Curriculum Information

Town Lane Infant School Curriculum Town Lane Infant School offers a curriculum which is balanced and broadly based. We promote the spiritual, moral, cultural, mental and physical development of all pupils at this school and of society. Our curriculum aims to prepare pupils at the school for the opportunities, responsibilities and experiences of later life.

Town Lane Infant School’s curriculum comprises all learning and other experiences that we plan for our pupils. The national curriculum forms one part of our school curriculum. In line with all state schools we make provision for a daily act of collective worship and teach religious education to pupils at every key stage. Town Lane Infant School is legally required to follow the statutory national curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. We are required to publish our school curriculum by subject and academic year online. In addition, we make provision for personal, social, health and economic education (PSHE), drawing on good practice. This school also offers a range of topics chosen by staff in school and planned and designed through our own programme of education.

Curriculum Information
The curriculum is divided into two stages:
• The Foundation Stage - delivered in Nursery and Reception (3yrs–5yrs)
• Key Stage 1 - delivered in Year 1 and 2 (5yrs – 7yrs)

The Early Years Foundation Stage Curriculum
In September 2012 we began using the government’s new curriculum for the Early Years Foundation Stage.
The learning and development requirements comprise of:
•Seven areas of learning and development and the educational programmes which set out what will be covered in each age group.
•The early learning goals, which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year; and
•The assessment requirements (when and how practitioners must assess children’s achievements, and when and how they should discuss children’s progress with parents and/or carers).
The seven areas of learning include:
Communication and language;
Physical development;
Personal, social and emotional development;
Understanding of the world;
Expressive arts and design.

Four guiding principles shape our practice.
These are:
•Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
•Children learn to be strong and independent through positive relationships;
•Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; 
•Children develop and learn in different ways and at different rates.

The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. If parents would like to see the curriculum, programmes of study for each year or our assessment procedures please contact school where the documents will be made available to them. 

KS1 Curriculum
 During year 1, our teachers will build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers will also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words will underpin pupils’ reading and spelling of all words. This includes common words containing unusual GPCs. The term ‘common exception words’ is used throughout the new NC programmes of study for such words. Alongside this knowledge of GPCs, pupils will develop the skill of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words. This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will access their year group spine of carefully selected books so they can hear, share and discuss a wide range of high-quality books which aim to develop their love of reading and also broaden their vocabulary. Pupils will be helped to read words without overt sounding and blending after a few encounters. Those who are slow to develop this skill will be given opportunities to have extra practice.
In the  National Curriculum it is acknowledged that pupils’ writing during year 1 generally develops at a slower pace than their reading. This is because pupils need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing.
Any pupils who have entered year 1 who have not yet met the early learning goals for literacy will continue to follow our school’s curriculum for the Early Years Foundation Stage to develop their word reading, spelling and language skills. However, our pupils will follow the year 1 programme of study in terms of the books they listen to and discuss, so that they develop their vocabulary and understanding of grammar, as well as their knowledge more generally across the curriculum. If our pupils continue to struggle to decode and spell, they will be taught to do this urgently through rigorous and systematic phonics, reading and writing programmes. The chosen programmes we use are recognised to be highly effective. We use 'Read, Write, Inc. programmes in order for children to catch up rapidly. Our teachers ensure that their teaching develops pupils’ oral vocabulary as well as their ability to understand and use a variety of grammatical structures. We give particular support to pupils whose oral language skills are insufficiently developed. Town Lane Infant School uses the WellComm speech and language programme, for diagnostic purposes and to address any identified language gaps. The new National Curriculum sets out clear statutory guidance and pupils will be taught the skills and knowledge they require in order to meet the expectations set out in Appendix 1 and Appendix 2.

The principal focus of mathematics teaching in key stage 1 will be to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This will involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching will also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of year 2, our pupils will be taught the number bonds to 20 and be precise in using and understanding place value. We will place an emphasis on practice at this early stage to aid fluency. Pupils will read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge.