Curriculum at Tregolls
On our website you will find detailed progression documents for all subjects taught at Tregolls. These documents ensure a coherent and progressive curriculum is taught, building on knowledge and skills systematically.
Tregolls teaches maths using Maths No Problem (see details below), alongside Maths Meetings and underpinned by our Calculation Policy (see below)
Tregolls uses the "Talk for Writing" approach developed by Pie Corbett to teach writing. We use Read Write Inc to teach phonics. We use Accelerated Reader to support reading in KS2. We use Neli to support early speech and language. We use Elklan to support communication, speech and language.
Tregolls follows the Agreed Syllabus for Cornwall - currently in the process of being updated (2021)
Tregolls uses the Switched on Science to Support science planning across the school.
Geography and History:
Tregolls uses Rising Stars to support the planning of Geography and History.
Tregolls uses the JIGSAW PSHE curriculum to support the planning of PSHE.
For any further details on our school curriclulum, please do not hesistate to conatct our curriculum lead, Mrs A Gibson: email@example.com
Curriculum Intent Statement
Curriculum is the “what” of education, at every level. As a school we need to consider:
“What our children need to learn”
“How we design the curriculum for each subject to maximise the likelihood that children will remember the steps of learning”
“How well are the children learning?”
“What our children need to learn”
We reflect on the content of our curriculum continually, adapting to meet the needs of our cohort. Our children come to us from a wide variety of cultural, social economic, religious and ethnic backgrounds, this why our curriculum has to inclusively reflect our children’s needs.
However, our core drivers, our golden threads that run throughout the curriculum remain consistent:
- We teach what children need to know to become active participants in an ever changing world of technological and environmental change.
- We build a foundation of academic rigour, from which our children become life-long learners and have the skills to achieve their aspirations.
- We foster a love of the arts in our children; a robot will not be the next poet laureate, the next Bob Dylan, the next Picasso, the next Dickens.
- We focus on the mental and physical health of our children.
- We develop a sense of empathy / human values in our children, with a focus on the children’s moral, spiritual, social and cultural understanding.
- We ensure cultural capital runs through our curriculum, offering experiences, knowledge and understanding that may not be accessible outside of school.
- Our curriculum supports our pupils to be life ready and to live happy.
When we design our curriculum these core values lay at the heart of it, almost like the “stock” that provides a rich base for our curriculum “soup”.
“How we design the curriculum for each subject to maximise the likelihood that children will remember the steps of learning”
At this stage we look at our children, where are they from? What are their experiences? What does our local context look like? What experiences haven’t they had? What fires them up? What inspires them? We discuss these points as staff and what we teach reflects the answers. We engage them with aliens landing in the playground, royal tea parties, volcano eruptions, teddy bears picnics and dinosaur bones. We plan trips outside of school to engage and excite our pupils, even travelling abroad to offer an experience many of our pupils may not have had. We invite firemen, health visitors, explorer domes, the residential community, road safety experts, authors, artists and chefs into school. We get our children outside into our Forest School as often as we can. We provide memorable experiences, in addition to diverse and rich opportunities from which children can learn and develop transferable skills.
The foundations of this rich and memorable curriculum are firmly based in the understanding that progression and coherence MUST be at the heart of our plans. Each phase of school, must build upon the knowledge and skills of the children sequentially. Our subject leaders ensure our teachers are equipped with the skills they need to deliver and professional development is key.
All stakeholders are involved with developing this child focussed, localised, relevant and dynamic curriculum – our children remember their learning.
We offer a project-based approach which immerses children in their learning and provides them with a range of rich, memorable learning experiences while investigating and responding to a complex question, problem, or challenge.
The children learn through ‘real life’ experiences that have real authentic world outcomes. This approach allows children to apply skills to real life problems that are relevant and engaging, preparing children for life in the 21st Century, developing global awareness and allowing them a voice to change the world in which they live.
