Curriculum

Please view our school brochure for more detail on our Curriculum

Click here to view Class 1's long-term planning.

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Click here to view Class 3's long-term planning.

Click here to view Class 4's long-term planning.

Mathematics

Mathematics is essential for everyday life. It underpins so much of the world around us.

The aim of the Mathematics National Curriculum is to provide a solid foundation of skills and understanding, ensuring pupils are “fluent” solving calculations and are able to “reason mathematically” when solving problems by applying their knowledge.

Mathematics is taught on a daily basis however children will also be given the opportunity to use and apply their mathematical knowledge and understanding in other curriculum areas, such as science.

Teachers use the Mastery Approach to maths teaching: focusing children on gaining a thorough knowledge of one aspect of mathematics before moving onto a new concept. Children are taught in year-specific groups for maths so that teachers can focus on specific targets for children of that age.

Through the implementation of the National Curriculum, the school aims to instil a sense of enjoyment and curiosity for maths and to create confident mathematicians of all its pupils.

Foreign Languages (French)

All pupils at Horsley Woodhouse Primary School from year 3 to year 6 have a French session each week from a fluent French speaker and language specialist; this opportunity enriches the child’s curriculum. The FL curriculum covers three key elements whilst developing cultural understanding:

·  oracy

·  literacy

·  knowledge about the language

Lessons are fun, practical and interactive and build upon previous learning to ensure progression across all strands of the French curriculum.

Music

Pupils’ understanding and enjoyment of music is developed through activities that give them an opportunity to use sounds and respond to music individually, in pairs, in groups and as a class. In addition they are taught to make appropriate use of ICT to explore and record sounds; to perform and compose pieces and listen and appraise performances. A wide range of percussion instruments is used in conjunction with various pitched instruments including recorders. Pupils are taught basic musical notation as part of their study and creation of music. Pupils are introduced to a variety of music from other times and cultures, including music from great composers. Children have the opportunity to prepare performances for parents and members of the community on special occasions throughout the year.

English Curriculum Aims

At Horsley Woodhouse Primary School we believe that learning should be meaningful and taught within a context.  With this in mind we link our English teaching with our topic work wherever possible.  English skills are applied within topic lessons and opportunities to write across a range of genres for a wide variety of reasons are provided within topic lessons.

In Reception and KS1 classes, children take part in daily ‘Read Write Inc’ phonics sessions to learn the sounds and decoding and encoding skills.

Spelling, punctuation and grammar is taught in meaningful contexts through English and guided reading. 

Guided reading takes place in all classes throughout the school every week. Children then complete follow-up tasks to develop comprehension skills and other key skills such as spelling.

Spoken language objectives are delivered throughout our whole curriculum, not just in English lessons. We encourage our pupils to speak clearly and confidently and articulate their views and opinions.

RWI Curriculum Aims

Pupils learn to read easily and fluently through systematic Read Write Inc sessions in Reception and KS1. This is an inclusive literacy programme for all children learning to read and includes both a reading and a writing focus. We aim to teach the children to:

• apply the skill of blending phonemes in order to read words.
• segment words into their constituent phonemes in order to spell words.
• learn that blending and segmenting words are reversible processes.
• read high frequency words that do not conform to regular phonic patterns.
• read texts and words that are within their phonic capabilities as early as possible.
• decode texts effortlessly so all their resources can be used to comprehend what they read.
• spell effortlessly so that all their resources can be directed towards composing their writing.