We are very proud of our Leesfield curriculum as it provides memorable experiences as well as real-life learning through our varied and interesting topics. They are normally two-week topics (Reception and Year 1’s can be slightly longer as 3-week topics) and are designed to enhance and enrich the attitude, skills and knowledge (ASK) of all our children. Our school has worked hard to devise an innovative curriculum to ensure that all our learners can make great progress with their learning in all subjects.

We follow the Foundation Stage Curriculum in Reception and the National Curriculum (2014) for Years 1– 6. We follow the age-related expectations/non-negotiables for each year group and we call these ‘Basic Busters’ or BBs. Reading, writing and oracy are taught in-line with National Curriculum requirements and through our topics. Maths also follows age-related non-negotiables and skills are taught in daily maths lessons as well as through topics. Deeper thinking/Greater Depth activities and challenges are also incorporated into daily lessons to encourage children to improve their problem solving skills and increase independent learning acquisition. Science is taught through the three strands of biology, physics and chemistry but is also topic-related. Again, we follow the age-related expectations for science as outlined in the National Curriculum. All the foundation subjects are also taught through topics (please see Long Term Plans for each class below) and we know that they are engaging, motivational as well as practical to suit all learning styles. Each topic is introduced through the ‘Sticky Learning Objectives’ and these are key learning outcomes relating to the topic/subject and these are usually six or nine depending on the age group.  We also, at the start of a topic, assess prior learning (what the children already know) and revisit earlier ‘Sticky Learning Objectives’ for assessment purposes. Carefully planned lessons are then taught to include very specific ‘Sticky Learning’ (what the children must know about the topic/subject) objectives as well as ensuring that the children’s own questions are answered and addressed. At the end of each topic, the ‘Sticky Learning Mats’ are then completed by the children so that they then can demonstrate their newly gained skills and knowledge. Where possible, children are given first-hand experiences to enhance their learning through educational visits or visitors / workshops in school.

Leesfield Curriculum Offer September 2022

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Our ambitious curriculum centres around the National Curriculum requirements (2014) together with all the planned activities that we organise in order to promote learning, personal growth and development. We have a highly motivational, inclusive curriculum for every child. We continue to teach using an inspiring topic-based curriculum inclusive of enriching and varied activities that the school organises to improve the learning experience of our children. St Thomas’ Leesfield curriculum also includes high expectations and consideration for personal, social, spiritual, moral and cultural learning, as well as dedicated topics relating to British Values and Relationship & Sexual Health Education.  We aim to have a pupil-led coherent curriculum linked to the National Curriculum to engage every child to ‘want’ a wealth of learning that will enable them to be successful. E.g. We are developing our pupil-led individual Research Topic (Reception – Y6) which will give every child the opportunity to research and produce work around a chosen topic, which will be facilitated by our staff.

 

In the EYFS, the ‘Development Matters’ statements alongside the Early Years curriculum is followed and implemented for all seven areas of learning.  The EYFS curriculum is also a topic-based curriculum planned around weekly quality texts to enhance the children’s experiences of books. By planning both quality teacher-led activities and independent learning opportunities through continuous and enhanced provision, children have the best opportunities to achieve the Early Learning Goals (ELGs) by the end of the Foundation Stage.

Our curriculum design enables all children to develop significant knowledge and skills (sticky learning) within each year group and build upon their prior learning to give them a broad and balanced curriculum from EYFS to Year 6.

Please visit each class pages for more information about our curriculum by year group and subject.

	Reception - Curriculum Planning and Curriculum Newsletters
	Year 1 - Curriculum Planning and Curriculum Newsletters
	Year 2 - Curriculum Planning and Curriculum Newsletters
	Year 3 - Curriculum Planning and Curriculum Newsletters
	Year 4 - Curriculum Planning and Curriculum Newsletters
	Year 5 - Curriculum Planning and Curriculum Newsletters
	Year 6 - Curriculum Planning and Curriculum Newsletters

When teaching, we focus on motivating the children and building on their skills, knowledge and understanding of the curriculum.   From Reception to Year 6, each class has a Long Term Plan of topics and this is an overview of what is to be taught to each class for the whole of the academic year.   All topics (including Reception/EYFS) follow the National Curriculum expectations and objectives for all area of learning.

 

We base our teaching on our knowledge of the children’s level of attainment. Our prime focus is to develop further the knowledge and skills of the children. We strive to ensure that all tasks set are appropriate to each child’s level of understanding and are in-line with the age-related expectations for each year group.   Children with special or additional needs have their learning set to meet specific targets contained in the children’s Person Centred Review and/or Educational Health Care Plan (EHCP). We have high expectations of all children, and we believe that their learning and output here at St Thomas’ Leesfield is of the highest possible standard.