Each Project begins with a Project Launch that stimulates children’s curiosity and prepares them for a new theme. These memorable experiences may involve an educational visit out of school or a visitor coming into school to share their expertise with the children.
Authentic project outcomes are celebrated with the wider community, with every ‘End-Project’ being presented/performed to an authentic audience. This ensures the children are engaged in their learning and gives a genuine purpose and meaning to their learning.
All of these ingredients are then incorporated into building a progressive, structured curriculum.
“How well are the children learning?”
Learning behaviours are excellent and supported by our one word school rule of “Respect”. Every child understands how we demonstrate respect and this allows a very positive learning environment, in which the children feel safe to learn, question and thrive.
Assessment is purposeful and links directly with our curriculum. Progress means knowing more and remembering more. Our curriculum, through its relevance and memorable experiences promotes remembering. We are inclusive; children at all levels are helped to achieve their potential. Those who are most able are given the room to stretch and broaden their understanding of subjects through application of skills in other contexts. Those who struggle are encouraged and supported through targeted intervention. All children experience high quality first wave teaching.
The curriculum is based on good quality resources. English is taught through quality whole class texts using the Pie Corbett “Talk for Writing” model, and Maths is taught through “No Problem Maths” and “Maths Meetings” focussing on mastery and fluency. The wider curriculum is developed with the support of specifically chosen resources, structured in a coherent and progressive scheme for the whole school. Subject leaders develop progression statements ensuring that each pupil is taught the right objective at the right stage, with both challenge and support matched to their ability. Leaders have adapted the curriculum to help reflect and represent the diversity of our pupils. Creativity and teacher expertise is woven into the curriculum with specialist teachers and outside agencies working with pupils and teachers, sharing good practice and ensuring that learners learn from the best.
Each subject area has a subject intent, whole school policy, and an annual action plan which outlines development opportunities and clearly links with the school improvement plan.
The impact of the curriculum is monitored though triangulation of outcomes: pupil voice, test/data outcomes, planning, monitoring of books and displays, lesson learning walks, discussions with teaching staff, pupils and parents.
Pupils, parents and staff are consistently and regularly consulted about the curriculum and the impact that it makes.
The desired outcomes of the curriculum will ensure that pupils are well rounded students, ready to embark on their next steps in education and beyond; Life Ready and Live Happy. They will be equipped with the foundations and skills to achieve success in later education. Pupils will have an understanding of what they are good at and have developed skills to face their challenges.
Our Equality Objectives
- To promote spiritual, moral, social and cultural development through all appropriate curricular and extra-curricular opportunities . We aim to meet this objective with particular reference to issues of equality and diversity.
- to achieve equality of attainment for all pupils regardless of gender, ethnicity, disability or economic status
- To reduce prejudice and increase understanding of equality through direct teaching across the curriculum; embedded throughout the school with our one word school rule of respect.
- To move beyond deterministic notions of fixed ability and to model teaching and learning behaviours that avoid labelling.
- To narrow the gap between disadvantaged and non disadvantage attainment and progress from nursery to yr 6
- To promote cultural development and understanding through a rich range of experience, both in and beyond the school.
- To eradicate prejudice related bullying in relation to the protected characteristics listed in the Equality Act 2010.
- To tackle prejudice and promote understanding in relation to people with disabilities.
Alan Peat Boxing (Bag) Clever: The week before the launch of week 1 is crucial (extra detail – Alan Peat Improving story writing p28). For this session the children will play an active part in creating the skeleton of your story. In each bag/box the following labels will be added: Who? Where? Where next? Why? Things that go wrong? Who helps? Where last? Feelings? (KS2).
KS1 will be Who? Where? Things that go wrong? Who helps? Feelings? The teacher, depending on the class and year group, will place into the bags picture/s which will work for the chosen story type.
