Curriculum

English

Reading

At Park Junior School, we love to read and want our children to share our passion for reading that will continue into adulthood. Reading lessons are based on a quality text that is shared and understood daily, focusing on the skills of retrieving, inferring and deducing information and improving fluency.

Guided reading

 

Autumn Term

Spring Term

Summer Term

Year 3

Krindlekrax

by Phillip Ridley

The Sheep-Pig

by Dick King-Smith

Gregory Cool

by Caroline Binch

Year 4

The Explorer

by Katherine Rundell    

The Miraculous Journey of Edward Tulane       

by Katie DiCamillo

I Was a Rat!

by Philip Pullman

Year 5

Cogheart

by Peter Bunzl

Journey to the River Sea

by Eva Ibbotson

Skellig

by David Almond

Year 6                    

Holes

by Louis Sachar

Floodland

by Marcus Sedgwick

Wonder

by R. J. Palacio

Poetry

 

Autumn Term

Spring Term

Summer Term

Year 3                    

The Owl and the Pussycat       

by Edward Lear

Leisure

by W. H. Davies

The Crocodile

by Lewis Carroll

Year 4

Firework Night

by Enid Blyton

A Midsummer Night’s Dream      

William Shakespeare

From a Railway Carriage

by Robert Louis Stevenson

Year 5

The Highwayman

by Alfred Noyes

Romeo and Juliet

William Shakespeare

The Listeners

by Walter De La Mare

Year 6

If

by Rudyard Kipling

Macbeth

William Shakespeare

The Jabberwocky

by Lewis Carroll

Each class enjoys committed reading time daily using Accelerated Reader which is quiet reading time dedicated to the improvement of the children’s ability to comprehend texts at a level appropriate to them. All children take quizzes after each book to assess their text comprehension and are able to progress through the scheme as appropriate. All books in school are levelled for small step development through our Accelerated Reading scheme. We utilise the Big Cat fully decodable phonic scheme to support our low readers.

The importance of reading at home cannot be underestimated and we strongly encourage children to read at home daily by using a ‘Book Bingo’ reading challenge, where children are challenged to read a range of different genres and text types to fill in their bingo card. These books can be books from home or chosen from the wide selection on our online library myON. Children will be given the opportunity to choose a new book for the school library once they fill their card and will be celebrated in school.

We are lucky to have volunteers who listen to children read weekly and have a school library full of a vast selection of books. Reading corners are normally present in all classrooms, but have been temporarily suspended due to COVID.

Throughout the year we hold various reading events, including book fairs, World Book Day celebrations and welcome authors into school to work with the children.

Writing

At Park Junior School, we use Talk4Writing to deliver an exciting and engaging English Curriculum. Based on developing the children’s ability to write creatively, the children learn through oral storytelling, using both fiction and non-fiction texts that have been specifically chosen for their quality. We also use quality texts in the form of books based around our wider curriculum to ensure a broad experience in both reading and writing.

We ensure children explore classic texts, poetry and plays each term, focusing on the vocabulary, exploring the author’s intentions and oracy opportunities. Children are given opportunities to write and perform their own versions as well as the classic versions.

We also focus on using the correct grammar and punctuation in order for our children to communicate effectively when writing or speaking. Dedicated SPaG (spelling, punctuation and grammar) lessons are taught daily and are designed to embed these skills for children to draw upon when writing or speaking.

Spelling lessons are taught in line with the National Curriculum expectations. Children explore these spelling rules and patterns, including exceptions, in class before consolidating this learning at home for a weekly spelling test.

Oracy is a key focus for us at Park Junior School and we ensure opportunities for children to explore the different types of talk during English lessons and across the curriculum in order to develop their abilities to articulate ideas, develop understanding and engage with others through spoken language.

We also have daily ‘Word of the Day’ sessions to improve our children’s vocabulary where we explore a new word by learning its definition, how to use it in a sentence and other activities. We also explore vocabulary across the curriculum and learn to spell these words to support the children’s writing in other subjects.

Phonics

At Park Junior School, we follow the Letters and Sounds phonics programme.  Year 3 begins with us assessing the children’s current attainment, and using that to select our entry point to the scheme of work.  From there, daily sessions enable the children to consolidate their previous learning and move towards greater fluency with their reading and writing.  Targeted interventions allow us to support those children who have difficulty retaining the material covered in whole-class sessions, with a particular focus on pupils who did not pass the KS1 phonics screening.  Lessons are fast paced and engaging – combining a wide range of games and other activities to appeal to a variety of learning styles.  Classes move on from Letters and Sounds to spelling rule lessons once the scheme of work is complete and our assessments show that the children are ready to progress.