 

We set academic targets for the children in each school year and we share these targets with children and their parents through their learning, topic books, parent meetings (4P’s) and annual reports.  As children achieve their targets through their learning, these are constantly assessed and changed at least half-termly if not more. 

 

We plan our lessons with clear learning objectives. We take these objectives from the National Curriculum. Our plans contain information about the tasks to be set, the resources needed, and the way we assess the children’s work. We evaluate lessons when necessary so that we can modify and improve our teaching in the future.  Each lesson has a clear learning objective/intention and is known throughout our school as the WALT (We Are Learning To).  In addition to this, each lesson also has a clear and detailed (age-appropriate) success criteria know as WILF (What I’m Looking For).

 

All staff make a special effort to establish good working relationships with all children in the class. We treat the children with kindness and respect. We treat them fairly and give them equal opportunities to take part in class activities. Our staff follow the school policy with regards to discipline and classroom management.  This is very much a ‘Positive Behaviour Management’ policy and we always look to encourage and highlight good examples of behaviours and attitudes.   We set and agree with children the class code of conduct which is known throughout school (Rec-Y6) as the Always Rules.  These are followed by staff and pupils. We expect all children to comply with these rules that are jointly devised (as well as age-appropriate and in child-friendly speak) to promote the best learning opportunities for all. We praise children for their efforts and reward them with an ‘Always Badge’. By doing so, we help to build positive attitudes towards school and learning in general. We insist on good order and behaviour at all times.  When children’s behaviours fall below our high standards, we follow the guidelines for sanctions as outlined in our policy. We ensure that all tasks and activities that the children do are safe. When we plan to take children out of school, we first inform parents and obtain their permission.

 

Our classrooms are motivational learning environments. We change displays regularly to ensure that the classroom reflects the learning studied by the children. We ensure that all children have the opportunity to display their best work at some time during the year.  All classrooms have a range of dictionaries and there are selections of fiction and non-fiction books in the class reading areas. At St Thomas’ Leesfield, we also have a Top Hall Library that has a vast selection of book-banded books to foster an enthusiasm for reading in our children.   In addition, we also have ‘Topic Suitcases’ housed in the individual class reading areas which contain a wide variety of texts linked to the current topic theme.  These are changed with each topic and help to engage the children in their learning and encourage them to ‘find out more’ for themselves.  We are also very lucky at our school in that our local library is just down the road on Thomas Street so each class pays a weekly visit there to choose and bring back books of their choice.   Each classroom also has informative and eye-catching displays relating to Literacy, Maths and Science.   We believe that a stimulating environment sets the climate for learning, and an exciting classroom promotes independent use of resources and the production of high-quality work by the children.  Each class has a plethora of vocabulary displayed to ensure a language-rich environment with reading as a high focus throughout school.

 

All our teachers value professional development via performance management and training opportunities. We conduct all our teaching in an atmosphere of trust and respect for all. We deploy teaching assistants and other adult helpers as effectively as possible. Sometimes they work with individual children or with small groups. Our adult helpers also assist with the preparation and storage of classroom equipment and resources.

In school we will ensure that learners get the maximum benefit from their education through an entitlement to regular feedback from staff to enable them understand their progress and achievement and what they need to do next to improve. The methods used for marking work will to be applied consistently throughout the school, and they are linked to the assessment procedures (see pages 10-11 of this document).

 

Objectives:

• To further the teacher’s awareness of the learner’s current stage of development, and identify next steps for progress.
• To give learners accurate feedback on their progress and achievement.
• To promote a positive self-image for learners, in accordance with the school aims and through this encourage them to value and take pride in their work.
• To celebrate and reward learners’ achievements and progress.
• To agree and set challenging targets for improvement.
• To standardise the marking procedures used throughout the school.
• To enable learners to self-evaluate their work and take responsibility.
• To provide evidence for assessment, recording, reporting and target setting.

