What our children want and need in our Curriculum:
Talk, Feel, Question, Reflect
The curriculum at Courthouse Green Primary School aims to prepare children in understanding the world around them and prepare them for the next stage of their education. We want all of our pupils to be both engaged by the curriculum but be able to question and think deeply about what they learn led by British Values. The design of our wider curriculum is based on developing children’s oracy, getting an emotional hook, developing enquiry and critically analysing and evaluating. The vocabulary we expect children to learn and use is ambitious and provides challenge to all children. By the time learners have left Courthouse Green Primary School, they will have mastered a range of both procedural knowledge (skills) and factual knowledge through repeated Assessment for Learning opportunities and deliberate practise with subject leaders ensuring careful planning for progression and depth. Our curriculum is customised to meet the contextual needs of our learners.
Maths at Courthouse Green
What our children say:
I find Maths easier now I know lots of different strategies.
You can use lots of equipment to help you if you are stuck!
I like working together and exploring!
I like showing off and solving problems in different ways!
What our parents say:
'It was great to see how my child is taught and how the strategies they use are quite different from when I was at school. I think it's a great idea to allow the children to use what method they feel most comfortable to come to the answer rather than one set way. Not putting children in groups by ability I see as a positive. The teacher was very encouraging and positive which I think really helps bring the best out of the children'.
At Courthouse Green
We believe that all children can become confident and successful mathematicians. To achieve this, we teach maths with a problem-solving approach that children explore with the support of actual equipment: this enables them to fully understand in a concrete, real way, what they are being asked to do. We encourage them to collaborate with others, talking through their learning at all times to further develop their understanding. Once they begin to understand the mathematical concept, we encourage them to record their understanding through the use of jottings, pictures and diagrams. This visual approach helps the children to make links in their learning and deepen their understanding further - enabling them to eventually understand maths in a more abstract way. The concrete-pictorial-abstract approach is used throughout the school from early years up to Year 6. It is based on a learning theory that children learn best through handling real objects first, then through pictures and representations before moving on to abstract signs and symbols.
A good 'sense of number' is fundamental to succeeding in Maths. Our curriculum is number rich with a heavy emphasis on number, place value and calculations. Through the approach of moving from the Concrete to the Pictorial to the Abstract, children are continuously building on their previous learning and making links within mathematical concepts. We then give our children the opportunity to practice skills in a variety of ways so that they can apply the skills to different situations in order to fully master them.
In our maths lessons, children work in mixed ability pairs at broadly the same pace on the same content. Teachers structure the learning, giving children a chance to see different ways of solving problems and understanding different methods of doing so. Children and teachers value the process of solving a problem as much as the outcome - we believe children have a deep understanding when they can explain their thinking in a number of different ways.
We pride ourselves on teaching children how to write for a variety of audiences and a range of different purposes. This allows children to understand the different sentence types and word choices needed for different purposes and audiences. Our non-fiction writing always links to our enquiry (wider curriculum) work. Children are able to apply what they have learned in enquiry. Teachers give guidance and instruction to children to improve writing skills. This includes grammatical accuracy and correct use of punctuation. Children are expected to edit their own work based on their teachers' guidance and recommendations. Each class has a set of non-negotiable to encourage children to self-edit their work for errors and improvements. Spelling patterns are taught weekly and the children practise and improve handwriting weekly.
At Courthouse Green we want all our children to be competent readers. We teach our children to read using the Read Write Inc Programme and develop their comprehension skills through differentiated guided reading lessons. These links will give you more information to help you support your child with reading at home:
- loads of exciting ideas to make reading at home fun, including free e books!
- the Read Write Inc website gives lots of information about how we teach Read Write Inc lessons and includes a really usefulsection for parents.
At Courthouse Green, we believe that reading is an essential life skill and we are committed to enabling our children to become lifelong readers. At the heart of our reading strategy is our drive to foster a love of reading, enriching children's learning through carefully designed teaching activities that utilise imaginative stories and thought provoking texts. Reading is a skill that enables children to develop their learning across the wider curriculum and lays the foundation for success for the future. We recognise the importance of taking a consistent whole school approach to the teaching of reading in order to close any gaps and to target the highest possible number of children attaining the expected standard or higher.
Reading is fundamental to education. Proficiency in reading, writing and spoken language is vital for pupil's success. Through these, they develop communication skills for education and for working with others: in school, in training and at work. Pupils who find it difficult to learn to read are likely to struggle across the curriculum, since English is both a subject in its own right and the medium for teaching.
