make a difference.

Implementation

Our aim for all teachers is to plan creative, engaging and practical units of science that excites children’s curiosity about all areas of the National Curriculum. We create safe learning environments that promote pupil confidence to ask questions and problem solve, while developing scientific knowledge and skills. Buckland’s whole school approach to teaching and learning includes the following:

  • Science units outlined in the National Curriculum are clearly planned by teachers to be taught across each year to best support their learning outcomes. For example, biology subjects such as: ‘plants’, ‘living things and their habitats’ and ‘animals including humans’, are taught during Spring and Summer terms to allow for successful gardening and habitat projects to occur, thus enriching the real-life experiences for our pupils.

  • As teachers, we understand how science influences everyday life, which is why science is one of the main drivers throughout our curriculum. At Trinity, we have strong links between our science, computing and design and technology subjects, as well as forest school, to ensure a more cohesive approach to learning. This enables the children to delve deeper into the topic they are learning and understand how these subjects link to real life experiences. Additionally, this allows rich opportunities for our children to develop problem solving and collaborative skills while working on projects with their peers.

  • At Buckland St Mary we strive to engage children in practical experiments to enhance learning, following an enquiry-based approach. We believe it is essential for children to develop their own questions and curiosity around science, which leads them to ‘Plan, Test and Review’ their own hypotheses. Children need to learn a variety of skills and processes to be successful scientists. They need to learn how to hypothesize, predict and test; they need to be confident in their own abilities to observe and record their findings and then interpret, communicate and conclude these. Our goal is for all students to be able to plan and carry out their own investigations independently; deciding how best to present and communicate their findings and evaluating their results. For this to be achieved, a clear progression of scientific skills is embedded throughout our curriculum, as well as the vocabulary and science equipment required. Furthermore, this child-led, enquiry approach enhances children's engagement and provides them with ownership over their own learning of scientific discoveries. 

  • Teachers continuously assess and monitor children's knowledge, understanding and development of skills through reviewing prior learning, good questioning, quizzes and observing how they conduct themselves during independent practical tasks. As we have a clear progression of skills, all teachers have a clear understanding of prior and future learning before starting any unit.

 

Impact

The successful learning approach at Buckland St Mary, creates a high quality, fun and engaging science education that children love. It provides all children with a strong foundation of scientific knowledge to support their understanding of the world they live in, as well as developing respect and compassion for our planet and the threats it faces.

 

We strive for all children to become curious and inquisitive learners that are equipped with the scientific skills to conduct their own investigations. Children will understand that there is not a simple correct or incorrect result in science, but that all scientific results are evidence for or against their hypothesis and predictions. They will become resilient learners that learn from their results and problem solve to best adapt their next investigations; this is the key to working scientifically.

 

Through practical experiences inside and outside the classroom, high quality teaching, as well as participating in a range of encounters with scientific experts, we aim to develop new and existing scientific interests among our children and encourage them to recognise and appreciate the vital importance of science to all our lives and future.

BSM Curriculum progression in Science 2020

Religion and World Views

‘‌ ‌That‌ ‌they‌ ‌may‌ ‌have‌ ‌life,‌ ‌life‌ ‌in‌ ‌all‌ ‌its‌ ‌fullness.‌ ‌‘‌ ‌John‌ ‌10:10‌ ‌

 ‌At‌ ‌BSM‌ ‌C‌ ‌of‌ ‌E‌ ‌Primary‌ ‌School‌ ‌everyone‌ ‌matters.‌ ‌We‌ ‌strive‌ ‌to‌ ‌be‌ ‌an‌ ‌inclusive‌ ‌community‌ ‌providing‌ ‌an‌ ‌outstanding‌ ‌education‌ ‌for‌ ‌all.‌ ‌Our‌ ‌lives‌ ‌are‌ ‌enriched‌ ‌through‌ ‌the‌ ‌teaching‌ ‌of‌ ‌Christian‌ ‌Values‌ ‌to‌ ‌grow‌ ‌as‌ ‌global‌ ‌citizens‌ ‌in‌ ‌an‌ ‌ever-changing‌ ‌world.‌ ‌

Curriculum Statement for Religion and World Views

At Buckland St. Mary C of E Primary School, we believe that through Religion and World Views, pupils should be given the opportunity and encouragement to become worldwide citizens through the development of our Christian Values; respect, responsibility, perseverance, integrity, tolerance and courage. Our approach to our Religion and World Views curriculum is underpinned by our Christian Vision and our Learning Intentions: Independent, Resilient, Risk Takers.

Intent

The principal aim of teaching Religion and World Views is to explore different beliefs and the impact they have on people’s lives, so that pupils can gain the knowledge, understanding and skills needed to consider questions raised by different religions and world views, reflecting on their own ideas and ways of living.

As our vision states, we aim to provide an outstanding education and wish for our children to grow as global citizens. This can only be achieved through providing an exciting and positive learning environment, in which the children’s knowledge and understanding of religions is developed hand in hand with their spiritual, moral social and cultural development.

