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Curriculum and Performance Tables

Our curriculum is broad, balanced, relevant and stimulating to promote a spirit of curiosity and enquiring minds, where children develop a love of learning and enjoy school. It is rich, diverse, rigorous and goal – driven, with emphasis on active learning experiences.

Throughout the school, English, Mathematics, Spanish and Music are taught discretely as well as within other curriculum areas.

In Reception Class, children follow the Early Years Foundation Stage Curriculum.  From Year 1 and upwards, children follow the International Primary Curriculum.  For information on each of these, please follow these links:

·        Early Years Foundation Stage: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2

·        International Primary Curriculum: http://www.greatlearning.com/ipc/

For more detailed information on curriculum for each class see the Curriculum Map below to see class letters and other information, please click on the class link below:

CURRICULUM MAP – WEBSITE

Reception

Year 1

Year 2

Year 3

 

Phonics Scheme

We use the Read Write Inc. Phonics scheme at Emmanuel Community School.  Children learn the sounds of individual letters as well as groups of letters and then use their knowledge in ‘sounding out’ words in reading.  The systematic approach to learning sounds helps children with their spelling too.

You can help your child with learning sounds and reading words at home.  The following video might help:

https://www.youtube.com/watch?v=5J2Ddf_0Om8&safe=active

Reading Schemes

We use a range of reading scheme books, including:

Read Write Inc :  http://www.ruthmiskin.com/en/parents/

Oxford Reading Tree :  http://www.oxfordowl.co.uk/

Collins Big Cats :  http://www.collins.co.uk/category/Primary/Literacy/

We also use a wide range of non-scheme books with children.

We aim to nurture and educate children in a safe, caring, disciplined, purposeful Christian environment to enable them to achieve their full potential and become valuable members of society.

Given the diverse community in Waltham Forest we believe that a curriculum with an international focus and personalised learning will suit the children best and drive improvement.

The International Primary Curriculum – a comprehensive curriculum which has been cross-referenced to the National Curriculum on learning that develops international mindedness in children – will be delivered in five sessions during the day. Maths and English will have dedicated time slots, but learning would direct the timetable.

The reception class will be offered a structured pre-school programme following the National Foundation Stage Curriculum and comprehensively address the six main areas of Early Learning Goals – personal, social and emotional; communication language and literacy; problem solving, reasoning and numeracy; knowledge and understanding of the world; physical development; and creative development.

Children in Key Stages 1 and 2 (ages 5-11) will cover the core areas of English, Maths and Science, as well as the foundation areas of Design and Technology, History, Geography, Art, Music, ICT and PE.

Mathematics

Early Years Foundation Stage

In Reception Class, children work towards the Early Years Foundation Stage (EYFS) Early Learning Goals (ELGs).  In the area of Mathematics, these are as follows:

Mathematics
Numbers Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measure Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

In the EYFS, children engage in a wide range of practical activities to help them develop the relevant skills, knowledge and understanding required by the end of the Reception Class.

www.mymaths.co.uk

 Maths Workbook

Key Stage 1

In Years 1 and 2, the Abacus Scheme is used alongside MyMaths and other resources, to support our teaching of Mathematics. The following tables show an overview of the Abacus curriculum separated into half term chunks.

 

Abacus Year 1 Overview

Autumn Term 1

Wk Strands Weekly Summary
1 Number and place value (NPV); Mental addition and subtraction (MAS) Count up to 20 objects (match number to object); estimate and count up to 30 objects; count on and back and order numbers to 10; recognise domino/dice arrays without counting; identify a number 1 more (next number in count)
2 Mental addition and subtraction (MAS); Problem solving, reasoning and algebra (PRA) Find pairs that make 5; subitise to 5; find pairs that make 6; subitise to 6; find pairs that make 10; subitise fingers to 10; match pairs to 5, 6 and 10 to number sentences; find missing numbers in number sentences
3 Mental addition and subtraction (MAS) Double numbers 1 to 5; find 1 and 2 more; count back 1 and begin to find 1 less
4 Geometry: properties of shapes (GPS); Geometry: position and direction (GPD); Statistics (STA) Recognise, name and describe squares, rectangles, circles and triangles; recognise basic line symmetry; sort 2D shapes according to their properties, using Venn diagrams and Carroll diagrams
5 Number and place value (NPV) Read and write numbers and number-names to 20; compare and order numbers to 20; identify 1 more and 1 less; estimate sets of objects, count to check and order sets according to size; understand 0 as the empty set

 