 

Strategies

• Children should be told at the beginning of the activities how the work will be marked and will be given the criteria (WILF – What I am Looking For…alongside an ASK explanation ie Attitude e.g. independent or collaborative learning, Skills that will developed via the learning activity and the Knowledge to be gained e.g. BB statement).
• Marking reflects the learning objectives/set targets for development (WALT _ We Are Learning To).
• Teachers’ comments and the marking of work will provide clear and easily understood feedback and encouragement for learners.
• Oral feedback should be used whenever possible and it should be given as the learner is engaged in the learning process rather than later if possible.
• Written comments by teachers should be in ‘child speak’ language during, (on the go) and/or at completion of the task.
• All feedback and marking will celebrate and reward success and tell pupils what they need to do next to improve, resulting in clear targets (FIT = Fix It Time) being available for improvement.
• There will, whenever possible, be an opportunity for the child to participate in this process so that there is a shared perspective (FIT built into each school day – at least once per day).
• Learners will be given opportunities to evaluate their own and others’ work.
• There will be consistency of approach through verbal and written marking across the school.  Topic and maths books will be on the school premises throughout the school day and staff are encouraged to ‘mark’ up to date, daily, throughout each lesson and immediately after school so that each child can access their topic/maths books as they enter school each morning.
• A marking code will be agreed by all staff and displayed for children to see.
• Stickers/House points/smiley faces/stars or appropriate drawings/stamps and other tangible rewards should be given to celebrate achievement and progress.
• All our children will be aware that the WALT and WILF or a particular part/phrase/aspect of their learning is highlighted in yellow (Yippee Yellow) then that means ACHIEVED/LIKE THIS!
• Green highlighted areas (Growing Green) mean ‘Fix It’.  The child will then be given an opportunity to correct/alter/develop that highlighted area in their daily FIT (Fix It Time).  Reception are the exception to this as they constantly develop and ‘fix’ learning on the go.  Our Reception children are given the opportunity to view and discuss their learning over time in groups, whole class as well as individually.
• The child will alter/develop/improve/correct the ‘growing green’ in green pen.
• Additional comments/praise etc from the staff is in green pen.

 

Presentation code:

• Topic books to be backed and decorated in an interesting and eye catching way
• To write first and second name on top of a worksheet
• Try to use a mixture of straight into the book/stuck in work and photograph evidence of learning….limit the stuck in work if possible (message from Eco group)
• Each topic should begin with questions generated by the children and discussions around ‘Sticky knowledge’
• Maths and Topic - To copy the date on the top left hand side and then miss a line (Year 1 by summer term) or typed/pre-printed by staff
• WALT, WILF, ASK and date to be visible for every piece of learning. BB number(s) to be visible
• To have spaces between words and sit letters on the line
• 1 digit to a square for written calculations. Miss a line between written sums
• Work in pencil for numeracy and write short date using forward slash e.g. 11/9/20
• Use half brackets for numbering/ splitting answers e.g. 1) or a)
• In Y6 blue pens will be used for written work regardless of whether a pen licence has been achieved.  In Y3-5 pencil will be used until a pen licence has been awarded
• Write long date for literacy work, including the year
• e.g. Monday 3^rd October 2022
• Children to amend FIT (Fix It Time)in green pen.
• Leave one clear line when starting a new paragraph to make it clear; we do not indent
• Draw one neat line through any mistakes e.g. mistac.
• Use a good quality school (blue ink) pen

Summative Assessment

 

This is Assessment OF Learning. It is used mainly to measure performance and clearly identifies a standard of pupil attainment. It is carried out at the end of a period of learning. Examples:

• End of Topic via Sticky Learning Mats

• Internal tests

• Standardised Assessment Tests (SATs)

 

Formative Assessment

 

This is Assessment FOR Learning. It is on-going and provides evidence of and for progression in learning. It supports learning through identifying difficulties, providing feedback and diagnosing future learning priorities. Examples:

• Class learning in topic/maths books

• Home work

• Questioning/ Mini plenaries during lessons

• Oral Discussion

• Presentation

• Metacognition recall activities

• Remember, Remember books

• Practical Projects/activities

• Marking & Feedback

• Knowledge and skills tracking

• Non-negotiables in books to track Reading, Writing, Speaking & Listening and Maths progress

 

In Literacy and Maths ongoing pre and post assessment occurs for each unit of work, the children are assessed against the National Curriculum Non-Negotiables/objectives (BBs – Basic Busters).

For foundation subjects each topic has ‘sticky learning’ which consists of 6/9 questions or objectives linked to the National Curriculum.  These are categorised as the ‘essential’ learning for each topic – what the children MUST know.  The children are given the opportunity to demonstrate their acquisition of the sticky learning at the end of each topic (via their Sticky Learning Mats) to assess the knowledge and skills that they have learnt/retained/remembered.

