Primary Subjects

grove_primary_maths_ltp_2022_2023.docx

Intent

At Grove, in Primary Maths, we aim to cover the National Curriculum using Teaching for Mastery pedagogies.  This approach has reasoning at its heart: we support children to become problem solvers and critical thinkers with an ability to convey their thoughts clearly and reflectively to others.  We teach children to be brave, creative and innovative when they encounter problems – giving them space and confidence to find their own solutions and then reflect on key learning and the most efficient methods. By adopting a Mastery approach, it is also intended that all children, regardless of their starting point, will maximise their academic achievement. 

Implementation

As a primary phase, we use the White Rose Maths Hub materials to plan and deliver high-quality maths lessons. The learning is broken down into small steps which are carefully sequenced to build on prior knowledge and time is given to revisit concepts so children can gain a deeper understanding and make links between topics. Lessons are designed to actively engage students in the concept and use concrete, pictorial, structural and abstract methods to represent the problem and find a solution. Repetition of stem sentences exposes key mathematical concepts and makes them accessible and memorable for all learners. 

Fluency is given dedicated timetable time and is taught in EYFS and KS1 under the direction of the Mastering Number workgroup, using rekenreks. In KS2, fluency is taught and consolidated using Number Sense Maths and Timestable Rockstars. 

Writing-Overview-2022-23.docx.html

Writing

Intent

At Grove Academy, we help our children develop into articulate and imaginative communicators, who are well equipped with the skills they need to become life-long learners; English learning is key in this.

It is our intent at Grove Academy to provide children with a high quality education in English that will teach them to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively. Careful links are made across the curriculum to ensure that our children's English learning is relevant and meaningful: where possible linking our reading, writing and the topic. We ensure that children develop an understanding of how widely writing is used in everyday life, and herefore how important, and useful the skills are that they are learning.

Our intentions in writing are for children to:

• Write for a purpose.

• To acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn.

• See themselves as real writers.

• Take pride in the presentation of their writing, by developing a good, joined, handwriting style by the time they move to secondary school.

• See writing as an interesting and enjoyable process.

• Acquire the ability to organize and plan their written work.

Our writing curriculum focuses on the skills outlined in the National Curriculum. Progressive units of work teach children to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.

A high proportion of our children have English as an Additional Language (EAL) so we ensure that teachers and support staff incorporate key vocabulary and clearly model skills using visual aids, ICT and cues to enhance the learning.

Our approach to teaching writing

At Grove, we use Talk for Writing in Key Stage One and in Key Stage Two (where appropriate). Talk for Writing, developed by Pie Corbett, enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.

• Children orally rehearse writing through story maps.

• They imitate writing (so that they are familiar with the writing structure).

• They innovate writing (this is where they can change the writing, adapt it and extend it to meet a purpose).

• Teachers model writing of all genres through shared writing activities.

• Writing skills are further developed in group guided writing and modelled writing sessions (short burst writing).

• Children practice writing through independent writing tasks.

• Childrenare given opportunities to plan, draft, revise and edit their own writing (crafting their ideas).

Handwriting

We feel that children should be able to write with ease, speed and legibility so we follow a consistent approach across the school to the teaching of handwriting.

Letter formation is taught in reception through Read Write Inc., and then children are taught to use cursive handwriting through the Letter Join scheme from Year 1 onwards.

Spelling, punctuation, and grammar

We believe children require a secure understanding of spelling, punctuation and grammar to develop a true understanding of English and to be successful, so these concepts are taught discretely within English lessons. Through careful planning, teachers introduce new concepts in relation to the genre that the children are currently studying. We follow the Spelling Shed scheme to ensure consistency and coverage across the school.

long_term_reading_plan_primary_22_23.pdfAt Grove, it is our intention to foster a love of reading and ensure that, by the end of their primary education, our pupils are able to read fluently, and with confidence.  

Intentions:  

• For children to have the skills to decode words in order to be able to read fluently with understanding of what they have read.
• To encourage a love of literature and an enjoyment of reading for pleasure .
• For children to become confident, enthusiastic and motivated readers.
• To develop children’s confidence in reading a wide variety of genres and text types.
• To use reading to provoke thought within children. 

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science_ltp__1_.pdfAt Grove Academy over the course of an academic year, pupils will carry out several different investigations involving different types of scientific enquiry. 

