Reevy Hill Primary School

Telephone 01274 677549

Curriculum

Mathematics at Reevy Hill Primary School

Mathematics is an essential life skill for children. We follow the National Curriculum for Mathematics and ensure that maths is delivered in an exciting way. We offer the children the opportunity to develop skills that are appropriate to their year group and age expectation. We model maths concepts and skills, give tasks that will allow them to practice and consolidate their learning and finally we offer opportunities to deepen and extend their understanding of these mathematical concepts. We follow Lancashire Mathematics long term plan.

Click here for an overview of each year group.

(Links to Lancs Long Term Plan overviews)

The new National Curriculum for Mathematics has essential skills for each child to master in order that they can be a ‘secure’ mathematician for their age. At Reevy Hill Primary we called these essential skills ‘Maths Target Sheets’.

Click on the link for your child's class.

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Recall of Facts

The ability to recall known maths facts is at the heart of the new curriculum for maths. One of best ways that you can support your child is in learning these ‘facts’. It is important that your child learns these ‘facts’ and can recall them quickly and confidently. At Reevy Hill Primary we know that knowing these facts will support them in their Mathematics learning. 

Click here to access ‘Fact Lists for each Year Group’

Recall of times table facts is an essential skill for your child.

Click here to access which times tables your child should know.

Below are a number of websites which provide games and activities to support your child in learning their target.

Times Tables

http://www.maths-games.org/times-tables-games.html

http://resources.woodlands-junior.kent.sch.uk/maths/timestable/

http://www.amblesideprimary.com/ambleweb/mentalmaths/tabletrees.html

 

Games to support a variety of facts

http://www.topmarks.co.uk/flash.aspx?f=hitthebuttonv11

 

Calculation Methods

Please take a look at our calculation policy by clicking here.

 

Coming Soon

Information leaflets on how we teach Maths in each part of the school.

 

Reading Strategy for Parents

Strategy for Reading

At Reevy Hill Primary School we aim to teach the skills of reading and a love of reading so that our children

  • become curious learners who read confidently and independently
  • develop enjoyment and pleasure in reading
  • are able to access all areas of the curriculum
  • can access, understand and begin to manage information
  • understand the meaning of what is read to them and what they read
  • respond to what they read

Our teaching objectives cover three key strands:

  1. Word reading skills & strategies
  2. Understanding and interpreting texts
  3. Engaging with and responding to texts

 By the end of Foundation Stage we expect children to:

  • Be secure at least at phase 4 in phonics
  • Read colour banded books at yellow or blue level
  • Retell familiar stories in the correct sequence
  • Know a range of songs, rhymes and poems
  • Talk about characters and events in stories and information in non-fiction texts and answer questions such as who? where, how? and why?

We achieve this through:

  • Enabling children to choose their own books to read in class
  • Giving children the opportunity to change their home reading books every day
  • Learning at least ten stories and rhymes each year
  • Holding at least one whole class story time every day which involves discussion about the text and develops children’s comprehension skills
  • Having a class reading area which encourages children to read, tell stories and respond to reading and develop a love of reading
  • Giving every child at least one individual reading session per week
  • Modelling the skills of decoding and reading comprehension across the curriculum
  • Providing children with challenges that encourage them to read and respond to reading in continuous provision areas and modelling this
  • Providing children with opportunities to respond to reading in all displays
  • Teaching a daily whole class phonics session and applying the skills learned across the curriculum

By the end of KS1 we expect children to:

  • Be secure to at least phase 6 in phonics
  • Read colour banded books to at least gold level
  • Retell a range of increasing complex stories
  • Know a range of songs, rhymes and poems by heart
  • Discuss characters and events in stories giving reasons why
  • Explain the organisational features of texts – fiction and non-fiction
  • Build up a store of vocabulary when reading for meaning
  • Read whole books independently, choosing and justifying their selections
  • Explain their reactions to texts, commenting on important aspects                          

We achieve this through:

  • Giving children the opportunity to change their home reading books every week
  • Learning at least ten stories or poems each year
  • Holding at least one whole class story time every day which involves discussion about the text and develops children’s comprehension skills
  • Ensuring that every child has two guided reading sessions per week and individual reading sessions
  • Individual reading intervention for all identified children who are not at age related expectations
  • Modelling the skills of decoding and reading comprehension and providing children with opportunities to read and respond to reading across the curriculum
  • Having a class reading area which encourages children to read, tell stories and respond to reading and develops a love of reading
  • Providing children with opportunities to respond to reading in all displays
  • Teaching a daily whole class phonics or spelling session then applying the skills learned across the curriculum
  • Providing phonics intervention groups three times each week for children who are at phase 5 or below and applying the skills learned across the curriculum

