Prospectus & Curriculum
Darwen St James’ Curriculum Statement
Here at Darwen St James’ PA we believe that a successful curriculum is brought to life by high quality teaching, inspirational learning activities and opportunities to listen and plan for the developing interests and motivations of children. To ensure that our children have the best learning opportunities we have embraced the Cornerstones Curriculum.
The Four Cornerstones: ENGAGE – DEVELOP – INNOVATE – EXPRESS
What is the Cornerstones Curriculum?
The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning. We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum. Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.
During the Engage Stage children will :- • have memorable first-hand experiences – for example going on a visit outside the classroom or inviting a specialist visitor into the classroom • have WOW experiences – Investigate and Discover • be introduced in exciting ways to the new topic or theme • begin initial research and set enquiry questions • have lots of opportunity to make observations • develop spoken language skills • take part in sensory activities • have a great deal of fun, allowing them to fully ‘engage’ with their new topic
During the Develop Stage children will :- • dig much deeper to develop their skills, knowledge and understanding of a topic across the curriculum • practice their newfound skills • compose, make, do, build, investigate, explore, write for different purposes, read across the curriculum • research their own questions and those posed by others • follow new pathways of enquiry based on their own interests • complete homework activities that support their learning in school
During the Innovate Stage children will :- • apply previous skills, knowledge and understanding in real life contexts • be challenged with real or imagined problems and situations to solve using knowledge and skills from the earlier stages • be inspired with imaginative and creative opportunities • have time to re-visit skills, knowledge and understanding not grasped during the develop stage • have the opportunity to take on different roles
During the Express Stage children will :- • become the performers, the experts, the informers • share their achievements with others in many different ways…….parents, different classes and the community • evaluate finished products/processes • tie learning back to the beginning • celebrate
How it Works?
Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website:
Some areas of the Curriculum cannot always be linked to Cornerstones and so will be taught in separate lessons. Please see the supporting Curriculum Area statements for more detailed information on specific Curriculum areas.
Reading and Phonics
Here at Darwen St James’, phonics and spellings are taught daily to all children the across EYFS, KS1 and KS2. We assess all children and the stream across all Key stages so that all children are taught at the correct stage. We teach phonics using Jolly Phonics, through actions and songs.
The children are taught to read words by blending, which means pushing all the sounds together to make a word. The children are taught to spell words by segmenting, which means sounding out words and writing down the sounds they can hear.
By the end of Reception children are expected to know all Phase Three sounds. By the end of Year One all children are expected to know all Phase Five sounds. When finishing Key Stage Two, most children at Darwen St James are secure in Phase Six sounds. This phase moves away from learning sounds and focuses on spelling rules and patterns.
If you want to look at the sounds in each Phase we teach please click here. This is also a good website for playing phonics games.
At the end of Year One all the children in the country take a test called a Phonics Screening. They have to read 40 real and nonsense words. We call the nonsense words ‘Alien words’ and the children practice reading them every day. If you want to see an example of this year’s test click here.
If you have any questions or would like any further support please come and speak to me, Tracy Lawson, Literacy Co-ordinator or to your child’s class teacher.
Reading at school:
At Darwen St James’ we want our children to become enthusiastic, engaged readers and to develop a life-long love of books. We introduce the children to a range of good quality fiction, non-fiction and poetry books through our whole-class, core-text approach to teaching reading, and during their weekly guided reading session.
In the early stages of reading, we teach children to decode words using phonic skills as their main approach, alongside which we teach sight vocabulary. Once grasped, the focus for developing reading is on understanding and comprehension. Your child will read with their class teacher once a week during their guided reading session, then independently or supported by teaching assistants.
The Reading schemes we are following at present are: Floppy Phonics, Songbirds, Oxford Reading Tree.
Reading at home:
Early readers will bring home phonics practice. Developing readers will bring home levelled books (according to their stage of development), and spellings to learn. Independent readers will bring home a self-selected book from their class reading corner. Books will be changed in school regularly, please see the class teacher for the exact days for your child.
Your child should be reading at home at least 4 times a week. Your support is hugely important for developing their reading skills, confidence and understanding. Even if your child is an independent reader, it is still important for you to read with them, listen to them and discuss the books they are reading. Please ensure that once they have read, that their reading record is signed. This ensures that your child will get their reading stickers on their bookmarks, which in turn leads to their reading certificate and prize at the end of each half term.
How to support developing readers at home:
- Try to listen to and read with your child regularly, 10 minutes a day is better than a longer session once a week. It can help if a regular time is set aside so that it becomes part of a routine.
- Find a quiet place to share books where you can feel comfortable and relaxed – learning to read needs to be a positive experience – build their confidence by praising their efforts.
- Encourage your child to have a go at reading words, by using phonic skills to read any unfamiliar words, and by working on building up their sight vocabulary.
- Talk about the meanings of words to help to develop your child’s understanding and use of language.
- Encourage your child to read a range of texts such as stories, newspapers, comics, labels, poetry, non-fiction, tickets, signs, leaflets etc.
- Read books to your child as well; if they see you enjoying a book it will encourage and motivate them to want to learn to read.
- Ask them questions about the text to develop their understanding.
Questions to Develop Understanding:
- Where/when does the story take place?
- Who are the characters in the story?
- What happens in this part of the story?
- Tell me one/two things that the main character does in this part of the story?
- Can you retell the story using your own words?
- Tell me what this character was like?
- Tell me the most interesting/ exciting/ funniest/ your favourite part of the story? Why?
- What do you think the character feels about…? How can you tell?
- What do you think would have happened if…?
- What do you think is going to happen next?
- Which part of this book did you like best/least? Why?
- How has the author used words/phrases to make this character funny/ sad/ clever/ frightening/ excited etc?
- Why is … a good title for this story/book/chapter/play?
- Do you know any more stories like this? Tell me how they are alike.
- Do you know another story with similar characters in? Tell me how they are similar.
- What do you think this story is trying to tell us?
- Has anything like this ever happened to you?
- Tell me two things you found out that you didn’t know before.
- What does this part of the text tell us about ….?
- Which part of the text tells us about …?
- Why are some words in bold?
- How does this text/ layout help the reader?
- How does (a diagram/picture/caption) help you to understand the information on this page?
If you have any questions or would like any further support please come and speak to me, Laura Peckson, Deputy Head, Tracy Lawson, Literacy Co-ordinator or to your child’s class teacher.