“Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, … Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.”― Kofi Annan

At Blockley, we use the National Curriculum (2013) as the framework for teaching English. 

DfE link

English is both a subject in its own right and the medium for teaching: for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

Acquiring good English skills is a key priority for all children at Blockley School; these include:

• Speaking and listening:
• Reading
  • Learning how to read (word recognition)
  • Understanding what is read (comprehension)
  • Listening to books and texts and Reading for Pleasure
• Writing
• Vocabulary development

English lessons are taught every day and comprise of some or all of the above literacy elements. Carefully planned sequences of learning are taught allowing for the learning of and practising of new concepts and skills. Whenever it is beneficial, links are made with topics being studied in other subjects including, but not solely, history, geography and science.

Speaking and listening 

Being able to communicate ideas and emotions clearly and confidently, and listen to, understand and respect others are essential life-long skills enabling children to fully become members of society. Also, good speaking and listening skills enable children to clarify their thinking as well as organise their ideas for writing. 

From the moment children become a part of the Blockley community, in all subjects, every day, children are encouraged to, and practise, explaining their ideas, thoughts, and opinions in a clear respectful manner. More … 

How you can help your child’s speaking and listening skills at home more …

Reading

Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. Learning to read age-appropriate texts fluently with expression and to understand their meanings is a critical skill that all children need to be fully secure in before secondary school.

Reading comprises of many separate skills as is shown in the illustration below

At Blockley, we put a great deal of time and effort into teaching children how to read, understand what they are reading and sharing our love of books.

Learning how to read (word recognition)

As soon as reception children have settled into school, we introduce them to the magical journey of learning to read. This is done through our own synthetic phonics programme developed in collaboration with our local DfE-funded English Hub.

Phonics means that children are taught to link spoken sounds to individual letters or groups of letters. Over time children learn all 44 sounds used in English and the different ways of writing them.

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Book bands

Children are initially given, and eventually choose, books to read from our book-banded books. Fiction and non-fiction books are banded (grouped) initially on the sounds that they contain and eventually on the difficulty of the text. Age suitability is also a factor More …

Supporting children’s reading at home

You are the best role model your children can have, let them see you reading at home and hear you talking about books.

As parents and carers, the role that you play in supporting your child as they first learn to decode books and then become fluent expressive readers who understand and enjoy what they are reading is huge. Reading needs to become a habit: reading daily More …

Understanding what is read (comprehension)

We read so that we can find out information and/or be entertained. Reading comprehension is an extension of understanding what is being spoken to us.

At Blockley, we place great importance on understanding what is being read, whether that is by the teacher, another child or by the child themselves. We use whole-class guided reading to develop children’s comprehension skills. This includes books or short texts, fiction, non-fiction, poetry and plays.

We have adopted a framework to ensure coverage of all of the reading comprehension skills children need to learn to be able to fully understand what is written or implied: it uses the acronym VIPERS.

In key stage 1 VIPERS stands for: Vocabulary, Infer, Predict, Explain, Retrieve, Sequence

In key stage 2 VIPERS stands for: Vocabulary, Infer, Predict, Explain, Retrieve, Summarise

By using this framework, we ensure that children become skilled in all of the elements of reading comprehension which will enable them to fully understand what they are reading.

Listening to books and texts and Reading for Pleasure

At Blockley, we invest a lot of time sharing literature in all classes across numerous subjects. Books offer a portal to different people, relationships and emotions; cultures, societies and times in history culturally; they can offer knowledge and spirituality.

All classes have a class novel that they enjoy together. These may be linked with topics being studied or to broaden the literary genres that children encounter. Authors range from well-known to up-and-coming writers. We want to celebrate this golden time in children’s literature and engender a love of books.

As a special treat, every Friday afternoon, our Starbook’s Reading Café opens for business. Teachers visit a different class to share a book (or two) whilst the children can listen and nibble on a treat.

Reading for Pleasure means choosing to read as a pleasurable activity. We aspire for all of our children to discover a love of reading that will sustain them throughout their lives.

Supporting the development of a love of reading at home

If children see us participating in an activity and enjoying it then they will want to do it too!

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Writing

The skill of writing begins early at reception age and is developed progressively throughout the school. It comprises of two aspects:

• transcription (spelling and handwriting)
• composition (articulating ideas and structuring them in speech and writing).

Children learn to write for a range of purposes and audiences. Opportunities for writing are used across numerous subjects in readiness for secondary school and beyond.

Just as with reading, writing comprises many skills that are taught (see the illustration below)

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Children’s writing is assessed against progressively more challenging criteria in each year group. Below are links to the assessment criteria for independent writing exercises. At other times, specific features will be the focus of writing to practise the different strands that successful writing requires.

Spellings

Initially, spellings are directly linked to phonics and act to reinforce the matching of sounds to letters.

By the time a child is working at phase 6 phonics, there is a shift of focus onto the underpinning rules that guide much of our spelling.