Within school we set targets for progress and achievement for all individual pupils in each academic year these are in the form of the National Curriculum Non-negotiables (BBs) which can be found at the front of the children’s books. When the children have grasped a non-negotiable (BB) the objective is ticked off to show they have achieved this and also demonstrates progression in the subject. 

Sticky Learning is not just referred to during the particular topic weeks or at the end of a topic.  We use our ‘Remember, Remember’ books and displays in each classroom to re-activate prior learning and to improve the retention of skills/knowledge (long-term memory) over time.  Sticky Learning is re-visited little and often via various strategies to try to ensure that the knowledge has ‘stuck’.

 

Reporting to parents

 

We have a range of strategies that keep parents fully informed of their child’s progress in school. We encourage parents to contact the school if they have concerns about any aspect of their child’s work.  As a whole school, each child has their own planner where parents can write comments whenever is needed and staff will respond to these notes either in person (face to face), over the telephone, email or a return note in the planner.  It is an excellent form of communication which helps to ‘nip things in the bud’.  It is especially useful for working parents who may not have the same contact with staff due to work commitments. 

Each term we offer parents the opportunity to meet their child’s teacher. At each meeting we evaluate the children’s progress, showing National Curriculum Assessments in Literacy and Numeracy and Sticky Learning Mats for the foundation subjects. These meetings also give parents the chance to look at learning and discuss any concerns. Our meetings in the Autumn and Spring Term are called 4Ps – Pupil, Parent, Progress Plan meetings where each child takes an active role in the meeting and are fully involved in the process.

During the Summer Term, we give all parents a written report of their child’s progress and achievements during the whole academic year. In this report we also identify target areas for the next school year. We write individual comments about how a child has progressed and achieved over the past year and give information about progress and achievement for each subject. The written report also enables parental feedback.

In reports for pupils in Year 2 and Year 6 we also provide details of the achievement in the national tests. In the report for Year 1 we provide the details of the Phonics Screening check that the children take in the Summer Term of Year 1.  From Summer 2021, Year 4 parents will also receive details of how their child achieved with the new Times Tables Test.  We offer parents of pupils in Reception the opportunity to discuss the results of the Foundation Stage Profile with their child’s teacher.

Each of our teachers gives parents a half-termly Curriculum Information Sheet that identifies the main areas of study for that particular class. This update offers parents an opportunity to support any elements of the work during the coming half term.

In addition to this, parents also have opportunities to visit their child’s class and to look through their topic/maths books whilst enjoying the class environment which their child experiences on a daily basis.

 

Consistency

 

All Subject Leaders undertake book enquiries/scrutinies and conduct pupil chats within their subject area. English and Maths subject leaders use the national exemplification materials to make judgements about the standards of the children’s work. Other Subject lLeaders check assessments via the Sticky Learning.  All our teachers discuss these criteria, so that they have a common understanding of the expectations in each subject. By doing this, we ensure that we make consistent judgements about standards in our school.

Our Subject Leaders also attend DLP network meetings and moderation to discuss children’s work to ensure that the children are working at the correct National Standards.  They meet with their equivalent year group teachers so that there is a form on standardisation amongst our collective, experienced teaching staff.

Class Teacher responsibilities for Home Learning

• To provide an explanation to children about the tasks and what is expected

• To provide an explanation and procedure of giving out and handing in home learning to parents. In addition, give guidance of how they might assist their child. This may be done by a note with the work, at a parent meeting, a note in the child’s planner or at an open evening/start of new year parent meeting if possible.
• To ensure that home learning is set consistently across classes in the cohort.
• To set home learning that takes equal and racial opportunities into account.
• To ensure all home learning is purposeful and links directly to the curriculum being taught, linking basic Literacy and Numeracy skills through topic work.

• To set tasks that cater for different learning styles.
• To set tasks that are varied, exciting, challenging and stimulating throughout the whole of the year.

• To reward and praise children who regularly complete home learning tasks.
• To mark home learning when necessary and give feedback to pupils.
• To use Purple Mash to set homework periodically, and to respond when appropriate on this online platform.

 

There will be a half-termly incentive/treat for children who complete and hand in their home learning on time each week, throughout that term.

 

Parent responsibilities for home learning

• To support the school by ensuring that their child attempts the home learning.
• To provide a suitable, quiet place for their child to carry out their home learning.
• To encourage and praise their child when they have completed their home learning.
• To become actively involved and support their child with home learning activities.
• To make it clear that they value home learning and they support the school by

explaining how it can help learning.

• To ensure their child is safe when using the internet at all times.

To learn more about how each subject is taught at St Thomas', please use the picture links below.