Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

Key Stage 1

National Curriculum 2014 for Key Stage 1:

Cavendish Primary Phase offers a curriculum which is balanced and broadly based and which:
  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
National Curriculum 2014 provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
National Curriculum 2014 is just one element in the education of every child at Cavendish. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can  develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

Structure of the National Curriculum 2014:

Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow National Curriculum 2014. In primary school it is organised on the basis of 2 key stages and eleven subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects. 
National Curriculum 2014 is required to publish programmes of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organise their school day, as long as the content of the national curriculum programmes of study is taught to all pupils. The structure of National Curriculum 2014, in terms of which subjects are compulsory are set out in the table below:
All schools are also required to teach Religious Education across both key stages. At Cavendish we follow the locally agreed syllabus.

Learning Environments

Classroom management should reflect our aim to encourage children to be independent, well organised and to develop good learning behaviours. This will require flexibility in the organisation of furniture and creativity in learning.  Each classroom should promote a positive learning ethos, that is calming and open ended.

In Year 1 children will continue, initially, to learn through play.  They will experience hands on open ended activities that promote extensive communication and cooperation. This will develop into a structured learning environment through into Year 2.

Each learning environment will contain working walls in English and Maths to aid children in their learning.  The classroom environment should be used to create a safe working environment that promotes good behaviours for learning and celebrates success.

Phonics

Phase One

Pre School and Reception

The aim of this Phase is to foster children’s speaking and listening skills as preparation for learning to read with phonics. Parents can play a vital role in helping their children develop these skills, by encouraging their children to listen carefully and talk extensively about what they hear, see and do.

Phases Two to Four

Reception

Phase Two is when systematic, high quality phonic work begins. During Phases Two to Four, children learn:

  • How to represent each of the forty-two sounds by a letter or sequence of letters.
  • How to blend sounds together for reading and how to segment (split) words for spelling.
  • The letter names.
  • How to read and spell some high frequency words containing sounds not yet learned.

The Letters and Sounds Programme we use suggests an order for teaching the letters. We recognise, however, that children’s personal experience of letters varies enormously. Most importantly, we ensure that phonics is taught and practised at a pace that is suitable for individual and groups of children.

Phase Five

Year One

Children learn new ways of representing the sounds and practise blending for reading and segmenting for spelling.

Phase Six

Year Two

During this phase, children become fluent readers and increasingly accurate spellers.

Statutory phonics screening check

At the end of year one, your child will undergo a statutory phonics screening check. This is a statutory assessment which began in 2012.  All children in Year One must take the check and any Year Two children who did not meet the expected standard in the previous year will take the check again.  The phonics screening check is designed to confirm whether or not individual children have learned phonics decoding to the appropriate standard.

Phonics Resources:

Spelling

English

The overarching aim for English at Cavendish is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Maths

The principal aim is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources. Pupils should begin to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They should know a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

By the end of Year 2, pupils should know number bonds to 20 and be precise in using and understanding place value. Children should be able to fluently recall their 2x, 3x, 5x and 10x table by the end of Year 2 and be able to recall the related division facts. Pupils should read and spell mathematical vocabulary, appropriate to their level.

 

Curriculum Planning 2018 / 2019