Autumn Term 2

Wk Strands Weekly Summary
6 Number and place value (NPV) Understand and then make teen numbers (10 and some 1s); compare and order numbers to 20, then 30; find the number between two numbers with a difference of 2; understand and use ordinal numbers
7 Mental addition and subtraction (MAS); Problem solving, reasoning and algebra (PRA) Revise bonds to 5, 6 and 10; find pairs which make 7; use addition facts for 5, 6 and 10 to solve subtractions; use number facts for 5, 6 and 10 to solve word problems
8 Geometry: position and direction (GPD); Measurement (MEA) Describe position and direction using common words (including half turns); compare lengths and heights; estimate, compare and measure lengths using uniform non-standard and standard units
9 Mental addition and subtraction (MAS); Mental multiplication and division (MMD) Add 1, 2 and 3 by counting on; subtract 1, 2, 3 or more by counting back; begin to add three small numbers by spotting bonds to 10 or doubles (1-6)
10 Number and place value (NPV); Measurement (MEA) Compare and order numbers to 20; recognise coins and know values (up to £2); begin to make amounts in pence; understand teen numbers are 10 and some 1s

 

Spring Term 1

Wk Strands Weekly Summary
11 Number and place value (NPV); Mental addition and subtraction (MAS) Say the number one more or less and two more or less using a number line or a 100 grid; locate 2-digit numbers on a 100 grid and a 1-100 bead string; read, write and say 2-digit numbers and understand them as some tens and some ones
12 Mental addition and subtraction (MAS); Problem solving, reasoning and algebra (PRA); Mental multiplication and division (MMD) Revise pairs to 5, 6, 7, 10 and doubles to double 6; derive subtraction facts; understand a symbol being used for an unknown; use number facts to solve simple addition and subtraction word problems; find pairs of numbers with a total of 8
13 Mental addition and subtraction (MAS) Add by putting the larger number first and counting on (numbers up to 100), spotting unit patterns; count on from 2-digit numbers; add a 1-digit number to a 2-digit number
14 Geometry: properties of shapes (GPS); Statistics (STA); Measurement (MEA) Name, recognise and know the properties of 3D shapes: cube, cuboid, cone, cylinder and sphere; begin to sort 3D shapes according to properties; order and name the days of the week and months of the year; recognise and name the seasons
15 Number and place value (NPV); Mental multiplication and division (MMD) Count on and back in tens from any number; begin to count in 5s and 2s recognising multiples of 5 end in 5 and 0; chn begin to count in 2s; estimate a number of objects within a range and count by grouping into 10s or 5s

 

Spring Term 2

Wk Strands Weekly Summary
16 Number and place value (NPV); Mental multiplication and division (MMD); Fractions, ratio and proportion (FRP) Recognise odd and even numbers; count objects in 5s and 10s and begin to say 5 lots and 10 lots; find half, quarter and three quarters of shapes; begin to know that two halves and four quarters are a whole and that two quarters is a half
17 Mental addition and subtraction (MAS); Mental multiplication and division (MMD); Problem solving, reasoning and algebra (PRA) Find and begin to know doubles to double 10; revise pairs to 5, 6, 7, 8, 9 and 10 and derive related subtraction facts; use knowledge of pairs of 10 to make pairs to 20; use number facts to solve word problems
18 Measurement (MEA) Relate units of time weeks, days, hours; divide the days up into parts; read and write times to the hour; begin to have a notion of how long an hour is and how long a minute is; tell the time (oʼclock and half past) on analogue and digital clocks; measure using uniform units (cubes and rulers)
19 Mental addition and subtraction (MAS) Add a 1-digit number by counting on from a 2-digit number, not crossing 10s at first, then beginning to cross 10s; subtract a 1-digit number by counting back initially from numbers up to 30 (not crossing 10s) and then generally from a 2-digit number (not crossing 10s) and from multiples of 10
20 Number and place value (NPV); Mental addition and subtraction (MAS) Locate 2-digit numbers on a 100-square; begin to recognise 2-digit numbers as some 10s and 1s; make 2-digit numbers using 10p and smaller coins; find 1 more or 1 less than any number to 100; find 10 more than any number to 90; find 10 less than any number to 100

 

