Mundesley Junior SchoolPart of The Coastal Federation of Schoolstogether aspire, together achieve, together we are stronger...

Curriculum

Teaching and Learning Policy

Federation Assessment Policy Dec 2015-16

2017-18 Curriculum

Medium Term Plans

Autumn Term Spring Term Summer Term
Year 3 – Wonderland Download
Year 4 – Willows Download
Year 5 – Rivendell Download
Year 5/6 – Wildcat Island
Download
Year 6 – Cawdor Download

2016-17 Curriculum

Primary Long Term Plan

Medium Term Plans

Autumn Term Spring Term Summer Term
Year 3 – Antarctica PDF Overview PDF Overview PDF Overview
Year4/5 – Cook Islands PDF Overview PDF Overview PDF Overview
Year 4/5 – Papua New Guinea PDF Overview PDF Overview PDF Overview
Year 4/5 – Fiji PDF Overview PDF Overview PDF Overview
Year 6 – Morocco PDF Overview PDF Overview PDF Overview
Year 6 – Senegal PDF Overview PDF Overview PDF Overview


2015-16 Curriculum

Primary Long Term Plan

Year Group Curriculum Objectives

Reception l Year 1 l Year 2 l Year 3 l Year 4 l Year 5 l Year 6

Medium Term Plans

Autumn Term Spring Term Summer Term
Nelson PDF Overview PDF Overview PDF Overview
Boudicca PDF Overview PDF Overview PDF Overview
Marsham PDF Overview PDF Overview
Blogg PDF Overview PDF Overview PDF Overview
Cavell PDF Overview PDF Overview PDF Overview

Teaching English

At Mundesley Junior School we believe that literacy and communication are key life skills. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We want children to enjoy and appreciate literature and its rich variety.

Literacy is at the heart of all children’s learning. Literacy enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’  , feelings and ideas, giving these order and meaning. Because literacy is central to children’s intellectual, emotional and social development it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive.

We teach English in line with recommendations for Key Stage two. This amounts to 7.5 hours per week comprising specific grammar and spelling lessons as well as English lessons. In addition, it is expected that cross-curricular links will contribute to pupils’ effective learning in speaking and listening, reading and writing. This is reinforced through our delivery of the curriculum. Children will also benefit from daily story sessions.


Reading

At Mundesley Junior School we see reading as an integral part of the school curriculum that impacts on all learning. We value the importance of being a confident reader and work hard to develop children’s reading skills. We want children to enjoy reading a wide range of different books and be able to talk about books and authors.

We teach reading in a variety of forms, one-to-one reading with an adult, shared reading, guided reading sessions and independent reading. As their reading develops, children are encouraged to read from a wide range of fiction and non-fiction books. For those children who are not confident in their reading skills we use Read Write Inc. phonics scheme. We also use a range of reading schemes to broaden children’s understanding and enjoyment of reading. All children are able to take books home to read with an adult, this shared learning will help children to practice their reading skills and develop a lifelong love of reading.

As well as teaching the skills necessary to become confident readers, we have our own library full of exciting and challenging books

The Oxford Owl website is really helpful if you would like to help your child with reading at home. There are 250 free eBooks for you to share and also lots of games, activities and ideas. Please click on the link below to sign up for free!

http://www.oxfordowl.co.uk/for-home/reading-owl/library-page


Spelling and Phonics

At Mundesley Junior we use a synthetic phonics approach based on RWI  and supported by other appropriate materials.

Our aim is that children should be able to:

  • Blend and segment sounds easily
  • Learn that segmenting words into their constituent phonemes for spelling is the reverse of blending phonemes into words for reading
  • Spell words accurately by combining the use of grapheme-phoneme correspondence knowledge as the prime approach, and also morphological knowledge and etymological information
  • Use a range of approaches to learn and spell irregular words.

Pupils have access to a range of phonics opportunities that include:

  • Whole class teaching of specific spelling patterns
  • Discrete phonics teaching as part of an intervention group where gaps in phonological knowledge have been identified
  • Applying skills in cross curricular contexts

Teachers provide a wide range of contexts for reinforcing spelling patterns and tricky words throughout the school day. All teachers use Babcock Spelling materials as a basis for their planning for the teaching of spelling.

Learning takes place in a variety of situations and group settings. For example these could include working independently to practise tricky words, working collaboratively on an investigation and participating in short, focused whole class activities.

Writing

Our aim is that children should:

  • write in different contexts and for different purposes and audiences
  • be increasingly aware of the conventions of writing, including grammar, punctuation and spelling
  • plan draft and edit their writing to suit the purpose
  • form letters correctly, leading to a fluent joined and legible handwriting style, giving increasing regard to presentation
  • use ICT as a literacy medium for presenting work and manipulating text

We use high quality texts as the core and stimulus for our English teaching. Subject-specific texts that link to work being undertaken in other areas are used in English lessons to support the wider curriculum. Teachers use shared writing to model the writing process. Shared reading and writing provide a context for discussion and demonstration of grammatical features at word level, sentence level and text level. Activities are differentiated through the use of writing frames, spelling banks, collaborative work and peer or adult support. Teachers encourage ‘talk for writing’ as an integral part of the process.


Mathematics

At Mundesley Junior School we aim to give the children experience and understanding of all aspects of mathematics at a level appropriate to their age and ability and in accordance with the National Curriculum. We aim to develop the following areas:

  • Confidence in maths so that children can communicate their ideas fluently.
  • An understanding of maths through practical experience and enquiry.
  • The ability to think clearly and logically ; explaining ideas using mathematical language.
  • An awareness of the relationship between numbers and an appreciation of pattern.
  • An ability to develop strategies for use in investigations and problem solving.
  • An awareness of maths as a tool for use in other areas of work and in adult life.
  • Mathematical skills and knowledge and ability for quick recall of basic facts.
  • The ability to use technological tools such as computers and calculators.

At Mundesley Junior School we work to create a safe learning environment for the children that celebrates both achievement and attainment. Understanding is at the root of what we want for the children; we are looking for more for them than simply the ability to provide right answers.

All children in the school have daily maths lessons during which work is appropriately differentiated and levels of ‘learning challenge’ set.  Emphasis is placed on the development of secure mental strategies, the acquisitions of mathematical knowledge and skills and their application in problem solving situations.

Lessons are planned to tackle children’s misconceptions and ensure they become mathematically literate. The children are encouraged to ask questions and investigate; opportunities for this are a regular part of lessons. These are discussed in class and valued as an important part of the children’s mathematical development.

The majority of pupils will be taught age related objectives however those who are not sufficiently fluent with earlier material will consolidate their understanding through additional practice and reinforcement before moving on. ‘Catch- up’ sessions are provided for children who find concepts difficult to grasp and pupils who grasp concepts rapidly are challenged through being offered rich and sophisticated problems.

Regular homework is set to reinforce and practice skills, processes and strategies learnt in the classroom.   Wherever appropriate, opportunities are also built into the curriculum to enable children to apply their mathematical knowledge to science and other subjects.

We aim to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, 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, justifications or proof using mathematical language.
  • can solve problems by applying their mathematics to a variety of routine and non- routine problems with increasing confidence and sophistication, breaking down problems into a series of simpler steps and persevering in seeking solutions.