Our pupils will have the opportunities to carry out practical investigations in science that help them to develop their scientific skills. These skills are referred to as working scientifically skills. 

Intent 

At Grove, we believe through the teaching of science we will spark curiosity and grow innovative and reflective learners. 

We believe through working scientifically Grove learners will be able to:  

• make critical connections
• be active learners
• be relentless readers
• be quality talkers 
• become knowledge retrievers

Grove learners develop a strong understanding of the world around them, whilst acquiring specific skills and knowledge to help them to think and work scientifically. Grove learners gain an understanding of scientific processes and an understanding of the uses and implications of Science, today and for the future.

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Intent 

At Grove, we believe that students deserve a broad and ambitious History curriculum, rich in skills and knowledge, which immerses students in a range of cultures and engenders an enquiring and critical outlook on the world. Our History curriculum will give students the opportunity to: 

• study issues at a local, national and international level in Ancient, Medieval, Early Modern and Modern time periods 

• understand Britain’s influence on the wider world 

• study the history and influence of different peoples and places across time 

• assess the impact of events on individual and communities 

• be exposed to a high level of historical and conceptual vocabulary 

• learn to interpret a broad range of sources including visual sources and propaganda 

• be exposed to different peoples’ perspectives on issues and events 

• develop an understanding of how to apply and write about historical concepts such as causation; continuity and change; significance; consequence; diversity 

• challenge received wisdom about historical figures and issues 

• develop confidence in orating and debating historical issues and evaluate historical interpretations 

Children at Grove are: 

• Active learners: We encourage our children to be active learners and explore the different aspects that make up history. They engage and enhance their knowledge by taking part in active discussions and responding to culture, differentiation in past and present and understanding of people’s influence on todays world . 

• Relentless readers: Reading is highly encouraged in all subjects. We believe in developing relentless reader who can take ownership of their own learning. In history, children are provided opportunities to explore high quality texts and build on their vocabulary. The historical vocabulary introduced is then seen across other subjects.  

• Quality talkers: Our children are encouraged to explore historical events and individualised and question when an event happened, why did it happen and how has it affected ours and others lives today.  

• Knowledge retrievers: Children at Grove are encouraged to retrieve and enhance their knowledge by using research materials to further explore history and influential individuals.  

• Critical connectors:  We encourage our children to comparing debate and question things that may have happened in the past through discussion and connect those critical dots to better their understanding of what our world looks like today. 

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Primary-French-2021-2022.pdf

Intent

At Grove Academy, the intention of our MFL curriculum is to develop an interest and eagerness in learning different languages. Our aim is to introduce the learning of the French language and its culture in memorable and stimulating ways. This will enable our children to celebrate and embrace differences in the world around them and deepen their ability to show respect and play a vital role in our global society. Learning French will help enrich our curriculum experiences and allow the children to gain oracy and literacy skills and knowledge in understanding their culture and connecting with others. We believe that teaching French at KS2 will not only enable children to transition confidently and successfully to KS3, but it will facilitate the acquisition of other foreign languages later in life.

Implementation

Our MFL curriculum has been designed to develop speaking, listening and vocabulary skills. French will be taught across Year 4 for this year and eventually across KS2 in the future. Weekly lessons are carefully planned and delivered to ensure progression by building on previous knowledge from units already studied.

We use a variety of resources and strategies to increase pupils’ engagement and support the teaching and learning of French:

• Games – in order to develop vocabulary through repetition, speaking and listening skills.

• Role-play – these should relate to the situations the children may find themselves in the future.

• Songs – to develop phonetic and memory skills.

• We build children’s confidence through praise for their contributions and efforts in learning French.

Impact

Through the high quality first teaching of French pupils should learn the following :

• listen attentively to spoken language and show understanding by joining in and responding
• explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words
• engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help
• speak in sentences, using familiar vocabulary, phrases and basic language structures
• develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
• present ideas and information orally to a range of audiences
• read carefully and show understanding of words, phrases and simple writing
• appreciate stories, songs, poems and rhymes in the language
• broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material
• write phrases from memory, and adapt these to create new sentences, to express ideas clearly
• describe people, places, things and actions orally and in writing
• understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neutre forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English