English

English is taught at Nechells using the Talk for Writing strategy, originally developed for the National Strategies by Pie Corbett and Julia Strong. In Talk for Writing, teaching is implemented at four different stages, these being:

  • Immersion – getting to know a text and its structure.
  • Imitation – identifying what makes the text good and the content.
  • Innovation – making changes to the text.
  • Invention – creating our own version of a text.

Talking is a crucial aspect of our English curriculum, and as such we value the impact that speaking has on our English work. Every term, children are exposed to one poetry unit, one narrative unit and one non-fiction unit.

Some examples of these are:

  • A Lost or Found tale (Narrative)
  • A Defeating the Monster story (Narrative)
  • A Warning or Wishing tale (Narrative)
  • A Rags to Riches story (Narrative)
  • A Tale of Fear or Quest (Narrative)
  • Information texts (Non-fiction)
  • A Non-Chronological report or recount (Non-fiction)
  • Instructions (Non-fiction)
  • Persuasion (Non-fiction)
  • Discussion or Debate (Non-fiction)
  • Poetry

Reading

At Nechells we incorporate reading into our curriculum as much as possible. We have a regular teaching reading session in which reading skills and comprehension are taught using good quality comprehension texts.  Children also frequently visit the academy library and choose a library book, which is read on a daily basis.

Phonics/ GPS

In Key Stage 1, children have a 30 minute daily ‘Letters and Sounds’ phonics lesson, which focuses on developing their writing skills through segmenting and blending.

Grammar, punctuation and spellings (GPS) are also taught within English lessons, however children in Year 2 upwards who have passed the Year 1 phonics screening also have a daily lesson to teach GPS skills which are then transferred into English lessons

More information can be found below in the Long-Term overview for English:

English

Maths

At Nechells we teach maths through two separate daily lessons.

Everyday we have a maths meeting which focuses on Arithmetic Proficiency. This daily lesson develops an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately. It is not about new learning, but is about building children’s number fluency. Children practise and consolidate addition, subtraction, multiplication and division. They build their multiplication tables and practise recalling and reciting number facts, as well as mathematical vocabulary.

Children then have a maths lesson which focuses on new learning in maths. As an academy we follow the MathsNav Scheme: http://mathsnav.com/ks1.html

Every Maths lesson starts with teaching – then fluency, reasoning and problem solving; where appropriate. This enables our pupils to learn and practise a skill, apply it in a different context and solve a related problem which may require an element of reasoning.

Differentiation is through depth of learning and is based on assessment for learning within the current learning objective, not a prior attainment grade based on a broad range of mathematical skills. For instance, a child that may be efficient in numbers who would progress very quickly to solving and explaining reasoning in a numbers lesson, may need support and to secure basic skills in a geometry lesson.

A range of manipulatives are used to develop concepts throughout the academy. When introducing an idea for the first time, using concrete materials is used to allow children to deal with the abstract when they are ready. Development is based on learning models which promote a process of stages in learning maths i.e. practical, pictorial and finally symbolic (abstract). It is understood that any ability child in any age group may need concrete materials to bridge any gaps in their understanding.

Foundation Subjects

(Geography, History, Art, Design and Technology, Computing, Music, RE, PSHE, PE)

Every year group immerses itself with two science and one foundation topic per term.  Subjects are taught in blocks, with two Science topics taught at the start and end of each term.  The foundation topics maybe humanities or arts based and are carefully crafted to ensure our children have outstanding learning opportunities.

More information can be found below in the Long-Term overview for the Wider Curriculum

Curriculum

Science

Science is taught through two Science units each term. Children work scientifically making judgements, observations and conclusions.

More information can be found below in the long-term overview for Science:

Science

Early Years Foundation Stage- EYFS

Please find below some information about the EYFS curriculum for children in our Reception class:

The EYFS is made up of seven areas of Learning and Development all with a strong emphasis on learning through play. All areas are interconnected to characteristics of effective learning which are:

  • Playing and Exploring
  • Active Learning
  • Creating and thinking critically

All areas of learning within the Development Matters document are underpinned by four guiding themes and their principles:

The areas are:

The unique child:

  • Positive Relationships
  • Enabling environments
  • Learning and Development

Prime Areas (these work together to support development in all other areas)

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development

Specific Areas (essential skills and knowledge)

  • Literacy
  • Understanding of the World
  • Mathematics
  • Expressive Arts and Design

More information can be found below in the long-term overview for EYFS:

EYFS

If you require more information regarding the Curriculum at Nechells then please contact Mrs Mahony, Headteacher through the academy office.

 

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