By the end of KS2 we expect children to:

  • Retell a range of increasing complex stories
  • Read fluently and expressively
  • Appraise texts, deciding on their value, quality or usefulness
  • Understand underlying themes and points of view
  • Understand how writers use different structures to create impact
  • Read extensively and discuss personal reading with others
  • Sustain engagement with longer texts

Key Stage 2 classes we achieve this through:

  • Giving children the opportunity to change their home reading books every week
  • Learning at least 6 stories and poems each year
  • Holding whole class reading time daily which involves discussion about the text and develop children’s comprehension skills
  • Ensuring that every child has at least one guided reading session per week and individual reading sessions
  • Reading intervention for all identified children who are not at age related expectations
  • Modelling decoding and the skills of reading comprehension and providing children with opportunities to read and respond to reading across the curriculum
  • Having a class reading area which encourages children to read, tell stories and respond to reading and develops a love of reading
  • Providing children with opportunities to respond to reading in all displays
  • Teaching spelling three times each week, applying the skills learned across the curriculum
  • Providing phonics intervention groups three times each week for children who are at phase 5 or below and applying the skills learned across the curriculum

Guided Reading

Guided Reading focuses upon teaching children how to progress from their current reading level to the next, whether this is below, at, or above a level appropriate to their age. Children are grouped according to their learning needs.

All children have a least one guided reading session per week with the class teacher or their teaching assistant. During the guided reading session, the children not in the guided groups are involved in a pre-reading activity or a post-reading task. Children will also have the opportunity to read independently during their reading sessions.

There is a clear focus for learning in a guided session and the teacher questioning stems from this focus.

Children doing pre and post reading activities also have a clear focus for learning based on their learning needs.

 

Individual Reading

Individual reading is regarded as a method of teaching decoding and comprehension skills. Reading sessions are clearly focused on the needs of the child. Individual reading is recorded on the child’s book band sheet and comments placed in the child’s reading record. Every child has their own individual reading record related to the level at which they are reading independently. Comments made on the sheet relate to the progress made against the skills being taught or gaps in learning. Questions and key prompts are also used with children during this individual reading time.

 

Shared Reading

Shared reading may take place in any area of the curriculum.

It:

  • Models the application of reading skills
  • Practises comprehension skills

During shared reading the teacher models reading of a text to a group of children. The reading skills taught in the shared reading session are appropriate to the age of the children rather than their reading ability. The teacher ensures that children of all reading abilities are able to engage with the text.

 

Reading at home

We expect all children at Reevy Hill to be able to practise their reading skills at home. Sitting down and listening to your child read, even for 5 minutes a night, is crucial to their development and progress. If you, a grandparent or sibling has listened to your child read, they can make a note of it in their reading record. This way, teachers are aware when books need changing and give children the opportunity to change their books more frequently.

Learning Challenge Curriculum

Please click on the link below for our Curriculum Map timetable for 2016-17.

Year N Curriculum

Year R Curriculum

Year 1 Curriculum

Year 2 Curriculum

Year 3 Curriculum

Year 4 Curriculum

Year 5 Curriculum

Year 6 Curriculum

 

Modern Foreign Languages at Reevy Hill

Pupils learn French from Year 3 at Reevy Hill. In Year 3 and 4 the emphasis is on speaking and understanding the language and pupils begin with counting and basic conversations. They then learn about colours and food and a highlight is having a French Café where the pupils order food and drinks in French. They then move on to talking about themselves and their families.

In Year 5 and 6 the pupils build on the conversational skills they have gained through developing an understanding of the spelling and grammar of French. They recognise French phonemes and use these to decode new French words, they learn about gender and adjectival agreement and that some words change spelling. They make links between English and French through identifying cognates.

We have a group of more-able linguists who will be developing their skills by writing to pupils in a French-speaking school in Geneva.

Music at Reevy Hill

All children are born musical and at Reevy Hill we encourage the children to develop their musical skills. In EYFS there are music areas that link and develop the pupils’ ability to read symbol instructions and develop fine motor skills.

From Year 1 to Year 4 the development of musical skills is linked to the learning challenge curriculum and all pupils are given the opportunity to listen and appraise a variety of music from a range of genres, improvise and compose using tuned and untuned percussion instruments. All pupils are given the opportunity to sing in class and in singing assemblies.

In Year 5 all pupils learn a brass instrument and all the musical skills they have learned are developed. The class takes this instrument into Year 6; from 2016, talented brass players will be given an extra 20 minute small group lesson which then can lead to taking accredited exams or playing more challenging pieces in a brass ensemble.