At Swimbridge Church of England Primary School, we aim to offer a coherently planned, inclusive, broad and balanced curriculum that is both aspirational and creative in its approach. Through whole school topics, we ensure coverage of the Early Years Framework and all subjects within the Primary National Curriculum.
We place huge importance on reading and on the quality of teaching and learning across all subjects.
Autumn 2020 'Variety of Life'
Reading and Phonics
At Swimbridge School we teach daily phonics, following the DFE Letters and Sounds 6 phase approach, across the EYFS and KS1. This is then reinforced and supported throughout KS2 within the 'No Nonsense' Spelling curriculum and also through targeted 1-1 or small group phonics interventions when needed.
We recognise that there are lots of different ways to teach reading. We use a combination of different strategies and resources to deliver high quality reading experiences to achieve the best results for our children (see link below).
The programmes of study for writing at key stages 1 and 2 are constructed as follows:
transcription (spelling and handwriting)
composition (articulating ideas and structuring them in speech and writing)
It is essential that teaching develops pupils’ competence in these two dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition. Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.
At Swimbridge school we follow the national curriculum for mathematics, which states that schools must ensure that all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Progression within maths is closely monitored to ensure that delivery is appropriate to need as well as age related expectations. The national curriculum clearly defines expectation and approach as follows: 'The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.'
If you have not found the information that you were looking for, or would like to know more about our curriculum or assessment here at Swimbridge, please contact the Headteacher or the school office, who will be very happy to help.