Curriculum Implementation: How is our curriculum delivered?
At Acre Rigg Infant School, we use the following resources to support the teaching of the curriculum:
Additionally, our curriculum is enhanced with opportunities to learn from:
(You can click on the links above to find out more.)
Year 1 and Year 2
Subject leaders devise schemes of work and teachers use these documents to create:
Long and medium term planning is regularly reviewed for relevance and interest and subject leaders ensure skills are progressive and coverage is consistent.
You can find the above documents in your child’s class folder if you go back to the main curriculum page.
Nursery operate a key worker system. Children have daily phonics and maths sessions in their key groups. The nursery is set up to allow the children to learn through continuous provision. Enhancements and adult led activities run alongside throughout the session.
Reception operate a ‘unit’ style approach to teaching with two teachers and two teaching assistants supporting all children. Phonics and maths are taught as separate lessons with small group follow up to allow for consolidation of skills. The unit is set up to allow children to learn through interests and the environment whilst accessing continuous provision. Enhancements and adult led activities run alongside throughout the day.
Year 1 and Year 2
The subjects of English, Mathematics, Computing, PE, Music and RE are taught as separate lessons and we use a topic approach to teach the subjects of Science, History, Geography, Art and Design Technology.
You can find the Curriculum Statement for each subject if you go back to the main curriculum page.
Special Educational Needs
The curriculum at our school is designed to provide access and opportunity for all children.
If a child has a special need identified, we comply with the requirements of the SEN Code of Practice to meet specific individual needs. In most instances, the teacher is able to provide the resources and educational opportunities to meet the child’s needs within the normal class organisation. This is called Quality First Teaching and may include support in lessons or intervention work from the teacher or teaching assistant. Additionally, a child’s need may be met with targeted support from professionals from outside agencies.
The Learning Environment
Nursery is set up using continuous provision. Children are able to access areas and equipment independently, and staff support learning through play. Children have access to the outdoor space on a daily basis. Adult led activities and enhancements are used throughout the setting. Areas include practical spaces such as building and painting, and more quiet spaces for story telling or adult led games and activities.
The reception unit comprises of three classrooms and an outdoor area. Two classrooms are set up with large areas of continuous provision including practical areas such as role play, building, creating and modelling as well as quieter areas such as small world, reading and writing. These classroom have continuous access to the outdoor space. Children can move freely between all three areas. Throughout the day, all children also visit the third classroom to access adult led small group phonics and maths teaching in order to apply skills taught during larger group inputs.
Year 1 and Year 2
Classroom areas are set up to enable children to follow their own interests and learn independently. When children are not engaged in directed teaching, they access the areas to develop curiosity, creativity and independent thinking and problem solving skills. It is also a time which supports the development of children’s social skills. Teachers resource and enhance the areas to ensure learning is appropriate and purposeful and they monitor the use of the areas to ensure each child is accessing a range of activities across the curriculum.
Dr Tom Robson’s ‘Gem Powers’ are used across school to foster positive behaviours for learning. Children work as a class to earn gems to ‘boost’ their learning powers. Each gem represents specific ‘skills:’
We value parents/carers as partners in their child’s education. Regular curriculum meetings and workshops are held to share curriculum expectations and half termly topic plans, knowledge organisers, vocabulary lists and newsletters are supplied to enable parents/carers to support their child’s learning at home. Individual meetings are also held termly to discuss progress and share learning targets. Parents/carers can come in to school throughout the school year to see lessons in action and they are regularly invited into school to work with their children and attend events which celebrate learning.
All subjects at Acre Rigg Infant School are led and monitored by subject leaders who attend relevant training and termly network meetings to update their own knowledge and skills. High quality teaching and learning is a priority and subject leaders work with staff to ensure that effective teaching and learning takes place across school. Subject leaders are also responsible for monitoring attainment across their subject.