3 weeks fiction: The text that is then written will be based on the previous weeks boxing clever session. The story needs to be linked directly to your topic curriculum. Must include a story map and boxing up which should be displayed in the classroom
2 weeks of non-fiction: The whole school overview shows what text you need to teach and when. The non-fiction text needs to be directly linked to the fiction, e.g. Harry Potter/Willy Wonka fiction = non-chron report on dementors and a set of instructions on how to make an everlasting gobstopper!
Reading is an integral part to a child’s education; here at Tregolls we teach the children to read from Nursery using the phonic scheme ‘Read Write Inc’ . Because we teach the children to read from as soon as the children enter school in Nursery, we believe that this is one of the main reasons that children leave Key Stage 1 significantly above national expectations for reading.
The Maths Curriculum at Tregolls
The National Curriculum for mathematics aims to ensure that all pupils become fluent, reason mathematically and can solve problems.
At Tregolls, we believe that Maths should be fun, clear and challenging; we want every child to leave Tregolls with a love of Maths and a deep grounding in the basics needed to progress!
We aim to develop the children’s understanding, so they can not only apply fluency and speed to their mathematics, but also a deepened comprehension of how maths works; enabling them to be able to develop their mathematical reasoning skills, make connections between ideas and make informed and appropriate choices about the methods they wish to use (mental or written) to solve mathematical problems efficiently and effectively.
How is Maths taught at Tregolls?
The way we teach has two clear parts:
- The Maths No Problem scheme of work (Y1-6)
- Maths Meetings
Across the school we follow the Maths No Problem approach because we are committed to ensuring that every child develops an understanding and love of Maths. With the right kind of teaching and support we can ensure this happens. Maths No Problem uses a mastery teaching approach from Singapore. It is aligned to the 2014 English National Curriculum for Mathematics, the series is used as part of the NCETM’s Maths Hub program. It ensures that children learn to think mathematically and that they make connections and generalisations to help them learn.
During each lesson we prioritise the mastery of conceptual Maths understanding through the use of real life/ everyday problems as children explore and investigate. Communication is key as they work alongside peers to reason, explain and justify their thinking using mathematical vocabulary.
Teachers carefully plan open ended, challenging questions which enable our children to make connections, identify patterns and draw conclusions about Mathematical concepts and problem solving. Misconceptions are addressed as they arise and teachers actively engage children in proving their ideas.
Expectations; Maths is taught daily in KS1 and KS2. We prioritise the development of basic skills and arithmetic alongside problem solving and reasoning.
Structure of lesson:
In Focus- Includes questions related to various lesson objectives as an introductory activity for pupils. Pupils discuss and explore a range of methods to solve the problem. They discuss and reason as they explain their thinking. They record their ideas and are encouraged to describe methods and explain their thinking. As they progress through the school, they evaluate more. This provides pupils with opportunities to show their understanding of the mathematical concepts learnt.
Lets Learn- This introduces new concepts through a Concrete, Pictorial, Abstract approach with the use of engaging pictures and manipulatives. Guided examples are provided for reinforcement. Teachers reinforce non-negotiable learning objectives through direct teaching.
Guided Practice-. This comprises of questions for further consolidation and for the immediate evaluation of pupils’ learning. Children complete tasks either independently, with a peer or collectively as a class. Discussion follows to encourage reasoning and mathematical fluency to be shown.
Workbooks- Pupils independently answer a range of questions directly related to the National Curriculum learning objective. These are arranged in a non- uniform way to allow for children to evidence their mastery of the mathematical concept being taught.
Differentiation - Differentiation is through the CPA (concrete, pictorial, abstract) approach, which children can choose according to their needs. Pupils are encouraged to talk about their maths, reason and explore their ideas fully. This supports both EAL and SEN children who can use both visual aids and apparatus. We use the ‘Star System’ which allows every child to reach their highest potential in every lesson, whilst building self-esteem. In essence we don’t group our chn, learning is supported with concrete materials and all children have the opportunity to challenge themselves through reasoning and problem solving activities that enable them to deepen their mathematical understanding.
