The Curriculum at Exton & Greetham CE Primary School
The National Curriculum 2014 has been designed to ensure that children are taught essential knowledge in key subjects, while allowing teachers the freedom to design a curriculum that engages and excites the children we teach. At Exton and Greetham CE Primary School, the curriculum runs using themes and curriculum content is adapted to suit the ages of the children in each class each year. From September 2017 the 'curriculum offer' for each class can be found on the class pages, and at the bottom of this page. This is updated annually in line with the curriculum in each class.
Literacy and Numeracy are taught as discrete subjects, though linked to the class topic where possible. Teachers are also mindful that literacy and numeracy skills should also be incorporated into other subject areas to ensure they are developed and made relevant.
As a church school we also teach RE, following the New Northamptonshire Agreed Syllabus, and PSHE.
EYFS/ Year 1 - Energy and Process
This class runs as a fully integrated EYFS/ Year 1 classroom with free-flow into the outside area. The focus begins on learning through play, and focussed groups are taught to their needs to ensure progress. There is an integrated curriculum covering both EYFS and Year 1 expectations. Literacy, Numeracy and phonics are taught daily either discreetly, or through the curriculum. Phonics is taught using Read Write Inc. Reading is taught using 'Book Banding' and incorporates a variety of schemes, including Ginn and Oxford Reading Tree, alongside some 'real' books. There is a weekly lesson of RE and two lessons of PE a week. French is taught weekly in alternate terms. The curriculum is based on termly/ half termly topics of interest and the two year groups are challenged and extended within the topic.
Year 2/3 - Structure and Clarity
The focus in this classroom is on developing independent learning skills and developing a love of learning. There is an integrated curriculum covering both year 2 and year 3 expectations. Children will work towards ensuring they have all the basic skills they need to access learning at the higher years and focussed groups are taught to their needs to ensure progress. The children continue to learn and develop their phonics into spelling using Read Write Inc as necessary. Reading continues through the use of Book Bands until the children are ready to be 'free readers'. The curriculum is again based on topics , with literacy, numeracy and phonics/ spelling all taught daily at a level appropriate to the class. RE has a weekly lesson, as is PSHE, and there are two lessons of PE a week. French is taught weekly.
Year 4, 5 and 6 - Poetry and Dream
Class 3 is a classroom where the focus is on applying independent learning skills, and focussed groups are then taught to their needs to ensure progress. The curriculum is based on relevant topics and the three year groups and challenged and extended within the topic, covering year 4, 5 and 6 expectations. Literacy, numeracy and spelling are taught at a level appropriate to the class. This may be discreetly or as part of the topic. RE has a weekly lesson, as does PSHE. French is taught weekly. There are two lessons of PE per week.
More detailed information about the curriculum is available on each class page on the website and at the bottom of this page.
We assess the children regularly to inform their next steps in learning. This usually takes the form of formative assessment, where we look at what they children are achieving in their everyday class work and how we can support or build on this learning to take them to the next stage of learning. We track this progress using a PaAG (Planning and Assessment Grid) which allows us to look at what concepts children have been introduced to, and how they are progressing towards mastering each concept. Children are then tracked on their progress towards the end of year expectations for the academic year group they are working in for maths and towards their progress towards the end of each milestone (Year 2, 4, 6) in other subjects. Summative assessments are also used to track progress in test situations and to allow us to review progress against children in other schools to ensure parity. We also meet regularly with colleagues in other local schools to moderate teacher assessments and discuss assessment and progress.