Pursuits of Excellence
In order to achieve our aims, we feel it is essential to have a well-planned and structured Curriculum based on the National Curriculum. Wherever possible we weave literacy and numeracy into all areas of learning. We have a broad and exciting curriculum which nurtures our belief of “Pursuits of Excellence”.
We base our Mathematics teaching on the 2014 National Curriculum, which covers work in using and applying Maths, counting and understanding number, knowing and using number facts, calculating, understanding shape, measuring and handling data. There is an emphasis in practical problem solving activities. We have a “can do” approach to numeracy and encourage children to have a positive attitude to maths.
Children have opportunities to apply the skills and knowledge they have learnt in a society of situations. We encourage children to talk about their work to help them to develop mathematical thinking. This helps them to approach problems with an open mind and to understand that some problems do not always have just one answer.
In English, children at Anderton Park work hard to progress in Speaking and Listening, Reading, Writing, Spelling, Grammar and Handwriting. We follow The National Curriculum Framework for English and we ensure that we provide a literate environment in school and give all of our children opportunities to develop their literacy skills through a cross curricular approach.
English skills are essential to participating fully as a member of society, we expect that every child will leave Anderton Park with life-long learning and communication skills.
Reading is a priority. To support the children’s development in reading we are committed to providing every class with a daily Guided Reading session and we expect parents to dedicate a small amount of time each day to listen to their child read to help nurture a love of reading. Home reading books are changed whenever the children finished their book.
The School Library offers books for all children in the school and develops children’s reading for both pleasure and information. Letters and Sounds is used for the teaching of phonics and Support for Spelling is used to continue this progression when children’s phonics knowledge is secure. Pupils who are still struggling to decode continue with a rigorous and systematic phonics programme until their phonics knowledge is secure.
Children are encouraged to mark make in Nursery and progress onto writing soon after. We write from experiences such as trips, visiting theatre productions and workshops; using discussion in order to learn. We build on the expertise of these Theatre companies and a range of other agencies to ensure that all children are able to communicate their ideas and emotions to others through writing and through reading and listening, others can communicate with them.Download Glossary of Terms
Spelling Word List Year 3 & 4
|accident(ally) actual(ly) address answer appear arrive believe bicycle breath breathe build busy/business calendar caught centre century certain circle complete consider||continue famous favourite February forward(s) fruit grammar decide describe different difficult disappear early earth eight/eighth enough exercise experience experiment extreme||group guard guide heard heart height history imagine increase important interest island knowledge learn length library material medicine mention minute||natural naughty notice occasion(ally) often opposite ordinary particular peculiar perhaps popular position possess(ion) possible potatoes pressure probably promise purpose quarter||question recent regular reign remember sentence separate special straight strange strength suppose surprise therefore though/although thought through various weight woman/women|
Spelling Word List Year 5 & 6
|accommodate accompany according achieve aggressive amateur ancient apparent appreciate attached available average awkward bargain bruise category cemetery committee communicate community||competition conscience* conscious* controversy convenience correspond criticise (critic + ise) curiosity definite desperate determined develop dictionary disastrous embarrass environment equip (–ped, –ment) especially exaggerate excellent||existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly) individual interfere interrupt language leisure lightning marvellous mischievous||muscle necessary neighbour nuisance occupy occur opportunity parliament persuade physical prejudice privilege profession programme pronunciation queue recognise recommend relevant restaurant||rhyme rhythm sacrifice secretary shoulder signature sincere(ly) soldier stomach sufficient suggest symbol system temperature thorough twelfth variety vegetable vehicle yacht|
At Anderton Park we pursue excellence. We are passionate about an entitlement for all and that everything we do is a step forward on the path to outstanding. The role ICT plays is vital in achieving our school vision for everyone; children, staff, families, governors and community. Our ICT skills and understanding are constantly evolving, and will rise to the challenge to embrace this constant change.
