Here at Cheslyn Hay Primary School, we provide a creative curriculum based around the Cornerstones Curriculum, a nationally recognised approach for delivering outstanding learning opportunities for children.
What is the Cornerstones Curriculum?
The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our new curriculum will be delivered through Imaginative Learning Projects (ILPs) which will provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.
We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our new curriculum will provide lots of learning challenges throughout the academic year that will require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.
Cornerstones also provide a rigorous essential skills framework that outlines the end of year expectations in all subjects. These essential skills are tied to activities and are age related so that staff can track children’s progress and identify their individual learning needs.
How it Works?
Children will progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website:
The Foundation Stage encompasses both Nursery and Reception.
Children in our Nursery and Reception classes have fantastic facilities for both indoor and outdoor learning. We have spacious and stimulating classrooms and outside areas that the children use throughout the school day.
The Early Years Foundation Stage covers the first two years at school, Nursery and Reception. The three prime areas are:
• Personal, Social and Emotional Development
• Physical Development
• Communication and Language
The four specific areas of development are:
• Understanding of the World
• Expressive Arts and Design
The children learn through play based curriculum, which draws on their interests and is pitched at each child’s personal level of development.
“Nothing is more important than ensuring every child can read well. Poor reading can hold people back throughout their adult lives, preventing them from reaching their full potential.”
(Department for Education. School Reform Minister, Nick Gibb. March 2015)
Here at Cheslyn Hay Primary School we believe that reading is a valuable and rewarding experience where happy and healthy pupils grow into confident and independent readers. We equip our pupils with the opportunities and skills needed, using cross curricular links, to open doors to a world of knowledge.
At Cheslyn Hay Primary School we aim to develop pupil’s reading and comprehensive abilities through a consistent and structured approach to the teaching of reading skills during Guided Reading sessions, comprehension activities, weekly visits to the school library, weekly SPAG lessons and daily phonics lessons.
We aim for all children to read with confidence, accuracy and pace with a good understanding of the text. Children at our school develop a habit of reading for pleasure, acquire a wide range of vocabulary, grammar and imagination and develop reading skills in accordance with those of writing, so that they become literature and independent learners.
Classrooms and school areas provide a stimulating and inviting reading environment to promote the love of reading. Whatever the age of our children each class is read aloud to by the class teacher every day. The teacher’s role here is to model what a good reader looks like, where reading skills are clearly modelled and discussions take place to check the children’s understanding of the text.
Support from parents is vital if a child is to become a successful and competent reader. It is our policy to send reading books home on a regular basis to encourage parents/ carers to work with their children.
In both KS1 and EYFS reading books are sent home on a weekly basis. These are changed two times a week in KS1. Oxford ReadingTree is the school’s main progressive reading scheme, which is complimented by a wide range of Project X, Songbirds, Floppy’s Phonics and Story Sparks collections. For small group, guided reading sessions teachers use the Bug Club Comprehension scheme.
Phonics & Handwriting
Phonics teaching is high profile in our school and daily phonic group activities are delivered in Early years, KS1 and KS2.
Staff are trained and available to discuss any issue related to phonics and how we approach this in school.
Information is also available to parents/carers to work on at home with their child.
In Foundation stage children are taught letter and sound recognition through the Letters and Sounds programme. Handwriting is modelled to ensure children develop a fluent and joined style, which is maintained throughout the school.
In the Foundation Stage (Nursery and Reception) children should be given opportunities to:
• speak and listen and represent ideas in their activities;
• use communication, language and literacy in every part of the curriculum;
• become immersed in an environment rich in print and possibilities for communication.
At Key Stage 1 (Years 1 and 2), children should learn to speak confidently and listen to what others have to say. They should begin to read and write independently and with enthusiasm. They should use language to explore their own experiences and imaginary worlds.
In Key Stage 2 (Years 3-6), children should learn to change the way they speak and write to suit different situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works.
The daily literacy lessons in Key Stage 1 and 2 provide children with the opportunity to develop an independent approach to planning and writing in an imaginative and inventive way. In Key Stage 1 and 2 Writers Workshop/Big Write sessions are held to encourage creativity in the writing process and establish writing as an enjoyable activity. Weekly guided writing sessions with teacher and teaching assistant help children to organise and develop their ideas, improving technical ability, range of vocabulary and punctuation. Weekly spellings are provided so that children develop an early recognition and recall of high frequency words, leading to teaching and understanding of spelling patterns in Key Stage 2.
(Personal, social, health and economic education)
At Cheslyn Hay PSHEE is at the heart in all we do. Our children are taught how to keep healthy and safe. PSHEE covers the knowledge and understanding to prepare our children for the responsibilities and experiences for later life in modern Britain. Our PSHE scheme of work covers the following topics:
- Me and my school
- Me and my relationships
- Me and my safety
- Happy and healthy me
- Me and other people
- Me in the world
The issues that PSHEE covers are central to children and young people’s wellbeing: nutrition and physical activity; drugs, alcohol and tobacco; sex and relationships; emotional health and wellbeing; safety; careers; work-related learning and personal finance.
PSHEE is delivered through a combination of planned curriculum opportunities and whole school approaches. This may be in the form of:
- A weekly timetabled session following the current scheme of work,
- Cross Curricular links within other subjects,
- Agency/visitor input, mainly in themed weeks,
- Themed weeks/ days, such as road safety week, outdoor classroom day and money matters week.
(Spiritual, moral, social and cultural development)
At Cheslyn Hay we recognise that the personal development of pupils, spiritually, morally, socially and culturally (SMSC) plays a significant part in their ability to learn and achieve. This development is central to the education of all pupils and permeates the whole curriculum and ethos of the school. We aim to provide an education that provides our pupils with the opportunities to explore and develop their own beliefs and values, high standards of personal behaviour, a caring and respectful attitude towards other people, an understanding of their cultural and social traditions and an appreciation of the diversity and richness of other cultures. All adults model and promote the expected behaviour where pupils learn the difference between right and wrong. They are encouraged to value themselves and others. Pupils at Cheslyn Hay feel valued where they understand the need for rules and the need to abide by rules for the good of all.
All curriculum areas contribute to pupil’s spiritual, moral, social and cultural development and opportunities are planned for in the delivery of cross curricular activities. A vast majority will also be planned for in RE, PSHEE, Collective Worship and circle time activities.
The role of religious education at Cheslyn Hay Primary is to help prepare and equip all pupils for life and citizenship in today’s ever changing diverse Britain, through developing in each pupil an increasing level of religious literacy. Religious education at Cheslyn Hay provides opportunities for children to develop their understanding and appreciation of diversity through the exploration of religious and non-religious beliefs within our community and the wider world.
Collective worship at Cheslyn hay is a time when the whole school, or groups within the school meet together in order to consider and reflect on common concerns, issues and interests in order to reflect on humanity and issues that affect our local and wider communities. It offers all pupils an opportunity to worship through engaging in relevant, meaningful experiences and provides opportunities for the pupils’ spiritual, moral, social and cultural development.
If you would like to find out more about the curriculum your child is following, please speak to your child's class teacher. Alternatively, you can contact the Assistant Headteacher, Mrs Cartwright.