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The Curriculum at St Oswald's


Please refer to the curriculum newsletter section for more details about what each class is learning on a termly basis. 

As part of our school development plan last year we decided upon our vision for the curriculum that we wish to deliver at St Oswald's within the national curriculum framework. 

Our curriculum vision can be best summed up by the 7 'C's.

As we are a small school with mixed age classes we have a two year programme of learning. The basis for as much of our learning as possible is a Learning Challenge so that each term of work starts with a question. We try to be as cross-curricular as wherever possible and relevant.

Curriculum Overviews  for 2017-2018
 

Curriculum Overviews  for 2016-2017
 

Reading and Phonics at St Oswald's

At St Oswald’s Primary school we place the utmost importance on reading and the development of reading skills throughout the whole school. We recognise reading as an essential life skill and promote ‘reading for pleasure and enjoyment’ aiming to stimulate the desire to read in all children.

We regularly link reading to our topics, where possible, placing the development of reading skills in a meaningful context and use a range of genres and different types of novels to engage children. There a range of different methods that we currently adopt in order to raise the profile and standards of reading at our school. These include:

 

-              Daily Guided reading sessions focussing on specific skills and reading comprehension

-              Use of Audio books

-              Use of Bug Club – online books

-              Daily phonics sessions for EYFS and KS1 children using synthetic phonics

-              Reading intervention programmes for children with specific needs

-              Use of iPads/technology to engage children in reading

-              Independent reading (using a range of genres, fiction and non-fiction)

-              Buddy reading (older children reading with younger reading)

-              Shared reading (teacher reading in a group)

-              Whole class reading sessions (teacher reading to and with the whole class)

-              Use of reading diaries to track the amount of reading we are doing

-              Focussed use of reading zones and reading areas

-              Regular, timetabled use of the School Library

-              Range of books available in school

-              Junior Librarians scheme (Year 6 children taking ownership over the timetabled use of the school library)

Writing at St Oswald’s

At St Oswald’s we aim to develop pupils’ writing in all subjects to support their acquisition of knowledge and promote the enjoyment of writing. We aim to develop the stamina and skills to write at length, with accurate spelling and punctuation with the correct use of grammar. We aim to expand the range of their writing and the variety of the grammar children use. The writing they do includes narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read already.

Mathematics at St Oswald’s

At St Oswald’s we see Mathematics as essential to everyday life. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about and enjoyment of the subject.

At St Oswald’s we aim to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.