Summer Term 1

Wk Strands Weekly Summary
21 Number and place value (NPV); Mental addition and subtraction (MAS); Problem solving, reasoning and algebra (PRA) Find 1 more, 1 less, 10 more, 10 less than any 2-digit number; explore patterns on the 100-square; understand place value in 2-digit numbers and identify 10s and 1s
22 Mental addition and subtraction (MAS) Use number facts to add and subtract 1-digit numbers to/from 2-digit numbers; add pairs of 1-digit numbers with totals above 10; sort out additions into those you ʻjust knowʼ and those you need to work out
23 Mental addition and subtraction (MAS) Add three small numbers, spotting pairs to 10 and doubles; add and subtract 10 to and from 2-digit numbers
24 Measurement (MEA); Statistics (STA) Compare weights and capacities using direct comparison; measure weight and capacity using uniform non-standard units; complete tables and block graphs, recording results and information; make and use a measuring vessel for capacity
25 Number and place value (NPV); Mental multiplication and division (MMD); Fractions, ratio and proportion (FRP); Measurement (MEA) Find half of all numbers to 10 and then to 20; identify even numbers and begin to learn halves; recognise halves and quarters of shapes and begin to know 2/2=1, 4/4=1 and 2/4=1/2; recognise, name and know value of coins 1p–£2 and £5 and £10 notes; solve repeated addition problems using coins; make equivalent amounts using coins

 

Summer Term 2

Wk Strands Weekly Summary
26 Number and place value (NPV) Locate 2-digit numbers on a beaded line and 100-square; compare and order 2-digit numbers up to 100 and say a number between two numbers; identify 10s and 1s in 2-digit numbers and solve place-value additions
27 Number and place value (NPV); Mental multiplication and division (MMD); Problem solving, reasoning and algebra (PRA); Fractions, ratio and proportion (FRP) Recognise odd and even numbers; count in 2s, 5s and 10s, look for patterns; multiply by 2, 5, 10 by counting in groups/sets; find doubles to double 10 and related halves; halve odd numbers up to 10
28 Measurement (MEA); Statistics (STA); Geometry: properties of shapes (GPS); Geometry: position and direction (GPD) Tell the time to the half hour and quarter hour on analogue clocks and begin to read these times on digital clocks; revise months of the year; read, interpret and create a pictogram; begin to recognise and read block graphs; measure lengths using non-standard, uniform units; recognise and name simple 2D shapes and continue repeating patterns
29 Mental addition and subtraction (MAS) Use number facts to add and subtract 1-digit numbers to and from 2-digit numbers; find change from 10p and from 20p
30 Number and place value (NPV); Mental addition and subtraction (MAS); Mental multiplication and division (MMD) Locate 2-digit numbers on a bead string and a 1-100 square; order numbers to 100; identify 10s and 1s in 2-digit numbers; say or write 1 more and 1 less and 10 more and 10 less than any number to 100; explore patterns in 10s, 5s and 2s on a 9×9 grid; count in tens from any given number

 

PSHE – Personal, Social and Health Education

What is PSHE Education?

PSHE Education is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

We will be using Jigsaw programme of study.

What is Jigsaw, and how does it work?

Jigsaw is a comprehensive and completely original PSHE Education programme for the whole primary school from Years F1 through to Year 6 (ages 3-11) Jigsaw has two aims for all children:

• To build their capacity for learning

• To equip them for life

Jigsaw brings together PSHE Education, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time.

There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes.

What will Jigsaw teach my child?

There are six Puzzles (half-term units of work) each with six Pieces (lessons). Every year group studies the same Puzzle at the same time (sequentially ordered from September to July), allowing for whole school themes and the end of Puzzle product, for example, a display or exhibition (like the Garden of Dreams and Goals) to be shared and celebrated by the whole school. Each year group is taught one lesson per week and all lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

The Puzzles and what children learn

Being Me In My World covers a wide range of topics, including a sense of belonging, welcoming others and being part of a school community, a wider community, and a global community; it also looks at children’s rights and responsibilities, working and socialising with others, and pupil voice.

Celebrating Difference focuses on similarities and differences and teaches about diversity, such as disability, racism, power, friendships, and conflict; children learn to accept everyone’s right to ‘difference’, and most year groups explore the concept of ‘normal’; bullying – what it is and what it isn’t, including cyber and homophobic bullying – is an important aspect of this Puzzle.

Dreams and Goals aims to help children think about their hopes and dreams, their goals for success, what personal strengths are, and how to overcome challenges, via team work skills and tasks. There is also a focus on enterprise and fundraising. Children learn about experiencing and managing feelings of pride, ambition, disappointment, success; and they get to share their aspirations, the dreams and goals of others in different cultures/countries, and their dreams for the world.

“It’s great for children to have this experience, to think ambitiously, and to have aspirations”.  (Parent feedback – Dorset school)

 Performance Tables

Information on the school’s performance tables can be found by clicking on the icon below:-

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