At Triangle C of E Primary School, we seek to deliver a broad, balanced, rich and enjoyable curriculum that responds to the needs of the pupils and community served by the school. We pride ourselves on offering a wide ranging and inspirational curriculum.
Our Curriculum in Reception Class ensures that all children receive their entitlement to the Early Years Foundation Stage (EYFS) Framework. You can find out more about the EYFS Framework by following this link: CLICK HERE
Our curriculum from Year 1 to Year 6 ensures that all children receive their entitlement to the National Curriculum. You can find out more about the National Curriculum by following this link: CLICK HERE
Of course you are always welcome to make an appointment with your child’s class teacher, should you wish to find out more about any aspect of our curriculum.
EDUCATION FOR CHILDREN IN THE RECEPTION YEARGROUP
Children in the Reception Class are exposed to an exciting learning environment and a broad curriculum which fulfils the Statutory Framework for the Early Years Foundation Stage. It is based around learning through structured play as well as opportunities to develop early reading, writing and numeracy in an engaging and progressive way.
The team in Reception Class aim to provide age appropriate experiences that are often based around the interests of the children. They make good use of a stimulating ‘outdoor classroom’ that further enhances the experiences we can provide.
EDUCATION IN KEY STAGES 1 AND 2
Children in years 1 through to 6 are taught ensuring that they receive their entitlement to the National Curriculum. We teach the core subjects of English, maths, science and computing as discrete subjects, as well as looking for opportunities to link work through cross curricular topics.
The subjects of History, Geography, RE, Music, PE, MFL (French), Art and Design form the basis of the rest of our curriculum. Staff plan to teach some subjects discretely and others come together as topics which may span several subjects. PSED and SMSC opportunities thread through the entire curriculum.
We enrich and broaden our curriculum still further by offering many opportunities to enjoy life at school through learning outside the National Curriculum. Productions, cultural experiences and involvement in the local community are just some opportunities we proactively explore in order to allow our children to grow their experiences and develop their passions.
We make use of opportunities to educate our children out of the classroom, utilising the school grounds and beyond. Staff incorporate visits into the local community and to museums, galleries, outward bound centres and so on.
The Teaching of Reading at Triangle
At Triangle the teaching of reading is a high priority as it provides the key to accessing so much of the curriculum. We have a multi-faceted approach with the teaching of systematic synthetic phonics providing the foundation to this. We offer as many opportunities as possible for children to read in both formal and informal settings.
Our approach to teaching phonics begins in the Foundation Stage and into Key Stage One. Any children who have not reached the required standard by the end of Key Stage One will continue with an alternative intervention programme suited to their individual needs in Key Stage Two. Our Foundation Stage and Key Stage One staff use a bespoke combination of high quality phonics resources such as Read Write Inc and Letters and Sounds in a continuous scheme modified especially for our children. This provides a programme that aims to develop children’s speaking and listening skills, as well as preparing children for learning to read by developing their phonic knowledge and skills, with the aim of children becoming fluent readers by the end of Year Two. We use many web-based resources that can also be accessed through the school’s internet. Children are exposed to the stages of Letters and Sounds that are appropriate for their age and any children who experience difficulty in retaining what they have been taught are helped with intervention in small groups. During your child’s time in school you will be offered the opportunity to attend workshops which help you to understand the way we teach phonics in school and how children are tested at Year 1.
Our school reading scheme contains a wide variety of books from many of the published schemes including Oxford Reading Tree, Story Chest, Phonics Bug, Rigby Rocket, Ginn and Alphakids. A few of the books can be decoded entirely using phonics but most require children to employ a range of reading strategies. The aim of our scheme is to develop fluent, competent readers who understand what they have read. The scheme contains books from different genres so that children get used to reading stories, poems, play-scripts, fiction and non-fiction. We have many volunteers who, along with teachers and teaching assistants, provide children with many opportunities to read in school and have their books changed very regularly. It is also expected that children will read at home most days. Reading records are sent home with reading books and we aim to work in partnership with parents in helping children both to learn to read and to love reading. Once children become competent readers they access ‘free- readers’ from our library and for children who begin to fall behind with their reading we provide intervention programmes to help to accelerate progress.
Guided Reading begins in Reception and continues throughout school. This is taught using a variety of methods appropriate to the class, stage, text and needs of the individual children. At times, children are grouped and share a text with a well-trained adult in a small group setting. At other times, a text may be used with the whole class. In both instances, children are encouraged to read aloud with expression, listen carefully to others reading aloud, along with asking and answering questions about the text they are reading. These sessions are intended to be pleasurable and to help to foster a real enjoyment for reading. The texts are carefully chosen to offer challenge and a wide range of genres and subject matter. Some of the texts are from published schemes, some are sets of novels or non- fiction texts and some are extracts from longer texts. The aim of these reading sessions is to challenge children with texts that are slightly beyond their current reading level in order to develop their decoding and higher order comprehension skills.
READING ACROSS THE CURRICULUM AND BEYOND
Reading is a fundamental part of much of the school curriculum. In English lessons, children analyse texts and many of our topics are based around books and stories. Children in Infants pair up with a ‘Reading Buddy’ from the Juniors to share stories; something that is enjoyed by all children. Teachers also run extra-curricular clubs where reading is the focus. Additionally, we invite a Book Fair into school each year and children visit this with their teachers and parents.
The school has a well-stocked library that has many genres of books appropriate to age. The books are attractively presented to encourage children to move from the more formal process of learning to read to reading for pleasure. We also use the Local Authority’s library service to enrich topics and themes with a range of interesting and relevant reading matter. All of our classrooms have a reading area for children to enjoy and be proud of.
GRAMMAR, PUNCTUATION AND SPELLING (GPS)
The National Curriculum places a strong emphasis on Grammar, Punctuation and Spelling. The Glossary that accompanies the Programmes of Study in English can be found by clicking this link.
At Triangle we have recognised the need for children to be taught grammar, punctuation and spelling discretely for a number of years and our Year 6 children have performed very well in the GPS SAT each year since it was introduced. Children are taught the age-appropriate grammar and punctuation through differentiated class lessons and children who have not grasped certain concepts are provided with focussed intervention to help their understanding in areas where they may be having difficulty. We then expect children to apply what they have learnt in their independent writing tasks across the curriculum.
Spellings are linked to the phases in phonics for Key Stage 1 children and high frequency and ‘tricky’ words are added into the spelling lists. In Key Stage Two the spellings are taken from age- appropriate lists as suggested by the National Curriculum and children are encouraged to use an approach where they learn spelling patterns and rules to help them apply their spelling knowledge to other words which use the same rule. Children who require further practice and assistance with spelling are supported with a personalised daily spelling programme to help them make progress.