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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Reading at Manor

 


(School code wg9t)

In Key Stage 1 (Foundation Stage, Year 1 and Year 2), we teach Phonics following the DfES Letters and Sounds programme. We use books from the Oxford Reading Tree and Pearson Bug Club schemes. As well as sending home books, children have access to online Bug Club reading books with their own logon.

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Visit our Parent Information Page for more about how we teach English and Maths, and how you can help at home.


 

​​Manor's Meaningful Curriculum

At Manor, where possible we teach subjects such as literacy, art, history, geography, design technology, science and music through our termly topics. More discrete topics like maths and RE will be taught separately where appropriate. These cross-curricular links enthuse the children about their learning, and we give the children the opportunity to direct the topic towards their own interests. 

Year Group

Autumn 1st half

2016

Autumn 

2nd half

2016

Spring 

1st half

2017

Spring 

2nd half

2017

Summer

 1st half

2017

Summer

 2nd half

 2017

FSU
This is me
Space
Christmas
Va Va Vroom
Dinosaurs
Roots shoots and fruits 

Year 1Nature Watch
Who Made That?
The Really Big Adventure
Superheroes
 Wriggle Rattle Roar

Year 2Pack Your Bags
Castles and Knights
Amazing Authors
  Journeys
Danger Dinosaurs
Art Attack
Year 3/4Destination Down Under
Awesome Egyptians
Vicious Vikings
India
The Wonderful World of Roald Dahl
Media Magic
Year 5Stargazing Live
Horrible Histories: The Terrible Tudors
Walking with Dinosaurs
Kensuke's Kingdom 
Alive and Kicking 

Manoropoly 

Year 6Stargazing LiveHorrible Histories: The Terrible Tudors 
Walking with Dinosaurs Survivor
Stand Out from the Crowd
I'm a Y6, Get Me Out of Here ​​

Click each year group to see an overview of the curriculum that was taught last year. We have a rolling programme of topics so children will not repeat a topic as they move up the school.

2015- 2016: Foundation Stage     Year 1 and 2    Year 3 and 4   Year 5 and 6

Click the links below to see examples of how different areas of the curriculum are taught at Manor.

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Mastery Curriculum at Manor School

At Manor School, we are moving towards adopting a mastery approach in the learning and teaching of mathematics. As things stand, this is being embedded across KS1 and KS2 for the first time this September. EYFS will continue to work using a problem solving approach, which is an underlying theme in the mastery approach. The main aim is to ensure that our children develop deep knowledge of mathematical concepts, so that those pupils beginning their education at school do not develop gaps in their learning over time.

Year 1  Year 2  Year 3  

Year 4  Year 5  Year 6
  
  
  
  
  
  
  
  
  
  
  
  
  
  



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As a result of this approach being taken, it is likely that those undertaking learning walks and/or monitoring lessons will see more whole-class teaching than may have been evident before the implementation of the new national curriculum. Where a mastery approach is being taken, pupils progress through curriculum content at broadly the same pace, although support/intervention is used to move groups of children on so that they are able to:

  • Grasp concepts and methods, e.g. through more varied use of practical equipment – in the case of lower attainers

  • Be challenged through exposure to greater depth in their learning, e.g. through tackling more complex problems in a different context - in the case of higher attainers/rapid graspers

As a result, differentiation is sometimes likely to appear more subtle than before, however, it should be noted that varied use of practical resources/models and images, plus questioning that requires deeper reasoning is used to ensure that all children are supported/challenged appropriately. Practise and consolidation play a central role in pupils’ learning experiences. Although the ‘pace’ in lessons may appear to be slower, this could mask development of deep understanding of mathematical concepts. Further challenge is provided to all children through use of problem solving, which may or may not be linked with a real-life context.


Despite starting to develop a mastery approach in the learning and teaching of mathematics, we are aware that children will have gaps in their pre-requisite knowledge. Consequently, our medium term planning has been designed to take into account where changes in the national curriculum have taken place. Medium term planning is also likely to show longer being spent on each topic where mastery is becoming an integral part of the system, so that greater depth is enabled. In lessons, teachers use precise questioning to check conceptual and procedural knowledge. They formatively assess in lessons to identify who requires intervention, meaning that all pupils keep up. Intervention is focused on ensuring that pupils are helped to keep up by revisiting concepts and/or being provided with prior learning in advance of lessons. We have worked with the GLOW Maths Hub as part of a teacher research group, with an advisor at county level and have made the decision to follow guidance from the White Rose Maths Hub around the planning and assessment of the mastery approach to maths.

Whilst a transition from the old to new national curriculum remains in its earlier stages, we have chosen to adopt a new summative assessment system titled ‘Target Tracker’ (TT). Children are assessed against how well they have understood a range of both key objectives and other objectives from the new national curriculum. Such assessment links with day-to-day assessment for learning, which informs teachers about which elements of learning children need to develop. In order for the mastery approach to work, we understand the particular need for children to achieve key objectives for their current stage of learning. The attainment and progress of children’s learning is tracked by class teachers and senior leaders, so that swift interventions can be put into place, including for pupils who have not always experienced a mastery approach in mathematics.



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In the Juniors, Years 3 to 6 have weekly French lessons. We also make international links through other subjects when possible.
  
  
  
  
  
  

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Spiritual, Moral, Social and Cultural development: Including  British Values.​ and Religious Education (RE).

Each month we focus on a different positive value - love, peace, co-operation etc. Every member of staff and pupil is expected to demonstrate these positive values in the way they treat themselves, each other and the wider community. ​

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
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