Curriculum Key Areas

Mathematics is a subject which promotes number sense, problem solving and pattern spotting.

We are promoting the core values of the national curriculum through fluency, reasoning and problem solving.

We promote understanding of the subject through a concrete, pictorial and abstract approach to mathematics.

Children have daily maths lessons,  (supported by the White Rose Scheme) which are designed in small steps to promote their understanding and curiosity in the subject.

Beyond the daily maths lesson, children build up ‘number sense’ through a second isolated session to specifically promote numerical skill called Mental Maths.

How to help with maths at home

Oxford Press timetables

Download here

Maths primary dictionary

Download here

Websites to help with Maths at home

nrich.maths.org

www.nrich.maths.org/parents

topmarks.co.uk

www.topmarks.co.uk

coolmathgames.com

www.coolmathgames.com

mathszone.co.uk

www.mathszone.co.uk

Times Tables Apps

www.keystagefun.co.uk/times-tables-apps/

NumberBlocks

www.bbc.co.uk/cbeebies/shows/numberblocks

Hit The Button

www.topmarks.co.uk/maths-games/hit-the-button

emile-education.com

www.emile-education.com/resources/timestables/

MATR

matr.org/blog/category/help-maths-at-home/

How you can help with Computing at home

We’ve all been there, sat around the dinner table after a long day, and we ask our kids the question that has been passed down from generation-to-generation, “What did you do at school today?”

In return, we get the immortal reply, “Dunno, nothing!”

Throughout the school children use the following website to develop their programming skills. Next time you need to know what they have done in Computing pull up the following link and your child will be only too happy to show you what they can do!

 

If you want to know more information about how the site works and what it can do the following two links will give you the information you need in the minimum amount of time.

 

D&T in primary schools develops young children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. D&T encourages children’s creativity and encourages them to think about important issues.

The development of Design and Technology at Upton upon Severn Primary School is achieved through opportunities and experiences that span the entire curriculum. This enables pupils to take part in a wide range of practical activities directly linked to five main areas:

  • Identifying needs
  • Generating ideas
  • Planning and designing
  • Making and testing
  • Evaluating

Design and Technology is a way of learning, which encompasses and links the whole curriculum. In primary school it has its roots in imaginative play, art and science.

 

Our hope for the children at Upton is that they become innovative thinkers who question and explore the practical world around them and this helps them to develop a positive, growth mind-set approach to their learning.

In the Early Years Unit we passionately believe in offering all children a positive and stimulating start to their education .We stand united with the whole school ethos that ‘We can ALL succeed ‘ and offer opportunities to develop the ‘ whole child’ through providing;

  • Warm, stimulating and challenging interactions and activities that initially focus on building children’s Personal, Social and Emotional, Physical and Language and Communication skills. These can then be built on and extended to mathematical, scientific, creative and technological development as children progress through the Foundation Stage. (Early Years Foundation Stage)
  • A rich environment both indoors and outdoors that provides a wide variety of opportunities for children to develop their creativity, problem solving, concentration and independence skills. (Characteristics of Effective Learning)
  • Experienced Early Years Practitioners to support, scaffold and extend children’s development and learning through a balance of child led play and planned, focused activities that are based around children’s fascinations, interests and needs.
  • Online Learning Journeys (Tapestry) –to document children’s interests, development and Next Steps in learning .These are highly interactive between staff, children and parents to enable us to work in partnership with parents and communicate effectively about their child’s progress on a regular basis.

 

The Early Years Unit

The Early Years Unit consists of three separate areas;
River Room-caters for our youngest learners. Children can start here from aged 2 and benefit from a small group with a high staff ratio of experienced practitioners enabling them to learn to separate from their parents/carers and start to learn about pre-school life, for example, playing alongside others, joining in with singing , snack times and sensory activities.

Nursery Class-For children aged 3+- Children transition to the Nursery Class shortly after their third birthday when they are ready for the challenge of a slightly bigger environment .This transition is seamless as the children regularly visit the Nursery class with River room staff prior to starting and are usually keen to join in. The activities based in the Nursery are designed to continue to stimulate and engage children to take them on the next stage in their learning and prepare them for school life including phonics sessions, cooking, Music, Forest School and maths activities.

Reception Class-The Reception Class marks the end of the Foundation Stage and the beginning of their school life. Children happily move up from the Nursery Class ready for this exciting stage in their learning and staff continue to develop and extend their learning through lots of fun play based activities and offer experience of more formal activities like handwriting, P.E. lessons and attending whole school assemblies which children are now ready for and thrive on.

The term EAL (English as an Additional Language) is used when referring to pupils whose main language at home is a language other than English. At Upton we aim to work together to meet the full range of needs of these children and their families, ensuring they all feel valued as part of the Upton upon Severn community.

At Upton upon Severn Primary School, we recognise the importance of children achieving their potential no matter where their starting point is:

‘Anything is possible we can all succeed’

Mrs Wills – Head Teacher

‘Anything is possible we can all succeed’

Mrs Wills – Head Teacher

To this end, we assess the skills and needs of pupils with EAL on admission and provide appropriate provision according to their needs. We use a range of different strategies to support children as they develop fluency for the English language, thus enhancing both their social and academic experiences within the school environment.

At Upton, we welcome and value the cultural, linguistic and educational experiences that pupils with EAL bring to our school. We aim to give status to EAL children’s skills in their own language(s) and acknowledge the time it takes to become fluent in an additional language. We encourage pupils to use their first language to explore concepts and we provide a range of strategies to ensure that EAL pupils are supported in accessing the curriculum.

Throughout primary school, children will use skills developed in lessons to find out about different places in the world. They will use a range of resources to study small regions in the UK, Europe and the Americas, and compare these to other areas including their own town.

In Key Stage 1, children will name the four home nations and their capital cities as well as the names of the continents and oceans of the world. They will use simple maps and photographs to explore the local area and use the four main compass directions to show points of interest and find places.

 

Useful links for this key stage 

Find out where you live and see it from a satellite

Children can make their own maps using the features in their local environment

Join Barnaby Bear as he visits different locations and discuss the similarities and differences

In Key Stage 2, the children will learn the counties, regions and major cities of the United Kingdom, using ordinance survey maps and grid references to describe and locate them. The children will locate and discuss different countries in the world focusing particularly on Europe and the Americas. They will begin to explore geographical features such as volcanoes and tectonic plates, as well as features of human geography such as trade links and land use.

 

Useful links for this key stage

View the places discussed in class

In Key Stage 1, the focus of history is on locally significant events or events within the children’s own memories as well as key events of great significance such as Bonfire Night. The children develop an awareness of the past using words and phrases to describe events. In addition, children will find out about important historical people and events, such as Florence Nightingale or The Great Fire of London. They will also look at significant events and people in the local community.

In Key Stage 2, there are nine main areas of study that are required, some of which have optional strands. The first four are units relating to British history and are intended to begin the development of a clear chronological understanding. Pupils should be taught about.

  • Britain in the Stone, Bronze and Iron Ages
  • Roman Britain
  • Anglo-Saxons and Scots in Britain
  • Anglo-Saxons and Vikings
  • Local history
  • A study of a period after 1066 of the school’s choice
  • Ancient Greece
  • A choice from Ancient Egypt, Ancient Sumer, Ancient Egypt, or the Shang Dynasty of Ancient China
  • A choice from 10th-century early Islamic civilisation, Mayan civilisation or Benin in West Africa

 

Useful links

Throughout the school we like literacy to centre around a quality text. Often, but not always, the text links with the topic the class are working on. Once a book has been chosen the class use this for whole class guided reading and writing. The class will work through a book exploring features such as character, setting, action, problem and solutions and developing descriptions. During guided reading, children may complete a variety of tasks including comprehension, performance, reading aloud, character studies and analysis of the author and illustrator.