Maths

At Park Junior School, we use Kangaroo and Can Do Maths to plan our lessons alongside Maths Nav for specific small step lesson focus. Our aim is to follow the Mastery approach in maths which means that most children work on the same objective at the same time with the differentiation being the level of scaffolding and support given. 

As part of our Maths Catch up Program, we practice our arithmetic skills every day during our ‘Crack It’ sessions.  These are activities that in Term 1 and 2 will come from the previous year’s number work for two days. For the next two days there will be some ‘deliberate practice’ sessions where classes will do work that through assessment of the lessons, it is clear the children need more work on. On a Friday, we have ‘Fact Friday’ where we take a times table fact (year group related) and look at all the facts associated with that one fact. The children self-mark during most of these Crack It sessions after the teacher's demonstration of how to solve the questions.  These sessions are vital in keeping the children's calculation skills fresh irrespective of the maths they are covering in their main lessons.

During the main lesson, each class follows a similar structure.  We start with teacher instruction of the new concept, where the children take part in activities with the teacher all together. Some of these lessons as part of our catch up program will include some previous year’s objectives to make sure they have that understanding before moving on.  The children then move on to a task where they will practice their new skill which is called ‘Do It’. This will always involve standard examples of the particular maths and some non-standard examples.  These non-standard examples really ensure the children have grasped the new learning.  They then independently move on to a task which involves tackling a common misconception which really stretches their thinking about the particular concept, this is called ‘Twist It’ Lastly, they move on to a task which gives them the opportunity to deepen their understanding and apply their learning to different contexts which is our ‘Solve It’.

Due to the current situation, wherever possible, we mark the children's work with them in the lesson so we can work through any misconceptions, there and then and reduce the times the books are swapping between teacher and pupil.

At the beginning of term we carried out some small assessment tests to help inform our catch up program. These have come from Can Do Maths club and relate to the Key Performance Indicators that have been highlighted from the previous year as ones the children will need in order to move onto their currents year’s learning. They also closely mirror the new DfE ‘Ready to Progress’ document. The data will specifically inform our ‘Crack It – Deliberate Practice’ sessions and help decide which units will need some previous year’s work done on it before we move onto the current year’s objectives.

We will also be carrying out end of term tests linked to the work that the children have been doing that term to check on their progress regularly throughout this year.

During these first two terms (and possibly ongoing) we will be having a couple of short afternoon maths sessions as well to help cover some of the previous year’s work or any deliberate practice that the class needs.

Alongside our Fact Friday times tables learning, we also use Times Table Rock Stars, which is an online programme. The focus of this for this year will be at home as part of their weekly homework as due to the current restrictions, we don’t have the capacity to incorporate this within school but hopefully we will again soon, so please encourage your child to keep working on these at home.

 Science

Wherever possible, Science is taught through class topics. Our planning ensures that the children develop skills in observation, questioning, formulating hypotheses, measuring, comparing and interpreting, and aims to develop scientific and conceptual knowledge through biology, chemistry and physics.

 Computing

Most children feel confident when using technology and regularly use tablets, computers, laptops, smart TVs, game consoles mobile phones etc.

In computing the children will explore the importance of staying safe on the internet, building a range of skills using Microsoft Office Word, PowerPoint and for years 5 and 6 Excel and learning to create coding and algorithms to problem solve.

The children are asked to follow a set of ICT guidelines when using equipment to keep them safe at school and at home.

 Art & Design

In Art, children explore, express and create using a wide range of materials. Learning will include drawing, painting, sculpture, multi-media and print work and will be a creative part of class topics. We also use art as means to show understanding though other curriculum areas such as RE.

Design & Technology

Design and technology is an inspiring and practical subject, using creativity and imagination. Children design and make products that solve real and relevant problems, using card, modelling materials, construction kits, resistant materials, textiles and food. The majority of Design and technology will be planned through class topics, We also supplement our teaching with STEM workshops and K’nex challenges. Our children have represented the school as STEM ambassadors at Renishaws.

Geography

At Park Junior School the children will expand their geographical knowledge of the world.

By studying physical geography, pupils will take a closer look at the Earth’s natural features such as mountains, rivers, deserts and oceans.

In human geography the children will gain a deeper understanding of how human activity affects or is influenced by the earth's surface.  

 

Year 3:

Year 4:                  

Year 5:

Year 6:

Focus of Study

The United Kingdom

Europe

South America

North America

Term 1

Term 2

Term 3

Location

Physical and Human Features

Physical and Human Processes

Each year the children will explore 5 key themes within one location. In term one, the children will familiarise themselves with their chosen location. In term two, the children will build on this knowledge by exploring the physical and human features within that area. Finally, in term 3 the children will study the physical processes that have shaped the location. Whilst exploring these themes pupils will be taught skills that will allow for a deeper understanding of the world as they know it and create enjoyable, creative, stimulating learning environment.

