Curriculum
The school operates a two year cycle. For the academic year 2023-2024 the school follows Cycle B.
If you would like to find out more about our curriculum please contact our Head of School, Mrs Litchfield t.litchfield@pytchley.pdet.org.uk
Curriculum Intent
You can download a copy of our curriculum intent statement here:
Long Term Curriculum Plans - Cycle A
Ducklings Long Term Year Plan - Cycle A - 2024 - 2025
Robin Long Term Y1-2 Plan - Cycle A - 2024 - 2025
Merlin Long Term Y3-4 Plan - Cycle A - 2024 - 2025
Kite Long Term Plan Y5-6 - Cycle A - 2024 - 2025
Phonics, Reading Schemes and Writing
Early Reading and Phonics
We use Little Wandle Letters and Sounds as our Systematic Synthetic Phonic scheme. We teach daily lessons to the children in EYFS and Year 1 to ensure they build the necessary phonic knowledge to enable them to read.
All lessons follow the same format which gives children the opportunity to rehearse sounds already known and learn new sounds. They then apply sounds known into reading words and sentences. All sessions also provide opportunities for spelling.
The Little Wandle Letters and Sounds Guide for Parents gives information about how this learning progresses over both EYFS and Year 1:
Phase 2 sounds taught in Reception Autumn 1
Phase 2 sounds taught in Reception Autumn 2
Phase 3 sounds taught in Reception Spring 1
How to say Phase 5 sounds
Early Reading
When children have developed enough phonic knowledge in EYFS they will start to read decodable books closely matched to their phonic ability. Children read these books three times within school. The first read is for decoding so they have an opportunity to use their phonic knowledge to segment and blend words. The second read is to build fluency, giving the children an opportunity to read the book again, recognising more words and blending using phonics at a more fluent pace. The third read focuses on comprehension ensuring children can answer questions about what they have read.
Supporting your child with reading
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing their practice at home.
There are two types of reading book that your child may bring home:
A reading practice book. This will be at the correct phonic stage for your child. They will have read this book at school and should be able to read this fluently and independently.
A sharing book from the library. Your child will not be able to read this on their own. This book is for you both to read and enjoy together.
Reading practice book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.
Listen to them read the book. Remember to give them lots of praise – celebrate their success! If they can’t read a word, read it to them. After they have finished, talk about the book together.
Sharing book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.
Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
Reading
At Pytchley, reading is a key priority as we know that reading is an essential skill for many areas of learning. We want our children to love reading and choose to read for pleasure.
We commit to this by having our library throughout our school building so that it is easily accessible for children. Reading leaders ensure they have up to date knowledge of children’s literature and other texts so that the texts we provide to the children are high quality and stimulating. We know our children’s interests and we ensure this is reflected in the books that we have on offer
Throughout school, we make a commitment to reading for pleasure. Each class takes part in “Reading Pledge” daily where teachers read aloud stories, extracts and poems to their class. This time is precious and enjoyed by all. All classrooms have a dedicated space for reading which is inviting and has a range of age-appropriate texts.
We encourage our whole school community to value reading. We hold “Come and Read” events where parents and carers can share books with their children from our library. These events are always well attended.
To develop readers, we understand the importance of have a strong home-school partnership. Children will bring two books home from school. One book will be at an appropriate level for their reading age and one book will be for pleasure. As children move through our school, they may be able to read their book for pleasure independently, but younger children will share this book with an adult at home. Children reading regularly at home has a huge impact on their reading ability.
For more information on how we teach children to read please look at our Reading Intent document.
Reading Statement - Intent and Implementation
Writing
All children cover the genres of fiction, non-fiction and poetry in KS1 and KS2. As a school, from Years 1-6, we build 2–3 week units of work which are heavily structured for the children focusing on key skills appropriate to each age group. Each unit is based on a high quality text. We teach our units in phases:
Phase 1: Reading as a Reader – Children get to fully engage in the text type developing reading skills.
Phase 2: Reading as a Writer – Children learn specific skills needed to be able to write their own text based on the model
Phase 3: Writing as a Writer – This is when children plan, draft, write, edit and their own text. There are also opportunities to publish some texts during the year.
At the end of each unit children complete an independent piece of writing which assesses the ability to apply the learning they have been taught. This is called a Hot Write. At the beginning of each unit children complete a Cold Write so that progress can be measured.
In EYFS, the children learn how to form their letters correctly whilst accessing their phonics learning. Handwriting in all other year groups follows the Nelson scheme. This is a highly structured scheme which develops a consistent joined style.
Spelling is structured throughout the school. Each year group has a bank of words which they are expected to be able to spell and class teachers work on these spellings within English sessions. Spellings are also sent home for each year group through our online resource Spelling Shed.