Implementation

Our Religion and World Views syllabus is based upon ‘Understanding Christianity’ and the Somerset agreed syllabus: Awareness, Mystery and Value. We follow a rolling program that ensures a balanced coverage of Christianity and other World Views.

The focus in KS1 is largely centred around Christianity and Judaism however as part of being a global citizen we look at the world religion calendar and have days that focus on celebrations such as Diwali and Ramadan. Children in KS2 focus on Christianity, Judaism, Islam, Hinduism and Humanism.

Children have the opportunity to visit different places of worship, including our local parish church. We provide the children with opportunities to ask questions each lesson. During each unit of Christianity teaching, the local Reverend is invited into school so the children can ask questions to further their learning and understanding.

They enjoy hands on experiences, such as making Christingles, baking Challah bread, celebrating the Chinese New Year and making Diwali lamps.

Impact

We aim for children at Buckland St Mary C of E Primary School to develop spiritually, academically, emotionally, morally and socially. This enables them to reflect upon their own beliefs and see how these fits with others and develop respect and empathy for those who have different views to themselves so they can be global citizens and cope with the opportunities, challenges and responsibilities of living in a rapidly changing, multicultural world.

What does it look like in the EYFS?

Religion and World Views, within EYFS sits firmly within the areas of personal, social and emotional development and understanding of themselves, and others. Children learn how to form positive and respectful relationships through encountering religious and non-religious world views through special people, books, places and objects and by visiting places of worship. The children will have the opportunity to listen to and talk about stories. They are introduced to subject-specific words and use all of their senses to explore beliefs, practices and forms of expression. In the Early Years, the children ask questions and reflect on their own feelings and experiences. They use their imaginations and curiosity to develop their appreciation of, and wonder at, the world in which they live.

BSM Curriculum progression in RE

 

Forest School

Forest School Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a holistic education is vital. Forest School is an important part of the children’s education and crucial to our taught curriculum offer, as well as the enrichment opportunities we offer our pupils.  

Intent 

By providing rich and well planned outdoor learning experiences, we aim to develop children’s self-esteem, independence, emotional well-being, communication and problem solving skills. Our distinct Christian Vision and ethos is further developed by promoting a love of nature and our awe-inspiring world in which we live. We utilise moments of spirituality through activities such as bird watching with the binoculars. Our three Learning Intentions (Independence, (Calculated) Risk Takers and Determination) underpin the teaching and learning experiences. A ‘hands-on’ approach is key to ensuring children learn the skills and knowledge taught and, crucially, that the learning ‘sticks’.  

A clear ‘Skills and Knowledge Progression’ ensures a systematic teaching and learning sequence that builds on children's prior attainment.  We enhance the Forest School provision for children by ensuring we use highlighly trained Forest School providers, provide access to the local woodland area and utilise opportunities for outdoor learning such as making pancakes in the woods over an open fire!  

 

Implementation

During a typical Forest School session, we ensure groups are kept to a minimum size and rotate around two or three activities to reduce group numbers and enhance the teaching and learning from the skilled Forest School Leaders. We use high quality equipment that is fit for purpose and ensure a valuable hands on learning experience for all involved. Children are given plenty of opportunities to take calculated risks, work independently and in collaboration with others to achieve high expectations which requires great determination. Our annual ‘rural visit’ to Kilve Court Residential provides an enhancement for the children to apply some of their outdoor learning skills and knowledge during their stay. Children's achievements are celebrated at the end of each session and selected children receive a Forest School Certificate each week in Collective Worship. The school environment provides space to share the children’s successes and outcomes in the form of a display. 

 

At the end of each half term, the Forest School skills and content progression is reviewed and staff highlight the relevant statements based on what was taught and learnt. Children who have excelled or who have struggled to achieve certain objectives are identified so that staff are aware how to support these children during the next phase of learning. 

 

Impact

The children of Buckland St. Mary C of E School are resilient, well rounded, determined and independent. The skills and content progressions recognise the children's achievements and these attributes are evident throughout the school. The willingness and confidence of the children to not only engage but to challenge themselves in their learning is testament to their independence and determination. They are children who do not shy away from a challenge and welcome activities which further them as learners. 

 

What does it look like in the EYFS?

From an early age, children of Buckland St. Mary C of E Primary School are encouraged to explore the outdoors and we have spent considerable time enhancing the outdoor learning environment for children in EYFS. They develop an early understanding of the outdoors through a child-centred approach which supports their physical development and their understanding of the world. 

 

Geography

 

Geography Curriculum Statement 

 

Introduction

 

At Buckland St. Mary C of E Primary School, we believe that through geography, pupils should be given the opportunity and encouragement to become worldwide citizens, global explorers, and eco warriors. Geography is concerned with the past, present and future and helps pupils make sense of the world around them: it is about seeing, doing, enquiring, making links and experiencing. Our approach to the Geography curriculum is underpinned by our Christian Vision and our Learning Intentions: Independent, Resilient, Risk Takers. 