As children progress through a text, it presents a wide variety of writing opportunities from story writing to writing formal letters. Each year group has specific genres it works on throughout the year and, as part of our spiralling curriculum, these genres can be re-visited and developed as a child moves through the school.

Every half term the children write in their ‘best books’. These books travel with the children throughout their time at school and show the progression in their writing from Reception to Year 6.

Daily reading is essential for all year groups from those early reading skills in reception to the more challenging texts of Year 6 readers. Please listen to your child read and record it in their Home/School liaison books.

Every week your child will receive spellings. Please support them using the Look, Read, Cover, Write method. Spelling will be tested and the children’s results found in their Home/School liaison books.

 

Below are some useful links which will help you support your child at home:

In Key Stage 2 our aim is to give children a grounding in at least one Modern Foreign Language. Currently this is French for the academic year. During the year the children have been taught key phrases to enable them to introduce themselves, as well as gaining knowledge of colours, animal names, the weather and countries.

For the academic year 2019/2020 French in KS2 is taught by Mrs Rita Furze who is a native French speaker.

We have strong links with Hanley Castle High School Language Department – utilising their expertise as needed. Each year a class from KS2 attend the Primary Languages Festival at Hanley Castle High. This year, year 4 attended and presented Dear Zoo in French.

We have lots of music at Upton! In addition to weekly singing assemblies and an after-school choir, we have lots of special events.  This year these has included taking part in ISingPOP, a music programme that teaches all the children songs with Christian values and their corresponding dance moves, culminating in two performances in the church.  We have also had workshops with a group from the Upton Blues Festival, taken part in the Upton Jazz Festival parade and sung in a Singing Day we led for our local primary schools to join us for. We are also lucky to have our own brass band, run by Helen Lane, where children are taught brass or percussion instruments in an ensemble setting.

Class music lessons build on musical skills as the children go through school, with lots of singing along the way. We have lots of instruments, stored in our music room where our peripatetic teachers give individual and group lessons on a variety of instruments.

PSHE stands for personal, social, health education. It is the area of the curriculum that focuses on developing knowledge, skills and attributes to keep children and young people safe and to prepare them for life and work. Here at Upton we have a comprehensive programme from Reception through to Year 6. Our programme of study is based on three core themes: health and well being, relationships and living in the wider world. It aims to develop resilience, self esteem, risk management, team working and critical thinking.

It is exciting times for PSHE as it is due to become compulsory in 2020. In February 2019 guidance was produced to support this and we will be looking at updating our curriculum alongside this guidance.

Here are some website links that may support parents, carers and children:

We use ‘Letters and Sounds’ as our way of teaching phonics. Phonics are the sounds that letters make and learning them helps children to decode words and begin to read and write. ‘Letters and Sounds’, like all phonic schemes, is organised in phases that build the complexity of the phoneme (smallest unit of sound) and graphemes (the letters used to write the sounds) taught.

Phonics is the building blocks for reading and writing and is integral in the academic development if children. We learn long and short sounds and phonics lessons are always interactive and fun to engage the children.

Phonics is taught as a whole class on a daily basis within foundation stage and KS1 Some pupils may have individual phonic interventions to consolidate their learning.

Our systematic teaching of phonics has resulted in more pupils passing the Year 1 phonics test than those nationally.  An explanation of phonics and the different phases that are covered is detailed below

 

Phase 1 (Pre school and nursery)

This initial phase concentrates on developing children’s speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2 (Reception class). The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.

Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).

 

 

Phase 2 (beginning of reception year)

In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught weekly, in the following sequence:

Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss

As soon as each set of letters is introduced, children will be encouraged to use their knowledge of the letter sounds to blend and sound out words. This means they will learn to blend the sounds s-a-t to make the word sat. We refer to each sound as a sound button. They will also start learning to segment words. This means they might be asked to find the letter sounds that make the word tap from a small selection of letters.

 

Phase 3 (Reception year)

By Phase 3, children will be able to blend and segment words containing the 19 letters taught in Phase 2.