It is easier and much more useful to learn spelling rules and …

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Supporting children’s spellings at home

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Handwriting

As a school, we teach children to write using cursive script from reception level. This helps smooth the transition to joined-up handwriting which all children are expected to adopt in key stage 2.

A tripod grip is taught so that handwriting is legible and no undue pressure is placed on the hand, wrist, arm or shoulder.

Pencils are used initially and once accurately formed and sized writing is secure, children progress onto handwriting pens.

Supporting children’s handwriting at home

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Punctuation

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Vocabulary

At Blockley, we recognise the impact vocabulary size has. It has been identified that pupils from pre-nursery age to A-level students who have, understand, and use a wide range of words access all learning more easily and have better life outcomes.

We focus on vocabulary acquisition and use it in multiple ways:

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History

At Blockley, we use the National Curriculum guidance when teaching history.

DfE Link

Blockley School believes that history is an essential part of the curriculum which can foster a pupil’s curiosity, extend their knowledge and understanding of the world, their ability to question, think critically, weigh evidence, sift arguments and make judgements in context as well as further their sense of identity and place the challenges of our time into a broader context.

‘A people without the knowledge of their past history, origin and culture is like a tree without roots.’ Marcus Garvey

We aspire to teach a coherent, chronological programme of work that will support all of the aforementioned through studying key aspects of Britain’s past, including our own rich local history, and elements of world history.

History is taught across all year groups on a two-year rolling programme to make sure that all children gain knowledge of aspects of British, world, ancient and modern history. Our curriculum also reflects and celebrates history within our locality as well as challenging children’s cultural assumptions by introducing them to the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.

History Curriculum Plan

The National Curriculum for Geography aims to ensure that all children:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

• are competent in the geographical skills needed to:

• collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

• interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

• communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
   

As a school we aim to:

• set challenging targets with high expectations for all pupils (in progress and attainment). 

• offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.

• ensure a smooth transition between the Key Stages to ensure progression.

• explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of geography.

In KS1 classes at Blockley School we develop pupils knowledge about the World, the United Kingdom and the immediate locality by first-hand observation, fieldwork, maps, atlases and globes with a non-European country. The children will learn how to use a compass and aerial photographs to recognise landmarks and basic human and physical features of the school and their locality. The pupils will begin to describe their work using the correct geographical vocabulary. 

Geography at KS2 covers locational knowledge when our pupils extend their knowledge and understanding beyond Blockley to include the UK, Europe, North and South America. They also use maps, atlases and globes. The pupils will learn about the similarities and differences between different regions. Describing and understanding key aspects of physical and human geography to include settlement and land use, trade links and economic activity will ensure that our pupils develop a curiosity and fascination about the World and its people.

GEOGRAPHY ANNUAL PLAN

The National Curriculum for Design and Technology aims to ensure that all children:

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

• critique, evaluate and test their ideas and products and the work of others

• understand and apply the principles of nutrition and learn how to cook.

As a school we aim to: 

• set challenging targets with high expectations for all pupils (in progress and attainment).
• offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
• ensure a smooth transition between the Key Stages to ensure progression.
• explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of design and technology.

 Children at Blockley School take part in regular Design and Technology lessons, delivered weekly or in blocks.  The school is fully equipped with a range of tools and materials to allow children to experience a range of design and construction methods.  Children at Blockley School experience designing and creating using a range of mediums including textiles, cookery and construction.

As children progress through the school we encourage them to gain independence by taking control of their work through choosing appropriate tools for the set task.

As an Arts Mark Gold School, we offer a wide range of enrichment opportunities including After School Art and Crafts Clubs.

We have strong connections with local designers and artisans.

DESIGN AND TECHNOLOGY ANNUAL PLAN

• perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
• understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

As a school we aim to:

• offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
• explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of music.

Music is taught using Charanga from Reception to Year 6 where children are given the opportunity to learn about many examples of music styles and genres from different times and places. There are explored via active listening, performing and composing activities where children are actively involved in using and developing their singing voice, using body percussion and whole-body actions, and learning how to handle and play classroom instruments effectively to create and express their own and others’ music.  Throughout the teaching of Music, children learn about and develop their understanding of the different dimensions or elements of music.

Peripatetic teachers provide children with the opportunity of learning to play brass, woodwind and string instruments if they are interested. After school clubs provide children with the opportunity of singing in the choir.

Performing to an audience is an important aspect of Music at Blockley School and children are able to do so during a Christmas and end of year performance. Children also perform to a wider audience at Church Services and to the residents at Orchard Bank.

Music annual plan

• develop competence to excel in a broad range of physical activities
• are physically active for sustained periods of time
• engage in competitive sports and activities
• lead healthy, active lives

As a school we aim to:

• set challenging targets with high expectations for all pupils (in progress and attainment).
• offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
• ensure a smooth tranistion between the Key Stages to ensure progression.
• explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of physical education.