 

Intent

 

Buckland Primary School aims to:

  • ensure that all children develop a good sense of location and place and are able to identify human and physical features in the environment. 

  • gain an appreciation of life in other countries and cultures.

  • think about their own place in the world, their values and their rights.

  • encourage children to respect and care for their environment to sustain its future.

  • equip the children with the geographical knowledge and skills required for them to further their studies in Geography and develop an interest, curiosity and enthusiasm for working geographically.

 

Implementation

 

Geography at our school takes place as part of our Discovery sessions, meaning the children will be immersed for a half term in the unit of work based on Geography. The teaching follows a progression of skills and curriculum-based objectives across the year groups to ensure effective coverage throughout the school and to ensure each child gets the full depth and breadth of Geography teaching during their time at Buckland. 

 

Impact

 

As children progress through the school they develop a deep knowledge, understanding and appreciation for their local area and its place within the wider geographical context. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. Geographical understanding, as well as children’s spiritual, moral, social and cultural development is supported by our ‘experience based’ curriculum. Children learn about careers related to geography from members of the local and wider community with specialist skills and knowledge through visits and outings, ensuring that all children are well prepared for their next steps in education and learning.

 

 

 

What does it look like in the EYFS?

 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. We provide children with opportunities to develop their understanding of ‘geography’ in a range of contexts. 

BSM Curriculum Progression in Geography 2020

 

History

 

 

History Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we aim for children to explore History with a critical and enquiring mind. One that ignites a curiosity for the past with which they learn how history, in Britain and the wider world, has shaped the world we live in today. 

 

Intent 

In line with the 2013 National Curriculum, children are taught the chronological narrative of the British Isles, how the lives of significant individuals have shaped the nation and how Britain has influenced and been influenced by the wider world.  Alongside this, they will look at significant aspects of the history of the wider world. Through these, they will use and develop their understanding of historical concepts such as continuity and change, cause and consequence, similarity, difference and significance. Using these tools they will be taught to dig deep by looking critically, drawing comparisons, making connections, analysing trends and framing questions to create their own structured accounts as independent learners. Using methods of historical enquiry they will be encouraged to apply their knowledge and make connections to gain historical perspective that sticks, as historians themselves. 

 

Our three Learning Intentions (to create independent, resilient and ‘risk taking’ learners) underpin the teaching and learning experiences. By encouraging and teaching the children to reflect, we ensure they dig deep and connect their learning further to ensure it sticks, and can be applied in the future.

 

Implementation

In order to foster historical curiosity, the delivery of our History curriculum is hand-on, exploring artefacts and sources so that children can examine and enquire just as a historian does. This critical viewpoint helps to foster resilience in our learners as they learn to examine sources and build up a full picture for themselves.  History lessons are discrete and taught in a block each year so that children are fully immersed in the subject and a clear learning journey can be created.  By the end of year 6, children will have a chronological understanding of British history from the Stone Age to the present day. Interlinked with local history are studies of world history, such as the ancient civilisations of Greece and the Mayans. Learning is taken outside wherever possible and resources from the Museum Service, Rural Life museum and History Association are utilised to enrich lesson design and ensure an engaging and meaningful learning journey is created. Knowledge organisers are used as learning tools but are also monitored to ensure that they reflect a sound understanding of the key identified knowledge.  Planning is informed by and aligned with the national curriculum, ensuring the children gain, not just the knowledge needed, but the Historical skill for this knowledge to be fully understood and embedded.

 

Impact

Children come to understand that History and specific events have influenced many aspects of our culture, beliefs, routines, and developments of today. Through reflection, they are able to draw comparisons and make connections between different time periods, their own lives and the lives of others to help create an independent historical viewpoint. With this, they create a rich tapestry of historical knowledge and an empathy for how the future is often impacted by history. 


 

What does it look like in the EYFS?

 

The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which aims for all children in reception to have an ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year. We provide children with opportunities to develop their understanding of ‘history’. 

BSM Curriculum Progression in History 2020

Computing

 

Computing Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a holistic education is vital. 

Computing skills is an important part of the children’s education and crucial to our taught

curriculum offe which is underpinned by our Christian Vision. It is a way of thinking, problem solving and using creativity to understand and change the world.

 

Intent

Through the teaching of computing we aim to develop the processes of computer systems, technologies, hardware and a variety of software. We also aim to provide children with the opportunities to work through the essential elements and concepts of computer science, programming and data handling as well as building on the children’s research, communication and presentation skills using the eLim resources as a basis for our programme of study. Computing encourages logical thinking, problem solving and creativity and strongly links to all other areas of the curriculum. 

A clear ‘Skills and Knowledge Progression’ ensures a systematic teaching and learning sequence that builds on children's prior attainment. Our Learning Values (Determined, Resilient, Risk Takers) support the holistic development of the children in all area of the curriculum. Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum such as the eLim programme of study. Children must be taught in the art form of ‘Computational Thinking’ in order to provide them with the essential knowledge that will enable them to participate effectively and safely in the digital world beyond the school gates. 

Buckland St. Mary C or E Primary School takes internet safety extremely seriously. We have an E-Safety Policy that provides guidance for teachers and children about how to use the internet safely. Woven within the eLim programme of study are specific lessons on e-safety appropriate for each year group so that children understand how to stay safe in the digital world. 

 

Implementation

At our School we believe that a clear and effective scheme of work that provides coverage in line with the National Curriculum is essential and we have chosen the eLim scheme for this purpose. This covers five areas of learning: e-safety, programming, technology in our lives, handling data and multimedia. Teaching and learning facilitates progression across all key stages and is fully inclusive for all learners. In KS1, one of the ways we are teaching pupils about the language and concepts of computer programming is by using the espresso coding lessons using block coding. Children in KS2 build on this knowledge using a wide variety of hardware and software. Computing is implemented across all aspects of our school curriculum, examples are the use of Google Drive in all classes, ixl and Times Tables Rockstars during Maths lessons. 

The importance of online safety and celebrations of the computing curriculum are shown through displays within the learning environment. The school takes part in Safer Internet Day and within the scheme of work spend further time exploring the key issues associated with online safety. Every child actively participates in a range of activities linked to being safe with technology and parents are informed or any issues relating to this.

 

Impact

Our School strives to ensure that every child can become a confident user of technology, while being able to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems by the time they leave. This is important in a society where technologies and trends are rapidly evolving. They will be able to apply the school values of respect, responsibility and tolerance when using digital systems, which will hold them in great stead in their future endeavours.

 

What does it look like in the EYFS?

It is important in the Early Years stage of schooling to give children a broad, play-based experience of computing in a range of contexts, including outdoor play. They use technology to access age appropriate software to provide opportunities for mark making as well as supporting their imaginative play, often re-enacting real life experiences both inside and outside the classroom. 

BSM Curriculum progression in Computing

 

PE & Sport

 

Physical Education Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a program of high quality physical education experiences is crucial to the healthy body and mind of our children. We are committed to promoting healthy lifestyles within our school, and do this by providing the opportunity to our children, of learning and playing various sports and games. Further skills, such as teamwork and leadership, play an important role in the development of children as individuals and will enable our children to access further opportunities in the future.

 

Intent

It is our intention to build a curriculum that enables children to develop knowledge, skills and vocabulary in a broad range of sporting activities, as well as developing values and transferable life skills that support our school values: respect, perseverance, integrity and resilience. This will be done using a clear ‘Skills and Knowledge Progression’ ensuring a systematic teaching and learning sequence that will build on children's prior learning.

 

We want all children at Buckland School to experience a wide variety of sports and physical skills which will enhance life-long fitness and life choices. PE can challenge and promote self-esteem through the development of physical confidence and problem solving. It can teach children to cope with both success and failure in competitive, individual and team based physical activities. Furthermore, physical activity can be used as a tool to assist children in expressing their individuality in the form of creative movement.  

 

Physical activity is crucial in the development of a healthy body and mind. We want our children to foster an active attitude to their learning and to develop a level of activity that can be continued for sustained periods, leading to the intention of all of our children to lead healthy, active lives.

 

Implementation

PE at Buckland school is taught by class teachers, and on occasion, specialised qualified sports coaches. Children have an equal opportunity to participate in a range of sports and physical activities within a supportive environment where effort as well as success is recognised. Physical activity is encouraged during break and lunch times. In all out of class sessions, sports equipment is provided to support Buckland’s approach. Throughout different days, various sporting equipment is provided for the children; this includes: football, basketball, tennis, hockey, and general ball skills. 

 

PE is taught in relation to the National Curriculum intentions and is structured to provide a range of sports experiences during which every child participates to develop their skills and learning through competitive, team and individual sports. Through this provision, children can aim to flourish at sports in which they have a particular interest or flair for. 

 

We provide two hours of PE a week for its children. One hour of this is dedicated to specific sports outlined in the National Curriculum. The second hour is driven by Real PE. Real PE provides a comprehensive progression of skills from Reception to Year Six, building and developing on the previous year’s skills. This structure ensures that all children learn skills at a level that is suitable for them; these skills are easily monitored using the Real PE assessment system. Real PE focuses specifically on: balance, agility, coordination and fitness. These skills enable the children to access the National Curriculum lead sports efficiently.

 

Extra curriculum sports are encouraged. After school clubs feature weekly at Buckland. Furthermore, Cross Country running events, organised by the local Sports committee, are available to children three times a term.


 

Impact

Our children have a secure understanding of leading healthy lifestyles. Through our extensive programme of teaching, our children have been afforded the skills to enable them to participate in sports and team games. The benefits of our P.E curriculum have afforded our children with the skills to be able to work as part of a team and individually with the confidence to make decisions for both themselves and the team. 

 

Through experiences offered to our children, our children have the ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve- leading to motivating and instilling excellent sporting attitudes in others.  