Throughout Phase 3 twenty-five new graphemes are introduced (one at a time).

Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

During Phase 3, children will also learn the letter names in addition to the sounds they make, however we focus on sounds for blending and segmenting.

Tricky Words

During Phase 3, the following tricky words (which can’t be decoded through phonics sounds) are introduced: he, she, we, me, be, was, you, they, all, are, my, her.

 

 

Phase 4

When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.
Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.

In Phase 4, no new graphemes are taught. The main aim of this phase is to consolidate the children’s knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.

Tricky Words

During Phase 4, the following tricky words (which can not be decoded) are introduced: said have like so do some come were there little one when out what

 

Phase 5

Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words.
In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.

Tricky Words
During Phase 5, the following tricky words (which can’t be decoded) are introduced: Oh their people Mr Mrs looked called asked could

Pupils have two hours of PE timetabled per week through which we develop core skills to enable children to become well rounded sportsmen and women as set out in the National Curriculum. Children have an allocated indoor PE slot where they will participate in dance and gymnastics and they have an outdoor session where they are involved in team games and learn ball skills. Children are given the opportunity to swim during KS1 and KS2 and we aim for all pupils leaving the school to be able to swim at least 25m.

As we are so near to the River Severn there are additional opportunities for children to take part in Bell boating clubs and Regattas. Also being close to Worcester Warriors we hope to involve them in our school. In addition we have a terrific level of competency amongst our staff who undertake sporting clubs throughout the year as after school clubs.

With our link to Hanley Castle High School all pupils can take part in a range of tournaments and sporting festivals. There are events throughout the year that are either (Intra-competitions) between year groups or competitions with other schools (Inter-competitions). More details of these events will be added nearer to their commencements. We also have our school sports day where we involve all children of all abilities in a selection of events.

RE

As a church school, R.E. is a core subject and we follow a rolling two-year programme to ensure coverage of a variety of themes and world religions.

We use the Worcester Diocese scheme of work and units from Understanding Christianity, a national scheme which encourages our children to ‘Dig deeper and linger longer’ in their thinking.  Our lessons make links with other subject areas and focus on practical and engaging activities, rather than overly placing an emphasis on writing. We aim to develop children’s thinking as they progress on their own spiritual journey.

We are fortunate to have super support from our vicar, Barry Unwin, and our local churches who regularly support our Collective Worship through an excellent Open the Book team. At various points during the school year, we visit our church to hold services, including harvest, Christmas, Mothering Sunday and Easter. We also support the church during community events, such as participating in the Town Carol Service, Remembrance and the Mayor’s Civic Service.

Throughout the school year we endeavour to cover all aspects of the National Curriculum aspects across the year groups. Giving a particular focus on working scientifically.

Science is taught weekly from Year 1 with the aim of each year group completing at least two working scientifically focused lessons per half term. The children are encouraged to make predication, analyse their results and construct explanations.

Each class has a Science based display board which displays both current topic vocabulary and also key working scientifically vocabulary.

Throughout the year we hold a Science Day (usually linking this to British Science Week) where the whole school, Nursery through to Year 6 have a focus on working Scientifically and awe and wonder.

We have also been fortunate enough to have been involved in two STEM workshops. These have been an excellent way of bringing Science aspects to life in the classroom.

Here are some website links that may support parents, carers and children:

Internet safety: Do you know your child’s digital world?

 Teaching children to stay safe online is a priority for the school however staying safe on-line is a tricky skill for children to learn. They get confused about what they should and shouldn’t do, find it difficult to separate truth from lies and don’t report things that they should.

The following websites will help you talk to your child about being safe and provide you with helpful, practical tips to make your child safer in their digital world whilst at home.

Contact Us

For Information on how to contact us see below:
Upton Upon Severn CofE (VC) Primary and Pre-School
School Lane
Upton-upon-Severn
Worcester
WR8 0LD

Phone: 01684 592259

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