What does your child learn at school each day? Find information about our curriculum subjects here.
At St Peter’s, Wymondham, we strive to give our children an outstanding broad, balanced and fun curriculum. We plan topic themes incorporating all subjects. This is a way of teaching and learning, whereby many areas of the curriculum are connected together and integrated within a theme.
It allows learning to be more natural and less fragmented.
It allows literacy to grow progressively, with vocabulary linked, and with spelling and sentence writing being frequently, yet smoothly, reinforced.
It guides connected ideas to follow on easily.
The result of working the thematic approach is that children:
· Will have fun,
· Will be more actively involved,
· Will develop learning skills more quickly, as each one is connected to and reinforced by the other,
· Will be more confident and better motivated.
We share work in special assemblies and invite parents in to see work as well as to attend Workshops to raise awareness and develop understanding further.
We ensure that the children cover all the aspects of the curriculum over the key stage through careful planning, assessment and monitoring; a lot of this is done collaboratively to ensure consistency throughout the school.
To ensure all children at St Peter’s have high quality first teaching in all areas of the curriculum, our teachers receive regular training and attend network meetings to keep them fully up-to-date with current events. To support learning further, we have music teachers as well as sports coaches to deliver games, gymnastics, swimming and dance.
Our classroom displays reflect the learning taking place each term and we try to organise trips and visitors to school to enhance learning further.
Children are at the centre of all learning and we are proud to work with them and their parents to help them achieve their full potential.
This year reviewing, evaluating and developing the curriculum offered by Wymondham Primary School is one of the key priorities in our school development plan. This work is informed by the collaboration with other schools within the Diocese of Leicester Academies Trust (DLAT)
and the research undertaken by Mary Myatt and her resulting book The Curriculum: Gallimaufry to Coherence. Our focus is on ensuring that the curriculum we deliver to our pupils is coherent, relevant, connected and full.
If you have any further questions please contact the school office or your child’s class teacher.
Please use the link below which will take you to the National Curriculum website, you will be able to choose whether to look at the curriculum by Key Stages or to click on each subject to see the programme of study.
We have included the Curriculum Maps for the current academic year so that you can see the different Learning Journeys that your child will be taking during this academic year. The ethos behind learning journeys is that they are tailored to the needs and interests of the pupils so there may be changes to this overview as the year progresses.
Children in the Foundation Stage work from a different curriculum and information about their learning can be obtained by using this link https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2 or by talking directly to the teaching staff.
Reading and Phonics
St Peter’s Wymondham Primary School uses a range of approaches to support pupils with their phonics and early reading. We encourage all families to read at home with their children at least 3 times a week and all children will bring home a school reading book when they are ready. Our reading books come from a mixture of reading schemes including the Oxford Reading Tree. We use the coloured book banding scheme to group books of a similar difficulty together, class teachers will be able to give you more information about reading books. The teaching of phonics is based on Letters and Sounds and uses the Jolly Phonics actions and pictures to help children remember each of the sounds. We have a wealth of experience amongst our FS and KS1 staff in teaching phonics and are always happy to help parents support phonics at home. If you have any questions or queries, please do not hesitate to contact the School.
A C Harvey, Executive Head teacher
Please click on the links at the bottom of this page to access the curriculum overviews for each class:
To access the complete National Curriculum framework document please click here.
Spelling in the Curriculum
Spelling is an integral part of the writing process. A child or adult who spells with facility is able to concentrate on the content of the writing and the making of meaning. While it is important to remember that spelling is not the most important aspect of writing, confidence in spelling often has a profound effect on the writer’s self-image. Accurate spelling implies respect for the reader and also recognises the deeply embedded notions about correctness which we hold as a society about spelling.
Spelling is taught as part of a planned programme, following the requirements of the NLS Framework. In addition handwriting lessons and shared and guided reading and writing sessions afford many opportunities for talking about spelling and revisiting and practising strategies.
Spelling activities are often used during independent time, e.g. for group investigations, and the results of those investigations reported during the plenary session. The teaching of spelling of subject specific vocabulary occurs in all subjects and opportunities are made in these lessons to reinforce spelling work undertaken in the literacy hour.
Teaching and Learning
The teaching of spelling aims to develop children as independent spellers who take an active part in their own learning. This will be through a multi-sensory approach incorporating the development of fine motor skills, auditory discrimination and visual perception. Children will be taught the knowledge and skills they need to become independent spellers. Routines and structures will be provided to enable children to apply what they learn about spelling independently.