Physical Education and Sport throughout the school is enjoyed and accessible to all pupils. We believe that allowing children to achieve their sporting potential can change their lives for the better.

Through P.E. and Sport pupils learn to develop the Olympic and Paralympic Values of Friendship, Respect, Excellence, Determination, Inspiration, Courage and Equality. We believe that these are important skills for life and along with Healthy Living and Leadership Qualities are embedded throughout our teaching during the day and in lunchtime and after school clubs.

The school offers a wide range of high quality experiences in school including Archery, Athletics, Football, Floorball, Tag Rugby, Tennis and Cross-Country. We offer opportunities to enjoy these activities and to compete in a wide range of Intra and Inter School events through to County level.

The school recognises that for P.E. and Sport to be a success in the future then the sportsmen and women are in school today. With this in mind we offer pupils the chance to develop their leadership and sportsmanship skills during PE tournaments and sporting events.

Personal, Social, Health and Economic Education (PSHE)

Personal, Social, Health and Economic Education (PSHE) is a non-statutory subject however, section 2.5 of the National Curriculum framework document states that:

  ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’.

The DfE published guidance on PSHE education, states that the subject is ‘an important and necessary part of all pupils’ education’ and that:

 ‘Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.'

PSHE education aims to ensure that all children and young people:

• acquire the knowledge, understanding and skills they need to manage their lives, now and in the future
• develop the qualities and attributes needed to thrive as individuals, family members and members of society.

As a school we aim to:

• promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.
• prepare pupils at the school for the opportunities, responsibilities and experiences of later life.

Citizenship

At Key Stages 1 and 2 Citizenship is part of the joint non-statutory framework for personal, social, health and economic (PSHE) education and citizenship.  PSHE education provides a focus on the personal dimension and Citizenship a focus on the public dimension. 

PSHE and Citizenship is taught as a discrete subject from Reception to Year 6 covering three core themes.

These three core themes are explored using a variety of teaching and learning strategies and time for reflection is also incorporated into each lesson.   At times, there may be a need to temporarily suspend the learning objective if other needs are more pressing among pupils and using the PSHE education and Citizenship lesson time is used to address those issues. 

PSHE Annual Plan 

The national curriculum for art and design aims to ensure that all pupils: 

• produce creative work, exploring their ideas and recording their experiences 
• become proficient in drawing, painting, sculpture and other art, craft and design techniques 
• evaluate and analyse creative works using the language of art, craft and design 
• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

As a school we aim to:

• set challenging targets with high expectations for all pupils (in progress and attainment).
• offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
• ensure a smooth transition between the Key Stages to ensure progression.
• explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of art and design.

Children at Blockley School are encouraged to be creative and expressive in their art work.  Studying the work of other artists is used as inspiration for the children's own work.

Throughout the school children take part in regular art and design lessons.  The school is equipped with an extensive range of resources for the children to explore and experience using a range of mediums in their art.  Giving the children these experiences ensures that as they progress through the school they increase their confidence and skills using a range of tools and methods.

As an Artsmark Gold School we offer a wide range of enrichment opportunities to all children including a range of after school clubs.  At Blockley School we are lucky enough to have strong connections with a range of artisans from the local area.

Art and Design Annual Plan

Learning a foreign language is part of the primary National Curriculum and is a requirement for all children within Key Stage 2 (KS2). Blockley Church of England Primary School has adopted a whole school approach to the teaching of French across the school from Reception to Year 6.

Aims

Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they finish the primary school phase of their education.

We will help them develop and demonstrate substantial progress in the 5 key language skills necessary for learning French: Speaking, Listening, Reading, Writing, Grammar.

We aim to ensure that pupils of all abilities develop solid foundations in these key language learning skills - properly preparing them for the next stage of their language learning journey. These skills will develop children’s ability to understand what they hear and read and enable them to express themselves in speech and writing. We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English. We will also help strengthen their sense of identity through learning about culture in other countries and comparing it with their own.

Teaching and Learning Overview

Our whole school approach to language teaching and learning is in line with the recommendations of the National Curriculum and the requirements outlined in the Department for Education Languages Programme of Study for Key Stage 2.

The National Curriculum for languages aims to ensure that all pupils:

• Understand and respond to spoken and written language from a variety of authentic sources
• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
• Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
• Discover and develop an appreciation of a range of authentic writing in the language studied.

By the end of key stage 2, pupils should be able to:

1. Listen attentively to spoken language and show understanding by joining in and responding.
2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
4. Speak in sentences, using familiar vocabulary, phrases and basic language structures.
5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
6. Present ideas and information orally to a range of audiences.
7. Read carefully and show understanding of words, phrases and simple writing.
8. Appreciate stories, songs, poems and rhymes in the language.
9. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
10. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
11. Describe people, places, things and actions orally and in writing.
12. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter 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.

Our language teaching will be based upon the Language Angels scheme of work.

Modern Foreign Language Annual Plan

Ofsted inspected this area of the curriculum on the 22nd May 2012 and gave the school 'outstanding'.