We use large sketch books to present our learning. Each 'topic' centres around a question which pupils discover the answer to through a broad range of curriculum subjects.
Teachers can capture what the pupils know and understand by recording their quotes in the 'Big Book.'
Use of photographs/illustrations.
Pupils love to show their learning through pictures and teachers love to show learning through photographs!
Pride in Work
Pupils have pride in the Big Books and enjoy looking at their learning. This also helps them to recall previous knowledge and skills.
We strive to present work in an attractive way to instil a sense of pride in the learners and to show that we value their work.
Our curriculum is broad and balanced. We make authentic links between other subjects. Our key aim is to increase the cultural capital for all learners to maximise their life chances.
We build on previous knowledge by finding out what pupils already know at the start of the learning.
We teach phonics through the Read Write Inc program. This ensures that there is a rigorous, consistent approach and pupils become familiar with the structure of lessons as they progress through Reception, Year 1 and Year 2. We regularly assess pupils' progress and group them according to their ability. This enables all teachers of phonics to maximise rapid progress with learning to read. To see more about the teaching of phonics go to the reading page of this website.
Once pupils have completed the Read Write Inc program they progress onto a graded coloured reading scheme until they are ready to become a 'Free Reader'. Once the children are on the 'Free Reading' spine, they select from books that are suited to their reading age and ability and one that will be engaging and challenging. There are a wide selection of books available in all classes and in our well stocked library and pupils are encouraged to engender a love of reading by taking books home.
We have introduced the 'Karate Reading Bands' in order to increase parental participation with home reading.
We used VIPERS (Vocabulary, Inference, Prediction, Explain, Recall and Summarise.) in order to check pupil's understanding of what they read. We are also developing 'Reciprocal Reading' to support reading comprehension - we are using puppets to support this strategy so that it is accessible to all ages and abilities. To see more about the teaching of reading see the reading page on this website.
We teach children how to write a range of texts and genres. The progression of knowledge and skills for literacy can be seen in the document attached below. Sometimes we will use a high quality text which pupils 'learn' in a 'Talk for Writing' approach. They then change aspects of this text in order to create their own high quality example. Pupils use visual 'story maps' to help them to recall the texts. For some genres we 'unpick' the features in order to support pupils to create their own version. We track pupils' progress throughout the Literacy Learning Journey and focus our feedback on next steps/targets. At the end of a unit of fiction or non-fiction learning we will assess each 'end of unit' piece of work to build a clear picture of what pupils can do and what they need to do next. This helps to identify pupils' next steps in learning and informs teacher planning for future units of work.
We use Babcock planning and assessment to guide our sequence of learning, this is structured to effectively cover the National Curriculum objectives. The Babcock planning exemplifications are used to guide planning but teachers will then plan their own units to meet the particular needs of their classes. Teachers differentiate effectively for all abilities.
We believe it is important for pupils to have something engaging to write about and to have a purpose; therefore we use the wider curriculum as a stimulus for writing. We teach SPAG as part of every lesson but where necessary it is taught as a discrete skill this helps to build children's understanding of grammar and punctuation. There is a strong focus on the development of a rich and varied vocabulary. Teachers plan to include Tier 2 and Tier 3 vocabulary, relevant to the literacy unit, and this allows for links to be made with the wider curriculum.
We use the 'Penpals' handwriting scheme to provide a structured program to develop handwriting in the school.
In EYFS and Key Stage One, the teaching of handwriting goes alongside our Read Write Inc phonics program and as children complete this program and progress into Key Stage Two, their handwriting is taught more through the penpals scheme.
We use the 'Whiterose' materials to provide a basis of our mathematics teaching. These resources support the mastery approach to teaching. If teachers discover that pupils need extra reinforcement then they supplement the Whiterose planning with other materials. We use visual and practical materials to support mathematical understanding. Also, if pupils have a good understanding of concepts they spend more time deepening their understanding through 'applying' their knowledge in a range of contexts.
We participate in NCETM (National centre for excellence in teaching mathematics) programmes to further strengthen our practice. We are developing the use of KIRFs (Key Instant Recall Facts) to support pupils with the learning of key number facts.
We use the Bridge Trust progression ladders for each of the foundation subjects. These support our curriculum planning to ensure that there is clear progression of knowledge, skills and vocabulary in each year group. We assess these subjects using a similar assessment grid. Click on each of the files below to see the progression of knowledge and skills in each year group.
We build on learning in EYFS in all curricular areas (see the document below for further details)
Pupils' learning is assessed through a range of ways - end of unit tests, quizzes, reading tests, looking at work produced, questioning and talking to pupils about their learning. In Key Stage 1 and 2, reading, writing and mathematics assessments are updated each term to check that pupils are making expected progress. Curriculum assessment ladders are highlighted at the end of each half term to show which learning objectives have been met.
View the following documents within your web browser or download to read later
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We take responsibility for our actions in an environment of mutual respect.
We overcome all barriers to reach our potential, developing a capacity to improve further.
We are passionate about learning.
Nursery, Reception, Y1, Y2, Y3 and Y4 are based at Delaware. Y5 and Y6 are based at Gunnislake Primary Academy.
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