 

Our children use movement and dance to demonstrate exceptional levels of originality, imagination and creativity- supporting their overall confidence and boosting self-esteem. These skills enable children to have the self-belief and motivation to take the necessary steps to improve themselves as young adults, including having the resilience to be brave and take risks in life.

BSM Curriculum Progression in PE 2021

 

Art

 

 

Art Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a holistic education is vital. Art is an important part of children’s education and vital to our taught curriculum offer, as well as the enrichment opportunities we offer our pupils.  

 

Intent 

 

Our aim is to engage, inspire and challenge pupils through Art and Design. This is achieved through experience-led gateways, high quality planning and visits from local, professional artists. 

We believe it is vital children leave Buckland equipped with knowledge and skills to experiment, invent and create their own forms of art. 

The national curriculum for art and design aims to ensure that all pupils: 

  • produce creative work, exploring their ideas and recording their experiences 

  • become proficient in drawing, painting, sculpture and other art, craft and design techniques 

  • evaluate and analyse creative works using the language of art, craft and design 

  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Our ‘Skills and Knowledge Progression’ ensures this is achieved by all pupils at Buckland St Mary. 

The curriculum also refers to art, craft and design embodying some of the highest forms of human creativity and understanding how art and design shape our history and contribute to culture, creativity and wealth of our nation. Pupils at Buckland have had the experience to visit local sculptors and even see the creation process of our very own World War I memorial piece which now takes pride of place on our school garden. 

 

Implementation

 

The lessons we deliver develop pupil’s techniques, including their control and use of material. Children begin to have an awareness of different kinds of art, craft and design, using materials with creativity and experimentation.  We use high quality equipment and ensure a valuable hands on learning experience for all those involved. Children are given opportunities to take calculated risks, work independently and complete their artwork with a suggested time scale, requiring determination. 

We offer a wide range of opportunities such as visits, art sessions from visiting professionals and gallery visits wherever possible to enhance the curriculum offer.

Children’s achievements are celebrated at the end of the term with an exhibition held at our local church, where it can be celebrated by the children’s family and community. 

 

Impact

 

The skills and content progressions recognise the children’s achievements and children have a sense of responsibility for their work, displayed for the community to see. The children of Buckland St. Mary feel pride and often confidence in what they’ve achieved. By the end of their primary school journey, the children of Buckland St. Mary know how to use a range of materials with creativity and increased awareness of different kinds of art. Their use of pattern, texture, line, shape, form and space enable them to create 


 

What does it look like in the Early Years Foundation Stage? (EYFS) 

 

From an early age, children of Buckland St. Mary C of E Primary School are encouraged to explore one of the seven areas in the EYFS: Expressive Arts and Design. Children at Buckland St. Mary have access to a range of media and material in order to express themselves. This could be through art, exploring sounds, patterns, movement and different tools and techniques in the classroom and in the outdoor space. We encourage our children to choose and use materials and resources in an open-ended way to assure confidence in their own ideas and increased independence: one of our three learning intentions. 

BSM Curriculum Progression in Art 2020

Design and Technology


DT Curriculum Statement  

 

Intent 

The students at Buckland St Mary will be taught how to take a design brief and see it through to its  evaluation stage. They will work through a process, whereby they research and design a  product, then make trials, construct and evaluate the product. These skills will enable them  to become brave and ambitious designers and innovators. They will learn how to grow their  confidence and produce models that they can be proud of which have purpose and  audience. Our pupils will be creative and practical with their ideas and show courage in  presenting them through a variety of communication means. Our DT curriculum will enrich  our students’ understanding of famous inventors and designers and their impact on our  world. It will enable them to recognise their own ability to make their stamp in the world as  innovators and entrepreneurs in our ever-growing and changing world. Buckland St Mary pupils will  gain an understanding about how inventors can impact the wider community by visiting sites  of significance such as Brunel’s Clifton Suspension Bridge in Bristol.  

Implementation 

We teach a skills-based design and technology curriculum at Buckland St Mary, which gives  opportunities for our children to express their creative imagination and use a wide range of  materials and components to create their purposeful designs. Through delivering an iterative  curriculum, children are given the opportunity to continually evaluate and rework ideas so  that they can produce the most effective and functional prototypes and models. Children  practise and develop their skills, leading to mastery in the key processes of DT: researching,  designing, building and evaluating. A whole-school approach has been adopted ensuring  that DT is integrated through the wider curriculum across the school (specifically science)  and many positive experiences are taking place, including; well-planned DT lessons which  have deep cross-curricular links, visits to Bristol and other surrounding areas, links with our  local businesses and trips to local secondary schools. We celebrate our children’s talents  through termly celebration days, where we invite our parents in to see the fantastic creations  the children have made.  