Writing Statement - Intent and Implementation
Mathematics
Here at Pytchley CE Primary School we believe that children learn best in maths when concepts are broken down into manageable steps.
We use appropriate concrete resources alongside other models and representations throughout the school to ensure children are exposed to multiple representations of a concept. This is part of our CPA (Concrete, Pictorial and Abstract) approach and resources are chosen which draw attention to underlying structures. The school use the White Rose Maths Hub Scheme of Work in order to achieve this.
Whilst we teach Mathematics in progressive, distinct domains (units of work) we recognise that Mathematics is an interconnected subject. Therefore, we encourage children to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Children also apply their mathematical knowledge across the curriculum, and particularly in Science, where relevant.
Times Table Rockstars
After trialling the online program last year, we have decided to grant the privileged title of 'Times Tables Rock Star' to all our juniors who have demonstrated that they know all their times tables by heart. These TT Rock Stars have an online area to practice responding to questions, battling each other or taking part in online 'festivals'. Our current fastest pupils are answering tables questions at an average speed of one every 1.5 seconds (cue air guitar...).
Times tables are an important foundation for confidence and competence in mathematics. They occur frequently in more complex ideas, give confidence when they are internalised and enable our mathematicians to use their brain power to process more complicated details when solving problems and puzzles.
Please click the links below for our different documents related to Mathematics at Pytchley.
Subtraction Calculation Policy
Multiplication Calculation Policy
Key Instant Recall Facts Yearly OverviewsKIRFS are a way of helping your child to learn by heart, key facts and information which they need to have instant recall of. KIRFs are designed to support the development of mental maths skills that underpin much of the maths work in our school. They contain number facts such as number bonds and times tables that need constant practise and rehearsal, so children can recall them quickly and accurately. For your child to become more efficient in recalling them easily, they need to be practised frequently and for short periods of time. Each half term, children will focus on a Key Instant Recall Fact (KIRF) to practise both in school and learn at home for the half term.
Progression of Key Instant Recall Facts
Maths Statement - Intent and Implementation
Other subjects
Science
Text currently being updated
Art
At Pytchley, we want our children to enjoy being creative and to produce work they can be proud of. To achieve this, the children are taught a set of skills in drawing, painting, printmaking and clay. Beginning in Reception and continuing through to Year 6, children are taught to use a variety of pencil marks to show texture, light and shade. In addition, Key Stage 2 children are taught to use perspective and proportion. From Reception through to Year 6 children are taught skills in painting, such as mixing their own paints, learning to mix a range of colours, and using a variety of brush strokes and shades to create texture and depth.
Themes in Art may be based on the class topic, on seasonal themes or on the work of famous artists. The children also experience a range of craft activities in their topic work, such as textiles, mask making, collage, batik, papier-mâché and weaving.
Computing
Technology is an integral part of learning at Pytchley and pupils receive a dedicated Computing session each week. These lessons are planned to cover Computer Science, Information Technology and Digital Literacy. Teachers and Pupils have access to a secure online resource called Purple Mash to support Computing and other subjects across the curriculum.
Pupils have access to a variety of resources to support their learning including a class set of laptops for key stage one and two classes, one set of iPads which can be access from a central point in school as well as a class iPad. All of these resources have access to the internet and are protected to ensure safe use for our pupils through the Trust wide-school filter.
History
History and geography is taught alternatively over the half terms. We focus on ensuring there is progression across the curriculum and that it builds upon previous understanding of the declarative knowledge and procedural skills. We have 4 main threads within our history curriculum these are belief, society, significant people and significant events. Within every unit, the lessons link to one of these threads that lead from foundation stage through to Year 6.
Foundation Stage – In Early Years, understanding the world through History is an important part of our curriculum. ‘Understanding the World’ encompasses a range of early historical skills and knowledge. Children are encouraged to talk about past and present events in their own lives and in the lives of family members. Practitioners share historical stories, objects and pictures to prompt discussion using past, present and future tense.
Pupils are encouraged to develop a sense of change over time and are given opportunities to differentiate between past and present by observing routines throughout the day. They will also observe growing plants, explore the passing of seasons and time and look at photographs of their life and of others.
Children are encouraged to investigative behaviour and raise questions to find out more such as, 'What will happen if..?', ‘What could it be used for?' and ‘How might it work?'
Use of language relating to time is used in daily routines and conversations with children for example, ‘yesterday', ‘old', ‘past', ‘now' and ‘then'.
KS1 (Year 1/2) – We focus on placing information into chronological order, we look at sorting objects into past and present as well and ordering them on a timeline. We have lots of discussions about similarities and differences between times in history to compared to present day, this makes the learning real and relevant. Children begin to look at using sources and use them to identify and retrieve facts. We look at significant people such as Florence Nightingale and Neil Armstrong, as well as significant events such as the Great Fire of London.