This may be very different to the way in which you were taught yourself. To help you support your child at home please see the link below to the ‘Maths No Problem’ website and Parent Videos.
Click the link below to watch the Maths No Problem! parent videos and find out more.
Daily Maths Meetings are used in all year groups within our school. It gives teachers opportunities to reinforce and consolidate key areas of the curriculum, It also allows time to introduce topics and concepts that may be part of the next unit.
Maths Meetings provide an opportunity to teach and revise 'general knowledge maths' which may not explicitly be covered during the maths lesson. They also allow the daily integration of maths into the surrounding environment, making connections in maths in everyday life. They give pupils repeated practice of basic skills and concepts, developing fluency to consolidate and to master what they have been taught.
Maths Meetings are a positive part of the day that everyone looks forward to and pupils are fully engaged with. Singing and chanting form an integral part of the Maths Meetings. The elements of maths covered in Maths Meetings are fun and enjoyable for pupils. In every class there is a Maths Meeting board as a visual structure for pupils to become familiar with.
What do we expect to achieve through our Maths curriculum?
By the end of each key stage, pupils are expected to know, apply and understand the concepts, skills and processes specified in the relevant programme of study of the Mathematics National Curriculum.
By the end of KS1 our pupils will:
- Be confident and mentally fluent with whole numbers, counting and place value.
- Recognise, describe, draw, compare and sort different shapes and use the related vocabulary.
- Describe and compare different quantities such as length, mass, capacity/volume, time and money.
- Recall the number bonds to 20
- Be precise in using and understanding place value.
- Read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge.
By the end of KS2 our pupils will:
- Be able to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation.
- Use the language of algebra as a means for solving a variety of problems.
- Classify shapes with increasingly complex geometric properties and correctly apply the vocabulary they need to describe them.
- Be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
- Read, spell and pronounce mathematical vocabulary correctly.
100 Club Challenge!
100 club has been developed to help raise standards in Numeracy by encouraging pupils to improve their mental maths skills, fluency in number and therefore increase the speed and confidence they tackle mental maths problems in Numeracy sessions, across the curriculum and in day to day life. The challenges are progressive, each week the children will learn a new number bond or multiplication table along with other key mental maths skills.
How it works
All pupils have one opportunity per week to complete the next level. This is done throughout the school at the same time on Monday. All pupils are encouraged to have a go each week and increase their score– this is to keep pupils enthused and wanting to enter the next club. When the children reach the 21 club and start to learn their multiplication tables, each club is called the name of the number of questions that they need to complete in the time limit. E.g. the 22 club has 22 questions and so on.
We also encourage teachers, other staff and parents to have a go too!
5 club – addition and subtraction to 5– 3 minutes unaided
10 club – addition and subtraction to 10– 3 minutes unaided
20 Club - 5 club – addition and subtraction to 20– 3 minutes unaided
21 Club - 2 x – 3 minutes unaided
22 Club – 10 x – 3 minutes unaided
23 Club – Doubles and halves to 20 - 3 minutes unaided
24 Club - 5 x – 3 minutes unaided
25 Club – Pairs of multiplies of 100 which total 100/1000 - 3minutes unaided
33 Club – 2x, 10 x, 5x, 3x - 3minutes unaided
44 Club – 2x, 10 x, 5x, 3x, 4x - 3minutes unaided
55 Club - 2x, 10 x, 5x, 3x, 4x, 6x - 4 minutes unaided
66 Club - 2x, 10 x, 5x, 3x, 4x, 6x, 7x - 4 minutes unaided
77 Club - 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x - 4 minutes unaided
88 Club - 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x, 9x - 4 minutes unaided
99 Club - 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x, 9x, 11x - 4 minutes unaided
100 Club - 2x, 10 x, 5x, 3x, 4x, 6x, 7x, 8x, 9x, 11x, 12x - 4 minutes unaided
Pupils are encouraged to practise their time-tables and basic maths skills at home. Ideas are offered to practise maths in practical every days ways.