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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, which are planned on a 2 year rolling programme. 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. Click below to find out more.
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​Year Group

​Autumn Term 1 2017 Topics

​Foundation Stage
​All About Me
​Year 1 and 2
​Pack Your Bags
​Year 3 and 4
Rainforests
​Year 5 and 6
The Shang Dynasty


Our learning objectives are based on the National Curriculum. Click below to see the objectives we teach in each year group.


​Reading
​Writing
​Maths
​​Science
Year 1​
 Year 1 Reading 
Year 1 Writing
Year 1 Maths
​​KS1 Science taught across Years 1 and 2 


​Year 2Year 2 Reading
Year 2 Writing
Year 2 Maths
​Year 3Year 3 Reading
Year 3 Writing
Year 3 Maths
Lower KS2 Science taught across Years 3 and 4
​Year 4Year 4 Reading
Year 4 Writing
Year 4 Maths
​Year 5Year 5 Reading
Year 5 Writing
Year 5 Maths
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Upper KS2 science taught across Years 5 and 6 

​Year 6Year 6 Reading
Year 6 Writing
Year 6 Maths


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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.  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.

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

The 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. Further challenge is provided to all children through use of problem solving, which may or may not be linked with a real-life context.


 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.