Design Portfolios are incorporated in the Discovery books and are used throughout KS1 and KS2. They are record of the  progression of the design process for each project. They include a variety of different design processes such as drawings and sketches, cross-sectional and exploded diagrams, peer  discussions and initial brain storming ideas. The portfolios also include photos of models and  mock-ups that were made in the process. The children’s progression is shown through the  portfolio from brief to final outcome. It demonstrates the skills and knowledge they have  acquired and built upon each year and are a vital piece of evidence in our monitoring  process. Alongside the portfolios, at the end of a DT unit, children produce a polished model  in which they can be proud of. Teachers encourage their class to produce individual models  as well as whole class/school projects too. By the end of Year 6, the pupils at Buckland St Mary will  have been exposed to a variety of established innovators and will be able to recognise and  comment on many aspects of their work. They will have developed a strong technological  skill set and be confident in their ability to take an idea and develop it into a purposeful,  appealing and functional product.  

Children’s work is celebrated on display both inside and outside their classrooms, giving  them ownership and pride in their achievements. It is the responsibility of all members of  staff to present and celebrate this work through the school. Teachers are held accountable  through portfolio scrutinies and audits. Through staff meetings and insets, teachers own  subject knowledge is developed and their confidence built. Required resources are ordered  well in advance of the proposed lessons, so teachers feel prepared and confident to teach.  Once a term, parents are invited in to celebrate their children’s work. The products that  children produce is a key element of what children enjoying sharing on these occasions.  

Impact  

Design and technology is a practical and vital subject. It is crucial to the advancement of  children’s development in creativity, self-reflection and their ability to turn academic subjects  such as science and maths into meaningful products in the real world. It teaches them how  to take risks and so become more innovative, enterprising and capable. Students develop a  critical understanding of the impact of design and technology on daily life and the wider  world.  

If we want Britain to be one of the leading countries in designing, making and inventing, then  DT needs to be at the forefront of our curriculum. Innovation in the UK depends on design  and technology being taught in our schools. The more we apply these creative elements at  primary and KS3, the bigger the outcome at KS4 and beyond. We want our children to be  the next generation of designers, innovators and engineers. 

Pjimage

Woodwork

Pjimage 2

Sewing

Pjimage 3


BSM Curriculum Progression in DT  2020

PSHE

 

PSHE Curriculum Statement 

 

At Buckland St. Mary C or E Primary School, we are committed to promoting a safe and healthy lifestyle for our pupils, teaching the skills and knowledge needed to lead happy, healthy lives that are built on the foundations of strong and successful relationships which is underpinned by our Christian Vision.

 

Intent 

In order to ensure our pupils are able to live spiritual, happy and healthy lives, we recognise the need to create a mentally healthy environment for our pupils. For this reason, we aim to deliver PSHE in an environment that ensures children feel safe, valued and have a sense of belonging. Creating the right classroom climate is essential to ensure all children feel they can contribute fully and engage in, what are often, more sensitive issues. Our three Learning Intentions (to create independent, determined risk takers) underpin the teaching and learning experiences. By encouraging and teaching the children to reflect, we ensure they dig deep and connect their learning to ensure it sticks, and can be applied in the future.

 

A clear progression of PSHE skills through a spiral SCARF programme of study ensure that learning is built upon as the themes of ‘Me and My Relationships', ‘Valuing Difference’, ‘Keeping Myself Safe’, ‘Rights and Responsibilities', ‘Being my Best’ and ‘Growing and Changing’ are revisited each year. The skills taught will be amended following consultation with parents, pupils and staff to take into account the age, needs and feelings of our pupils. These are also in line with the 2020 Relationship Education statutory guidance. 

 

Implementation

PSHE sessions take place weekly and are delivered by class teachers. The SCARF programme of study is used with access to online planning and resources. Staff are encouraged to adapt sessions to meet the needs of their class and to ensure delivery is engaging, yet sensitive, to ensure the right balance is achieved. Games are used as icebreakers and varying techniques to encourage learners to be reflective in their discussions to foster a natural empathy. All contributions are welcomed and children are encouraged to be independent thinkers, learning about themselves as they listen and question the thoughts of others to challenge their own thinking. In addition, some tasks are designed to develop and challenge resilience, encouraging learners to look at the learning journey as a whole and not merely the end product. There is no expectation for written outcomes during sessions but often an individual, group or class activity involving recording may be used to support the learning intention. 

 

Termly, staff use the SCARF online assessment tools to review class progress and the individual progress of key individuals. These may be shared with our school ELSA who works closely with staff to provide more targeted support. To promote and record children’s own reflections on their learning, we use the ‘wearing my SCARF’ self-reflection tools which help children to look back at the learning journey and aid teacher assessment.  

 

Impact

PSHE sessions help us to ensure our pupils are independent, resilient and ‘risk taking’ learners. The carefully planned learning journey throughout their time with us means they have the building blocks in place to be happy and healthy individuals.  However, the learning that takes place inside weekly sessions does not stop there. Themes are picked up in lessons, parts of the school day and followed up in assemblies. The climate created helps to ensure children feel safe, have a strong sense of belonging and know there are trusted adults who can help.

 

What does it look like in the EYFS?

