At Fairhouse children learn all stages of the writing process: discussion and role-play, planning, writing composition, editing, revising and publishing.
KS1 pupils follow a one-week writing cycle
· Read, analyse features of the text/writing.
· Retell, oral rehearse, plan own writing similar, story map, write, edit.
KS2 pupils typically follow a two week writing cycle:
· Analyse and identify text and language features/success criteria for type and style.
· Develop skills and content for writing—GPS, authorial skills/intent/textual structures/language skills/writing sections/role play/discussion/research
· Plan own text in similar format/style
· Edit and review
When children revise their work, they do this in purple biro.
Assessment tasks are standardised against Fairhouse writing standards at the end of half term.
· We cover a range of exciting themes and relevant events in writing throughout the year.
Grammar, Punctuation and Spelling
We teach grammar and punctuation within the writing lessons (and in all lessons). The explicit GPS is taught in and practiced in context. We make good use of explicit teaching of GPS within the writing sequence within week 1 of the writing cycle in KS2. We set high expectations of use of grammar, spelling and punctuation across the curriculum.
Reading is a high priority at Fairhouse. All children are expected to read at home at least 5 times a week.
In Reception and year 1, we have a weekly book focus. The children will become very familiar with this book through the week.
Every class has a dedicated 15 minute story time, where the class teacher reads to the children using the class novel.
In Key stage 2 (and halfway through year 2), the children use their core text to develop a greater understanding and depth of the text in reading sessions on Mondays and Fridays. The Monday and Friday sessions place a focus on authorial intent, predicting, summarising and understanding of the text as a whole. An overview of our core texts can be found here. On Tuesdays, Wednesdays and Thursdays, the children study a theme of reading which changes weekly. This theme is linked across three texts which have been selected to develop a broad range of reading experiences and genres. Within these sessions, there is a high focus on retrieval and inference skills.
Children in Reception and KS1 will take home 2 books: A Read, Write Inc. (RWI) phonics based book and one other book from our book banding system which exposes the children to more words.
Children who have finished the RWI scheme will take home book from our book banded system, which is matched to their reading level and context appropriate. The children are responsible for changing these as they are needed.
Children often have the opportunity to use concrete resources. Our aim is to quickly move children on to visualising number.
At the beginning of each session, the children will practice and review learning from last lesson, last week, last term and last year to keep revisiting prior learning.
Children are given time to explore concepts in order to gain a deeper understanding of the learning at the beginning of the unit. It is vital that children use the correct mathematical vocabulary which will be modelled by the class teacher within lessons and used on working walls.
Maths lessons will follow a similar structure each day: input, modelling by the class teacher (I) , guided application (we) , individual attempts (you) and then move on to independent practice by children. The lesson should include aspects of reasoning. It may focus on an aspect of arithmetic or develop into use of application through problem solving and further reasoning.
Every maths lesson should have scaffolds and support for those who need more time to grasp the concept and challenging activities and tasks to stretch those who are working at depth within the concept although the main priority is to master the concept before moving to depth. This will involve varied fluency tasks.
· From 2020, children in year 4 will be tested on their times tables. The children need to be taught procedural fluency and conceptual fluency.
· The school has a curriculum map of when each times table should be taught.
We have a broad and balanced curriculum in place, with clear progression across subjects, year groups and key stages, covering the national curriculum. In order to gain a thorough understanding and enjoyment, units are taught in blocks (usually each half term) with a range of cross-curricular links for foundation subjects. This follows the Cornerstones curriculum theme which outlines learning under four distinct phases:
We use a range of teaching styles, resources and stimuli to teach the curriculum and children take part in enriching and stimulating trips and events. We expect a high standard and quality of work produced, particularly in relation to written and spoken English and presentation.Alongside daily topic lessons, the children will spend one day each half term being creative. These 'Creative Days' will form part of their topic and may include singing, dancing, art or DT.