At Courthouse Green we believe that 'Reading opens a magical doorway, to a world of adventure and possibility'.
'Young children don't consciously know they need representation in books. But if every primary school classroom had a bookshelf full of diversity and every reading list was inclusive, every child in the class would experience the joy of seeing themselves represented in books they read'. Chitra Soundar, author.
These quotes are the basis of our literary spine, our school library provision, our daily class story times and our class reading area texts.
At Courthouse Green we use a synthetic phonics programme called RWInc. This programme is a method of learning letter sounds and blending them together to read and write words. It ensures children developing fluency and automaticity whilst translating this into writing and SPAG skills. Children begin the RWInc programme in nursery, where they learn pre-phonic skills though play, such as listening skills, rhyme, alliteration, saying sentences and oral blending. Nursery children begin to learn the first sounds in the summer term and continue this as they move into reception. The RWInc programme continues throughout Key Stage 1, increasing in complexity of sound, text, retrieval and inference until children leave the programme. This can however, continue into Key Stage 2, if needed.
As a school, we recognise that some children find leaving a synthetic phonics programme and returning to a whole school model of reading, a challenge, therefore we use the RWInc Comprehension programme as a bridging gap to build children's confidence to use a range of strategies beyond their phonics skills and improve their retrieval and inference skills.
During and beyond RWInc, high quality texts and passages are chosen within literacy and reading sessions, appropriate to the expectations of the year group or ability of the children, and teachers use this to model the application of the agreed reading skills. Children are taught to breakdown their reading: identifying words/phrases they don't understand and strategies to fix breakdown in meaning. Children are taught to relate the text to themselves, previous reading experiences and world around them.
Further to modelled sessions, children have the opportunity to read texts with greater independence and apply their skills when responding to the wide range of domain questions.
Children have opportunities to develop a strong understanding of the world around them whilst acquiring specific skills and knowledge to help them to think scientifically, to gain an understanding of scientific processes and also an understanding of the uses and implications of Science, today and for the future. Scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Topics, such as Plants, are taught in Key Stage One and studied again in further detail throughout Key Stage Two. This model allows children to build upon their prior knowledge and increases their enthusiasm for the topics whilst embedding this procedural knowledge into the long-term memory.
For children to learn:
- To be healthy and happy
- To make responsible choices
- To be able to keep themselves and others safe
- To positively contribute to their community and beyond Themes
Health and Wellbeing
Living in the wider world
How children will learn
Talk- Children will all contribute to discussion around the theme of the lesson provoked through questions, pictures, newsclips etc.
Feel- A practical activity that actively engages the children in the learning focus, providing a real emotional hook to the learning.
Question- A question will be asked to link the learning of the lesson to the British Values to discuss or debate how they will follow the values in their own lives.
Reflect- Children will have the opportunity to reflect on how they will link the learning to their own lives and use it in the future.
RealPE gives EVERY child the physical literacy, emotional and thinking skills to achieve in PE, Sport and life.
A unique, child-centred approach transforming how we teach PE to include, challenge and support forEVERYchild. Thereal PEprogramme included training, the very best innovative resources.
Real PEprovides us with fun and simple to followSchemes of Workand supports our teachers to give them the confidence and skills to deliver outstanding PE.
It is fully aligned to theNational Curriculumandfocuses on the development of agility, balance and coordination, healthy competition and cooperative learning through a unique and market leading approach to teaching and learning in PE.
We were also lucky this year to host our own swimming pool, to boost our Year 3 and Year 4's swimming ability. This was a massive success, and the children enjoyed all their extra time in the pool.
Courthouse Greenis part of a wonderfully diverse community. We recognise that religion and belief, for many people, forms a crucial part of their culture and identity. We ensure that children are taught key knowledge, in a creative way, to ensure that they are equipped to talk about RE in a sensitive and respectful way.
Children see before they speak, make marks before they write, and build before they walk. Our curriculum is designed to develop their ability to appreciate and interpret what they observe, communicate what they think and feel, and make what they imagine and invent.
At Courthouse Green we have invested largely in our Computing curriculum, and will continue to improve this throughout the school.
Design & Technology
Design & Technology
Reception & Early Years
Reception & Early Years
Please click here to visit our EYFS Curriculum page