Edinburgh Primary ~ a community school with a passion for the arts!
Please take a look at our curriculum information and maps. If you need further information, please do speak to your child's class teacher.
Edinburgh Primary School Curriculum Intent
The curriculum at Edinburgh Primary is designed to provide a broad and balanced education that meets the needs of all our children. It provides opportunities for children to develop as
• literate, numerate and technologically confident;
• independent critical thinkers;
• confident and persistent;
• creative and imaginative and resilient;
• ambitious and aspirational.
The curriculum celebrates diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain. Implementation The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the children in our school.
A themed curriculum approach has been implemented at the school to ensure coverage and progression in a number of curriculum areas. This approach enables project-based learning, fostering each child’s curiosity and interest throughout each topic and also enabling the achievement of depth in knowledge and skills. Opportunities for child voice are planned throughout each new topic and this is used to inform the learning for each topic to ensure relevance.
The curriculum provides children with memorable experiences (such as our fabulous finish days), in addition to diverse and rich opportunities from which children can learn and develop a range of transferable skills. Arts and music have a high profile in the school and children have the opportunity to be taught to play an instrument in lessons from music specialists and we have weekly music lessons. A varied timetable for extra-curricular activities is offered by the school, with clubs that support the core curriculum offer.
A primary focus of our curriculum is to raise aspirations, engender a sense of personal pride in achievement, and provide a purpose and relevance for learning. The school takes pride in providing a highly inclusive environment, where learners demonstrate high levels of enjoyment in their education and most make very good progress in most subjects and areas of learning. Children at all levels are helped to achieve their potential. Those who are most able are challenged and supported through being offered tasks which provide opportunities for greater depth and those who struggle are encouraged and given targeted support to embed skills, to develop at their own pace or simply to learn in a style that best suits their individual needs.
Subject leaders play an important part in the success of the curriculum by leading a regular programme of monitoring, evaluation and review and the celebration of good practice contributes to the ongoing commitment to evolve and improve further. All subject leaders are given training and the opportunity to keep developing their own subject knowledge, skills and understanding, so they can support curriculum development and their colleagues throughout the school.
This curriculum design ensures that the needs of individual and small groups of children can be met within the environment of high quality first teaching, supported by targeted, proven interventions where appropriate. In this way it can be seen to impact in a very positive way on children’s outcomes. Enjoyment of the curriculum promotes achievement, confidence and good behaviour. Children feel safe to try new things. High quality visits and visitors to the school enhance the curriculum and provide opportunities for writing for a purpose. Children have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning.
2021/2022 Summer Term 1 Curriculum Maps
2021/2022 Spring Term 2 Curriculum Maps
2021/2022 Spring Term 1 Curriculum Maps
2021/2022 -Autumn 2 Curriculum Maps
2021/22- Autumn 1 Curriculum maps
Key Stage 1 & 2
All units of work are ‘text based’ and correspond to the reading lessons which are based on the same text. At the beginning of a unit of work (units last 3 weeks), the genre type will be introduced and the features unpicked. Children will always be presented with an exemplar text that they will themselves aim to produce.
In English lessons, we make good use of speaking and listening, including-partner talk, drama and oral rehearsal. The sequence of teaching follows the pattern of teaching key learning objectives that will enable pupils to achieve their end of unit piece of writing. A learning objective is shared at the start of every lesson and the corresponding task enables pupils to practise the learning that day.
Guided writing sessions take place daily, where the teacher has time to enhance pupil understanding or to extend pupils’ understanding. In every lesson, we ensure we include modelled and shared writing. In modelled writing, the teacher leads as the expert, showing children how to create impact on the reader through the construction of sentence and word choice. This moves into shared writing, where the teacher asks the children to provide ideas and then uses these. We make good use of the standing easel with large paper so that pupils can see the writing process fully and so that it will aid metacognition-the process from thought to verbalisation to writing, re-reading and re-fining.
Teaching of reading in EYFS and KS1
All children in Reception and KS1 are taught phonic skills using the Read Write Inc - a synthetic approach – this means teaching the sounds that letters make. Children learn that there are phonemes (sounds letters make) and graphemes (the corresponding written letters that make a sound). Each day, children take part in a phonic lesson which is pitched at their phonic level.
All classes display a large speed sound chart that is used daily as these are the sounds we want children to read them effortlessly. We also use the corresponding A4 speed sound cards that display each sound with a key image.
In addition to speed sounds, we use red and green word cards as a visual aid to teaching red and green words. Red words are tricky words that cannot be fully blended (sounded out to make a word) but red words are key words that are needed to read e.g. said.
Green words are common words that can be blended using Fred talk. Each class has a soft toy frog called Fred. Fred is used to help children read as Fred can only read pure phonic sounds e.g. Fred would say d-o-g. Children then learn to blend the sounds together to say the word dog.
Equally, when children write the graphemes to spell words, they use their 'Fred fingers' to identify the sounds and then the corresponding graphemes to spell the word. Fred fingers involves holding up one finger for each phoneme within the word.
We also have the specific sound reading books that are sent home each week and correspond to the sound being taught that week and enables children to practise their new learning. We assess progress each half term and ensure pupils are grouped appropriately.