 History

In history at Park Junior School, we use big questions to explore and understand the past. Pupils study key periods of time in both British and World history. Being immersed in a resource rich curriculum that allows the children to imagine the past will develop the tools that they need to become skilled historians.  As part of the National Curriculum, pupils will unpick important parts of history that have helped shaped Britain as we know it today. They will be given the opportunity to compare, justify and debate with each other about the achievements and defeats of the early civilisations.  As pupils embark on their historical educational journey, they will build on the knowledge and skills they have acquired so far and ensure they have a solid understanding of how historical events have shaped our society.

 

 

Term 1: World History

 

Term 2: World History

Term 3: British History

Big Question       

What were the triumphs and defeats of the early civilisations?

How did cultures and past-times shape the early civilisations?

How has the past shaped Britain as we know it today?

Year 3

Was Rome built in a day?

What did the Romans do for us?

Which was best Stone, Bronze or Iron?

Year 4

How did the Egyptian civilisation wax and wane?

What was daily life like in Ancient Egypt?

What were the effects of the Anglo Saxon, Viking and Scots settlement in Britain?

Year 5

Was Ancient Greece the most influential civilisation in history?

So, is everyone an Ancient Greek?

What impact did the Tudors have on Britain?

Year 6

How did Baghdad AD 900 prosper and falter?

What made the Age of Islam golden?

Does the Blitz tell us all we need to know about the impact of WWII?

 Music 
In music we follow ‘Music Express’ and the children will perform, listen to, review and evaluate music from different periods of history and countries. They will use their voices and instruments to compose music of their own and perform in front of others. The children will explore how music is created, including having an understanding of pitch, duration, dynamics, tempo, timbre, texture, structure and notation. 

Every week the children sing in school during assemblies. Over the last two years children have taken part in ‘Young Voices’ where they learn and perform a range of songs.
 
In addition to this, instrumental tuition is available from peripatetic staff for drums, ukulele and guitar. Music teachers are self-employed and set their own charges and undertake their own administration. Instruments are available to hire from Gloucestershire Music (no hire charge is made for those in receipt of free school meals). Please see the following link for more information: http://www.gloucestershiremusic.co.uk/ 

Personal Social Health and Economic

At Park Junior School we see Personal, Social, Health and Economic Education (PSHE) as being at the centre of all that we do.  Through our curriculum, our school environment and our school ethos, we promote pupils’ self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, at school, at work and in the community.

Relationshipes and Sex Education  

The purpose of Relationships and Sex Education is to assist young people to prepare for adult life by supporting them through their physical, emotional and moral development, and helping them to understand themselves, respect others and form and sustain healthy relationships.

Mental health

At our school, we aim to promote positive mental health for every pupil.  We pursue this aim using both universal, whole school approaches and specialised, targeted approaches aimed at vulnerable pupils.   By developing and implementing practical, relevant and effective mental health we can promote a safe and stable environment for pupils affected both directly, and indirectly by mental ill health.  

Physical Education

Physical Education develops children’s enjoyment, confidence and skill in physical activity whilst promoting personal, social, emotional and intellectual development. It is also about introducing children to the world of sport, which combined with an enjoyment of exercise, will provide the foundations for a healthy, active adult lifestyle. Children experience high quality teaching from an external company called ATLAS who also provide competitive sports for our children to participate in within school and against other schools. Furthermore, children have opportunity to develop their swimming and cycling confidence through different programmes run by professional agencies. 

Languages

Our children are taught French in KS2.

The ability to communicate in a different language opens up a greater understanding of other countries, cultures and communities. The ability to express ideas and thoughts in another language and to understand and respond to written and spoken language enhances children’s confidence in all communication.

Religious Education 
 
Religious Education is an important part of the curriculum. The school’s Religious Education curriculum is based on four key religions (Christianity, Judaism, Hinduism and Islam) and is closely linked with the school’s values. We follow the locally agreed syllabus to ensure that all pupils explore these religions to develop an understanding of the world they live in. Learning is also linked to the five British Values (democracy, tolerance, mutual respect, rule of law and individual liberty) to help children develop a sense of what it means to be British and live in a multicultural society. During RE lessons, children will be ‘Learning about religion’ and ‘Learning from religion’ to meet the key aim which is to ‘promote spiritual, moral, social and cultural development’ through a key question. As a school, we believe that children can learn more about themselves and the world by studying the beliefs and practices of others. A copy of the agreed syllabus is available on request. Parents have the right to exempt their child from religious education. Those wishing to do so should notify the Head Teacher in writing. 

National Curriculum Link 

 

 

 

 

 

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