Be Smart Online – ICT & Safety
At Anderton Park we’re SMART online
- Secret (we keep our address, email address, full name, phone number and school a secret)
- Meeting (we never agree to meet someone we’ve only met online)
- Attachments (we think before we open attachments and junk mail)
- Reliable (we remember that what we see online may not be true)
- Tell (if we see anything that makes us feel unsafe online we TURN OFF AND TELL)
Skills in Information Communication Technology are becoming increasingly important in people’s lives. At Anderton Park we are aware of this and have invested in the provision of computer technology to meet the needs of pupils.
Science makes an increasing contribution to all aspects of life. As children are naturally curious about the world, science is an excellent vehicle for harnessing this curiosity, allowing them to explore and investigate, whilst establishing within them an appreciation and respect for life and scientific phenomena.
Science is important because:
- It is a body of knowledge essential to our understanding of the world around us.
- It has a built-in methodology for thinking which forms the basis of most enquiries.
- The skills and knowledge of science are widely applicable in everyday life.
- The Foundation Stage incorporates science into their work on “Knowledge and Understanding.”
- The children will explore science through practical activities, learning to use observation to help make sense of the world around them.
Most work is based on practical experience which is developed in a scientific manner. Children are encouraged to ask questions that can be explored. ICT also plays an important role in science and ICT equipment is used to collect and present information.
Curriculum by Subject
In order to achieve our aims, we feel it is essential to have a well-planned and structured Curriculum based on the National Curriculum. Wherever possible we weave literacy and numeracy into all areas of learning.
PE (which includes swimming and dancing) is a requirement of the National Curriculum and is really important for your child’s health and fitness. Pumps, shorts, T-Shirt (or leotards and leggings) must be provided for PE and games. Please note that for Health and Safety reasons scarves are discourage and jewellery must not be worn during PE lessons.
Tracksuits are also very useful particularly during the colder months. The Governors have reviewed our PE policy and have agreed that the following head coverings are acceptable for girls in PE:
- Bandana type cap – no strings or loose ends
- Stretchy/lycra cap – no strings or loose ends
Short hijab with Velcro fastening (not buttons of any type). It must have a fastening so that it would give if caught on equipment to reduce the risk of strangulation. One piece hijabs with no fastening or just elastic are not deemed safe.
Design and Technology gives children the opportunity to develop skill, knowledge and understanding of designing and making functional products. At Anderton Park we feel it is vital to nurture creativity and innovation through design, and by exploring the designed and made world in which we all live and work.
Design and Technology takes on many forms from the skills learnt through Junk Modelling in nursery, creating sculptures of animals in year 3, all the way through to designing model theme parks in year 6. Children develop an understanding of design and how it ties into providing a service or a product for the user. The children enjoy being allowed to have the freedom to create prototypes, thus learning through experience.
Curriculum by Year Group
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|Nursery||Ourselves||Light and Dark (festivals)||Buildings||Transport||Growth||What can we learn from the Arts?|
|Reception||Who am I?||How do we celebrate?||Around the world in a term.||Dive into a story.||A bug’s life.||Crossroads.|
|Year 1||What is special about me?||Why do zebras have stripes?||Why do things change?||Hot or Cold?||What’s this made from?||How does your garden grow?|
|Year 2||Yesterday, Today and Tomorrow….||Why are there canals in Birmingham?||A class act!||What happens when the sun goes down?||Oh I do like to be beside the seaside!||What a wonderful world.|
|Year 3||Do Robots have feelings?||All animals have skeletons, true or false?||What came first the match or the fire?||What do I see when I look out of my bedroom window?||How can I grow a giant beanstalk?||How do I become a hero?|
|Year 4||Where should we live?||What would it be like without light?||How are we similar?||What can you hear in an imaginary world?||How powerful were the Romans?||What no H20?|
|Year 5||Mr Shakespeare his life and works.||What can we learn about communities in the ancient settlements?||It’s all Greek to me!||Why is it important to look after our world?||What can we learn from the arts?||Survival of the fittest|
|Year 6||It’s electrifying!||Product Power||Why do humans walk on two legs?||It’s good to be British.||Where on earth are we?||What’s next?|