KS2 (Year 3/4/5/6) – We focus on learning how to place dates in chronological order across the AD/ BC divide. Children in UKS2 also look at layered timelines, Year 5 look at representing information in a layered timeline and Year 6 research evidence to create their own. In KS2 the children use primary and secondary sources to extract information and they begin to use the term ‘bias’ when looking at if a source is reliable or not. All children in KS2 learn the importance of asking historical questions linking to the main threads of beliefs and society to seek information.
Languages
Text currently being updated.
Music
Our Music curriculum focuses on performing, composing and listening. Children get to explore both the history of music and also the inter-related dimensions of music: pitch, duration, dynamics, tempo, texture, structure, timbre.
Foundation Stage: In Early Years we follow the Kapow music scheme. Children have the opportunity to:
- Explore how they can use their voice, bodies and instruments to make sounds.
- Learn about the music from a range of cultural and religious celebrations.
- Create simple actions to well-known songs, learning how to move to a beat.
- Move to music with instruction, changing movements to match the tempo, pitch or dynamics.
Learn about what makes a musical instrument, the four different groups of musical instruments, follow a beat using an untuned instrument and perform a practised song
KS1 (Year 1/2) : Following the Kapow music scheme in KS1, children will:
- Explore the concept of keeping a steady pulse.
- Look at the connections between music, sounds and the environment.
- Use voices, bodies and instruments to respond to different types of music.
- Identify high and low notes and use this knowledge to compose simple tunes
- Learn to interpret musical symbols
Play tuned percussion instruments
KS2 (Year 3,4,5,6): In KS2, children will:
- Explore different genres of music and discuss their preferences.
- Develop their singing technique
- Create original compositions
Identifying the pitch and rhythm of written notes and experimenting with notating their compositions.
PSHE
Text currently being updated.
Religious Education
Religious Education is taught through the Northamptonshire Agreed Syllabus. This incorporates learning about a variety of different religions in our Local area and community including Christianity, Judaism, Islam, Sikhism Humanism and many more. Pupils are taught to be reflective and considerate of the beliefs of others.
As a Church of England School we enhance our curriculum with Understanding Christianity Units, as recommended by the Diocese of Peterborough. This provides children with a deeper understanding of the ‘Big Story’ of Christianity by using passages and stories from the bible to consider their meaning and reflect how this may affect our lives and others.
Geography
History and geography is taught alternatively over the half terms. We focus on ensuring there is progression across the curriculum and that it builds upon previous understanding of the declarative knowledge and procedural skills. We have 4 main threads within our geography curriculum these are locational knowledge, place knowledge, human/ physical geography and geography skills/ field work. Within every unit, the lessons link to one of these threads that lead from foundation stage through to Year 6.
Foundation Stage – In Early Years, pupils are enabled to take on the role of a geographer, exploring, discovering and beginning to make sense of the world around them, which is an important consideration when planning for the seven areas of the EYFS curriculum. The area focusing on ‘Understanding the world’ in particular presents the opportunity for pupils to reflect on the events and routines that they and their peers experience.
Pupils should be supported to make sense of the world around them through having multiple opportunities to explore their physical world, local community and beyond. These experiences will be a mixture of ‘first hand’ and ‘imaginary’, but will fundamentally be practical in nature and involve an enriching vocabulary. For example:
First hand and sensory:
- Visit local places of significance such as the park and the church
- Explore the school grounds and local areas in different weathers, seasons and times of day.
- Interact with visitors such as members of the church community, school nurses
Imaginary:
- Role-play, including the use of small world play, loose parts and manipulatives
- Construction with a range of materials from blocks and boxes to sand and water
- Exploration of what places and people/characters are like through sharing a range of fictional and non-fictional stories.
KS1 (Year 1/2) – When looking at locational knowledge we start by focussing on areas within close proximity. These units include our school and our village, before looking at where Northamptonshire lies within the UK. Before going to LKS2 children will also learn about the 7 continents and 5 oceans. They will look at where these are positioned on a world map/ globe, including if they are in hot or cold areas. Children learn how to use simple compass directions and simple maps/ keys.
KS2 (Year 3/4/5/6) – Once the children’s knowledge of the UK is embedded they begin to compare aspects of locational knowledge and human/ physical geography with other areas of the world such as Italy (Year 3/4) and North and South America (Year 5/6). Children learn about the physical geography of rivers, mountains, volcanoes and earthquakes. Children will build on their knowledge of compasses and maps from KS1 as well at look at population distribution maps and land use maps. Computers are used to look at digital maps on Google Earth/ DigiMaps.
