Our Curriculum at St. Peter and St. Paul
"Burgh Curriculum for the Future" has been developed to enhance the learning experience for all of our children. The curriculum is based upon the National Curriculum attainment targets for all subjects, key skills, the ECM agenda and to reflect our aims and values.
The whole school theme for each term has been developed to map progression of skills across the school and to enhance the learning journey for all our children.
Each theme has been expanded to cover a wide range of skills using a cross-curricular model to maximise the enjoyment of learning. Detailed medium term plans for each theme and year group track the subject coverage and ensure balance through subject leadership monitoring. Short term plans cover the weekly planning of when and which aspects are delivered and are monitored by the SMT.
At Burgh School we use Letters and Sounds phases alongside Jolly Phonics to teach synthetic phonics. This incorporates the use of the:
- letter name (grapheme)
- letter sound (grapheme)
- action to link to the sound
- Digraphs – where two letters represent one sound (eg ch, sh, ck, ai, oi )
- Trigraphs – where three letters represent one sound
This approach is effective in allowing all our children to access phonics sessions. Our Foundation Stage classes, Year 1 and Year 2 classes all do regular phonics input as part of their learning.
Children are introduced to key words for sight vocabulary some of which are irregular and are learnt by sight. Other words are encourage to be segmented (sounded out) using the phonemes and sounds they are made of. For example:
C – a- t Sh – o – p
In Year 1 the children are grouped twice a week for phonics in five smaller groups to target their phonological needs at the appropriate phonics phase. This targeted approach ensures rapid progress is made and the children are secure in segmenting and blending of sounds.
Our reading scheme starts in Foundation Stage with picture books with no words and progresses onto the reading scheme including Oxford Reading Tree and many other books all levelled using the Book Banding system into colour levels. The children choose from a variety of books within their colour band. Each child’s reading is regularly assessed by hearing them read and comprehension assessments. Children take home school reading books regularly as well as take part in individual / guided reading sessions in school.
Parents and carers play a significant part in supporting reading by sharing books at home, hearing their child read regularly and asking questions when they share books. As a school we believe reading is an essential skills and it is important that we work together to encourage a love of books and develop reading skills in our children.