Continuity and Progression
The emphasis at this stage is multi-sensory linking the teaching and practising of letter shapes and patterns with the development of the child’s ability to listen to and discriminate between the constituent sounds which make up a word. Much of this will occur through games and activities which encourage focused listening in music, dance and P.E. as well as literacy activities where there is a focus on rhyme, rhythm and alliteration.
Children learn at an early stage how to discriminate and make the connection between letter sounds used in reading and letter names used in spelling.
Phonic teaching is carried out using the N.L.S. Framework and other support material eg. Jolly Phonics, Letterland, Letters and Sounds and Progression in Phonics.
Developmental writing is encouraged to give children confidence; it is crucial that
children at this stage in their development as writers do not become over-concerned with spelling accuracy. Support is given to spelling by providing writers with aids such as letter charts, simple word banks and picture dictionaries to stimulate interest in and enthusiasm for words.
Key Stage 1
For spelling purposes, the emphasis is on the children’s ability to segment words
into phonemes and then matching the most likely letter or letters to each sound by accessing the alphabetic code. Phonic teaching is supported by use of elements of Progression in Phonics.
In addition the children need to build a vocabulary of number of sight words, high frequency words and common irregular words as listed in the NLS Framework to enable them to write fluently. Many of these words are taught and learned phonemically. They investigate and learn to use common spelling patterns, frequently used prefixes and inflectional endings in their own writing.
Children become increasingly independent. They identify reasons for misspellings
in their own work and are taught how to use a simple dictionary, a range of word banks (including those on computers) and their knowledge of word families. The ‘Say-Look-Cover-Write-Check’ routine is established and risk-taking in the spelling of unknown words is encouraged. Children should know what their responsibilities are in terms of spelling and when they may seek assistance from an adult.
Key Stage 2
At Key Stage 2 there is an emphasis on the recognition of letter strings, visual patterns and analogies, the application of spelling conventions, the use of a range of word resources and the morphology of words. Nevertheless, it is recognised that some children will need to consolidate the phonic knowledge and skills from Key Stage 1.
Within the literacy hour there is a gradual shift from teaching at word level to teaching at sentence level. However, an expectation remains that there should be explicit teaching of spelling 3-4 times a week.
An investigative approach is taken to the teaching of spelling, which is supported by the activities contained in the Spelling Bank (DfEE 1999) and the NLS Sheets (DfEE 1998). The NLS details the National Curriculum programme of teaching, but teachers need to use their professional judgement in order to pitch the teaching at the appropriate developmental level.
Building on the approaches introduced in Key Stage 1, there is an emphasis on developing confidence and independence. Children assume increased responsibility by identifying their own spelling errors, making reasoned choices about likely alternatives and using a range of resources (including spellcheckers and a variety of dictionaries and word banks) for making corrections.
Where children have made limited progress in their ability to segment words for spelling, a targeted programme is required. The Additional Literacy Support materials (DfEE 1999) intended for children in Years 3 and 4 are very useful and the programme has been devised for a teaching assistant working with small groups of underachieving pupils. Those children who need even more support can usefully work through this programme at a slower pace although a lot of consolidation will be necessary.
Individual programmes for teaching and support will be drawn up as appropriate by the class teacher in consultation with the SENCo.
The Learning Environment
Children’s independence as spellers will be enhanced if the teacher provides a rich and lively learning environment supported by well chosen word resources and interactive displays.
The Role of Parents and Carers
Where appropriate spelling investigations are carried out as homework activities which, on occasions, can be reinforced subsequently by learning at home those words which the children are likely to use in their own writing. From time to time the child may also learn words listed in their spelling book.
RE is taught for one hour each week and follows one religious theme or festival each half term. Religious education is provided for all pupils in this school and is in accordance with Leicestershire's agreed syllabus. As we are a Church of England school, the curriculum is interlinked with collective worship, each supports and enhances the other.
At St Peter's Wymondham Church of England Primary School we develop the children's knowledge and understanding of the major world faiths, and we address the fundamental questions in life, for example, the meaning of life and the existence of a divine spirit. We enable children to develop a sound knowledge of Christianity and other world religions. Children reflect on what it means to have a faith and to develop their own spiritual knowledge and understanding. We help the children learn from religions as well as about religions.
In order to make religious education a lively, active subject we employ a variety of teaching methods including art, music, discussion, the development of thinking skills, drama, the use of artefacts, pictures, stories, and the use of periods of stillness and reflection.
Where possible we want our pupils to have opportunities to encounter local faith communities through visits to local places of worship or visits from members of local faith communities to the school.