PSHE forms a huge part of the EYFS Curriculum and is woven into provision as well as being taught more discreetly where needed. Opportunities in everyday play are taken to model and develop skills crucial to ensure children have the solid foundations to be happy and healthy individuals. 

BSM Curriculum progression in PSHE


 

 

Drama

 

Drama Curriculum Statement 

 

Introduction

 

At Buckland St. Mary C of E Primary School we believe that through drama, pupils should be given the opportunity and encouragement to develop and demonstrate their creative talents. As with all arts, drama involves imagination and feeling, and helps children make sense of the world. It does this through the creation of imagined characters and situations, and the relationships and events that they encounter. Through engagement in drama, pupils apply their imaginations and draw upon their own personal experiences. Their increasing knowledge and understanding of how the elements of drama work enables them to effectively shape, express and share their ideas, feelings and responses, making use of language, space, symbol, allegory and metaphor. 

 

We believe that all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

 

Intent

 

Buckland Primary School aims to:

 

  • encourage imaginative and creative processes and responses by involving pupils in a range of drama methods and activities. 

  • develop the capacity to express ideas and feelings through drama by encouraging constructive responses to drama work, sharing ideas and selecting appropriate drama methods 

  • develop oral and physical skills, including using language and movement appropriate to role, through poetry and drama activities and responding to drama. 

  • offer pupils the opportunity to experience aspects of theatre by rehearsing and presenting their work to others. 

  • provide the opportunity for script reading and script writing skills through structured activities and lesson plans. 

  • provide opportunities to see and hear different types of performance and drama. 



 

Implementation

 

The drama curriculum ensures students perform, listen, and evaluate. This is embedded in the classroom activities as part of English lessons. During these the children are given opportunities to read aloud their own work in lessons. Role-play in English is a key part of rehearsing stories and developing oral skills. There are regular opportunities for the children across the school to perform and participate in drama activities as part of the class performances including Easter, Harvest and Christmas. 


 

Impact

 

Our drama curriculum ensures our children will have the opportunity to develop self-confidence and sense of self-worth through their participation in performing for an audience. Through these performances to parents and families the children will develop their sense of teamwork and collaboration. The children will develop a heightened awareness of drama opportunities available in and outside of school in the hope that access will be increased. The children will be able to appreciate varied drama performances.

BSM Curriculum Progression in Drama  2020

 

Modern Foreign Languages

 

Languages Curriculum Statement 

 

At Buckland St. Mary C of E Primary School, we believe that a high-quality languages education should foster children’s curiosity and deepen their understanding of the world. We are committed to enabling children to explore another language, enabling them to interpret, create and exchange meaning across cultures, while equipping them with skills which will open up further opportunities for them in the future. Our approach to Modern Foreign Languages is underpinned by our Christian Vision and Learning Intentions: Independent, Resilient, Risk Takers. 

 

Intent 

At Buckland St. Mary C of E Primary School, the teaching of French aims to provide a “balance of spoken and written language” that should “lay the foundations for further foreign language teaching at Key Stage 3” (National Curriculum, 2013). We aim to ensure that all children:

  • Understand and respond to spoken and written language from a variety of sources.

  • Engage in conversations, speaking in sentences using familiar vocabulary, phrases and basic language structures.

  • Are able to speak with increasing fluency and confidence, continually improving the accuracy of their pronunciation and intonation.

  • Appreciate stories, songs and poems in Spanish.

  • To present ideas and describe people, places, things and actions orally and in writing.

 

Children gain independence through oral partner work, trying out new phrases and vocabulary together. Lessons foster a ‘have-a-go’ atmosphere, where mistakes are valued as the path to greater understanding, leading to stronger resilience. By gaining a deeper understanding of a global language like Spanish, children develop empathy with other countries and cultures, both near and far thus supporting their self-esteem, confidence and willingness to ‘take risks’. 

 

Implementation

 

Children are introduced to French from an early. Lessons support the skills of speaking, listening, reading and writing.

 

In typical French sessions, children…

  • …are taught to listen attentively to new spoken language and learn how to respond, joining in with songs, rhymes and games. 

  • …spend time consolidating and reinforcing their understanding of key vocabulary, including colour, number and basic greetings.

  • …have the opportunity to engage in conversational French, talking about themselves, their likes and dislikes, as well as asking and answering questions.

 

Impact

 

Our Languages curriculum ensures that children develop their knowledge of different languages. Varied learning experiences, including the annual celebration of the European Day of Languages also ensure that languages are celebrated throughout the school community, providing a context for language learning.

 

Through ensuring an emphasis on oracy, developing speaking and listening skills in particular, and the use of filming equipment, children have the opportunity to record and reflect on their learning, making them more competent and confident linguists. The children enjoy their French sessions, and have plenty of opportunities to develop their independence and resilience and willingness to ‘take risks’. 

 

What does it look like in the EYFS?

