Temple Grove Academy is committed to meeting the requirements of the new primary curriculum. We have updated our schemes of work to reflect the content and challenge of the new curriculum. Teachers have received training in the key areas of curriculum change in order to provide outstanding curriculum provision.
The curriculum is taught with the consideration of the needs of all learners. It is exciting and inspires children to nurture a passion for learning. TGA uses the International Primary Curriculum (IPC) to teach Humanities across the academy. This curriculum blends subject teaching with meaningful themes in a creative and imaginative way that allows children to take a full and active role in their learning. The themes allow our children to draw on their own family heritages and cultures creating a rich blend of learning. Families are actively encouraged to support their children’s learning through working in school with their child’s class to share their own experiences and through home learning tasks. Educational visits are often closely linked to these themes and play an integral part to extending children’s experiences and learning opportunities.
The Primary curriculum is divided into three areas:
The Early Years Foundation Stage (EYFS) is the stage of education for children from birth to the end of the reception year. It is based on the recognition that children learn best through play and active learning.
The EYFS has four overarching principles:
1. Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.
2. Children learn to be strong and independent through positive relationships.
3. Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.
4. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
Within the theme of learning and development there are seven areas. There are three prime areas and four specific areas. The prime areas develop quickly in response to relationships and experiences, and run through and support learning in all other areas while the prime areas continue to be fundamental throughout the EYFS.
The three prime areas are;
The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning.
The three specific areas are;
The provision of the curriculum ensures that children experience a full range of learning opportunities including child initiated, teacher directed and group learning. Within the curriculum there are different ways in which children learn. These are known as the characteristics of effective teaching and learning. These describe how children learn across a wide range of activities. They describe how children learn rather than what they learn. The three characteristics of effective teaching and learning are;
Reading and writing are taught through guided reading and guided writing sessions alongside daily phonics and supported by a structured reading scheme. Phonics is taught formally using the Letters and Sounds, Phonics Play and Jolly Phonics.
Children are assessed throughout their time in the foundation stage through observations, conversations and photographs. Parents, staff and the children themselves all contribute to the assessment process. In the nursery class the developmental phases are used for assessment purposes and the foundation stage profile in reception.
The children in KS1 follow the national curriculum as well as the DfE guidance on RE and PSHE. The transition from Reception to Year 1 is dealt with sensitively, especially in the first term where Year 1 children continue to learn through play and have daily access to outside activities. Year 1 teachers use the Foundation Stage Profiles (FSPs) to build an accurate picture of children’s learning and progress. All learning and teaching in KS1 is based on termly themes with children exploring subject knowledge through an overarching topic. English and Maths are taught daily and children have an additional daily guided reading session. The teaching of synthetic phonics continues through the use of Letters and Sounds. At the end of Year 1 children are tested on their phonics knowledge through the phonics screening check.
KS1 ends with children taking internally-assessed tests, however their end result will be based on the work they produce day to day in the classroom. The expectation is that all children will achieve a Level 2+ prior to continuing to KS2
All children are taught both the core and foundation subjects by their class teachers, though extra PE tuition may be given from Mr Court, our sports coach. Our curriculum will ensure that children’s learning is both meaningful and benefits from a specific focus on the core requirements of the English and mathematics curriculum. In literacy, this will be done through exciting, quality texts. The new computing curriculum will also integrate new technologies, programming and media into school life.
Reading and writing continues to be taught daily through the use of synthetic phonics and supported by a guided reading scheme and the use of Assessment for Learning (AfL) to develop the children’s understanding of comprehension. AfL for writing is also used to assess writing and maths.
In Key Stage 2 all children continue to follow the National Curriculum with the same subjects taught as at Key Stage 1 with the exception of Foreign Languages in KS2.
Wherever it is possible cross-curricular links are made between all subjects.
At the end of Year 6 children’s attainment is assessed through the SATs tests in Reading, Writing and Maths. The expectation at this level is that children should leave the primary phase at Level 4+.
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