In addition to a daily phonics lesson, our children in KS1 also receive a literacy lesson each day for 1 hour. They also take part in guided reading lessons each day for 25 minutes. As recommended by the Rose Review, we believe that children need to learn to read words and once this is progressing well, the shift focuses onto the comprehension of words. When we teach guided reading, each child gets to read the shared text to their teacher, while the rest of the group reads to themselves. The teacher listens in to all readers within the group and then as a group, key questions are discussed. While this takes place, other children are completing reading related tasks such as responding to questions, phonic activities, reading for pleasure in the book corner etc.
Teaching of reading in KS2
As mentioned above, in year 3-6, we carefully dove-tail our literacy and reading lessons by all English teaching and learning being based on a single ‘core text’. This is a particularly effective way of working as the reading of the text inspires children and in a way prepares them for their literacy lessons. There are specific comprehension skills (Learning objectives) that are taught explicitly to enable our children to become proficient in their understanding of text.
Each week, our reading lessons focus on a single objective and follow the principle of read the text, teach the learning objective, children to complete the task focusing on their whole class text.
All children have a login for MYON which is an extensive library of online texts. All children also have a login for accelerated reader. This is a programme that motivates pupils through providing assessments for books they have read, in the form of quizzes. Teachers are provided with much diagnostic information and this informs teaching.
We also provide all children with a physical reading book that is levelled in line with the accelerated reading levels (EYFS and KS1 still use book bands-in year 2, children being to move to accelerated reader). All children are expected to read at home each evening, preferably with an adult. Each child has a yellow reading log that we encourage all parents to write in each time they hear their child read.
We have a key stage two library to encourage our older children to develop a love of reading that we hope will continue into adulthood.
Across the school, mathematics lessons take place in the morning for an hour each day.
Lessons begin with an oral starter. This is an important part of the lesson and creates an energetic, whole class start to enthuse children. The starter is followed by the main lesson which involves sharing a learning objective and pupils engaging in a class led session. During this time, assessment for learning strategies are key and we utilise the use of mini-whiteboards, talk partners and key questioning. Following the teach, the children have the opportunity to practise the skill being taught and show that they can achieve the learning objective. As with all lessons, differentiation is achieved through skilful questioning and teacher use of assessment for learning to identify how best to involve all pupils in the sessions.
We plan with a focus on objective led learning, ensuring there is a clear progression in learning from year to year. By doing so, we meet the expectations of the National Curriculum. All lessons show a clear learning objective, success criteria, key vocabulary and key questions. Reasoning is a focus each week so that we can enable our learners to apply their knowledge and understanding and become confident mathematicians.
We use Times Tables Rock Stars to ensure children learn their tables in a timely manner and understand the importance of key times table and division facts. All children have a login.
Each day, pupils have the opportunity to record their work in their books, following the success criteria detailed in the teacher modelling. Teachers, are always clear when a mental strategy should be used instead of a written strategy-it is important that children understand that a written method is only used if a mental strategy cannot be utilised.
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Art and Design
ART AND DESIGN
Art and design projects have always been a core part of what we do. We have links with local artists and each year, we add to the wonderful array of splendid art work that can be seen dotted around our school! Our most recent mosaic project involved the whole community and is proudly displayed in our playground!
In art lessons, we encourage pupils learn to see themselves as artists, express their own ideas, use their imaginative and creative ideas and give meaning to the world around them. Pupils are given the opportunity to communicate what they see and feel through a variety of materials, textures, colours and patterns and use a range of materials, tools and techniques. They learn to critically evaluate their own and other people’s work, giving an opinion on what they think might improve the piece of work. They learn how art has influenced the way in which people live and how it communicates and is a means of learning about artist from different cultures.
In design and technology, we value the importance of children following the complete cycle of idea, to plan, to prototype, to make, to review. Our units of work are robust and we aim to prepare our children to be the designers of the future!
RE and PSHE
RE AND PSHE
Like other community schools in Waltham Forest, we follow the Local Authority SACRE agreed syllabus. Our Religious Education curriculum explores all the main world religions, including many festivals and celebrations. We aim to use an open and objective approach to help children to understand and appreciate the diverse and multi-cultural society we live in. We encourage discussion and debate that children can benefit from regardless of their personal faith and we promote respect and tolerance of the beliefs of others.
In PSHE, we use 'Jigsaw' which is a programme recognised as meeting the needs of the National Curriculum whilst also meeting the statutory requirements for PSHE. The programme incorporates mental health throughout and there are key resources used in each class such as our Jigsaw soft toys that are a part of all PSHE lessons. We also have the chime bar in each class to support the creation of a calm environment.
We are committed to pupils' well-being and devote one hour a week to quality PSHE time.
We teach French in key stage two. Through fun and varied activities including songs and games, children learn to recognise and understand conversational phrases, ask and answer questions and talk about themselves in French. Lessons are planned to use the languages scheme of work. In each lesson children can listen to and repeat new words and phrases, supported by sound files and video clips to aid correct pronunciation. Children are also encouraged to use French phrases and instructions outside of French lessons to help consolidate their knowledge and understanding.