It is important in the Early Years stage of schooling to give children a broad, play-based experience of different cultures from around the world. They use continuous provision as a means to develop their independence and curiosity of a variety of areas including different cultures and their languages. We seek and create opportunities to encourage children to explore our world to gain a greater understanding of diverse cultures from an early age. 

BSM Curriculum Progression in Languages  2020

Music

 

Music Curriculum Statement 

 

Introduction

 

At Buckland St. Mary C or E Primary School, we believe that music is a unique way of communicating that can inspire and motivate children through our Learning Values: Independent, Resilient, ‘Risk Takers’. It is a means of personal expression, and it can play an important part in the personal development of people. Music reflects the culture and society we live in and so the teaching and learning of music enables children to better understand the world around them. It also plays an important part in helping children feel part of a community. We provide opportunities for all children to create, play, perform and enjoy music, to develop the skills to appreciate a wide variety of musical forms and to begin to make judgments about the quality of music. Our teaching and the children’s learning of music is underpinned by our Christian Vision. 

 

Intent

 

Buckland St. Mary C of E Primary School aims to: 

  • enable all children to have access to music and to develop an enjoyment of music 

  • encourage children to express their ideas and feelings through music develop children’s awareness and understanding of music from a wide variety of styles, periods and cultures 

  • develop teamwork skills such as negotiation and discussion through working in groups 

  • offer children the opportunity to experience personal satisfaction by making music together through performances both within school and with larger groups in the wider community 

 

Implementation

 

The music curriculum ensures students sing, listen, play, perform and evaluate. This is embedded in the classroom activities as well as the weekly singing assemblies. There is an opportunity for all children in Year 4 to learn to play instruments in the school from visiting teachers (such as ukulele and brass). Then in the classroom following the ‘Charanga Music’ program, the children are given the opportunities to learn how to use their voices and bodies to make music and to use percussion instruments. There are regular opportunities for children to perform and participate in music activities as part of special services including Harvest and Christmas. 

 

Impact

 

Our music curriculum ensures our children will have the opportunity to foster their instrumental flare and use this as a form of expression, they will participate in wider musical activities. They will gain wider audience performance experience which will improve well-being and confidence. Through these performances to parents and families the children will develop their sense of teamwork and collaboration. The children will develop a heightened awareness of musical opportunities available in and outside of school in the hope that access will be increased. The children will be able to appreciate varied music types and make choices about their own musical tastes.

 

What does it look like in the EYFS?

It is important in the Early Years stage of schooling to give children a broad, play-based experience of music in a range of contexts, including outdoor play. They use continuous provision as a means to develop their independence and curiosity of a variety of areas including music. We seek and create opportunities to encourage children to explore music as a means of expression and enjoyment. 

BSM Curriculum Progression in Music  2020

Reading

 

Teaching Reading at Buckland St. Mary C of E Primary School  

How do we teach reading?

At Buckland St. Mary C of E Primary School, we follow Read, Write, Inc (RWI) to structure phonics in KS1. This is then built on and consolidated across the rest of the school. In KS2, we have a consistent and robust Trust approach to the teaching and learning of reading. 

There is a breadth of reading in every class across both key stages for purpose, pleasure and progress. 

  • We aim to embed reading across the entire curriculum, making relevant links to our ‘discovery’ journey. 
  • Daily read alouds in every class.
  • Rich vocabulary displayed in the classroom which is promoted in all subjects.
  • 4 reads a week at home expectation for all children and recorded in Reading Logs.  
  • An authentic reading culture across the school and in every classroom.
  • Rich whole class reading texts chosen from a variety of sources and across a wide range of genres.
  • Assessment carried out through Pixl assessments, half termly RWI assessment and PM benchmarking for selected children.
  • Reading intervention to include additional RWI focus across KS2, toe to toe for identified children and 1:1 daily reading and phonics practice.

 

KS2 reading process

Part 1 - Preparation

1.1 Decide on your synergy.

1.2 Choose content domain, National Curriculum links, pixl priorities and complete skills progression.

1.3 Select your rich and wonderful text carefully. 

Part 2 - Phase 1

2.1 Assess prior knowledge and understanding

2.2 Hook and context.  Get a feel for the book. Personal thoughts and feelings.  Booktalk.

2.3 Identify key vocabulary to be taught explicitly.  Decoding and word recognition.  Teacher modelling with fluency and expression..

Part 3 - Phase 2

3.1 Direct teaching of reading. Shared reading approach with specific strategies.

3.2 Deepen responses through drama.

3.3 Teach for fluency.

3.4 Teach the content domain (VIPERS).

Part 4 - Phase 3

4.1 Children independently answer questions in relation to the CD.  Follow a thread and respond in writing.

4.2 Comprehension activities questions based on the same or similar texts.

4.3 Guided group reading for those children who need further support..

4.4 Feedback and refine/improve the answers.

Part 5 - Reflection and evaluation

5.1 Reflect on learning (CD). 

5.2 Assess progress and identify next steps.

 

BSM reading progression

BSM guided reading weekly timetable

 

Back to Top