Phonics and reading
There has been a huge shift in the teaching of reading over recent years. This is having a enormous impact and helping many children to read and spell effectively. Phonics is recommended as the first reading strategy that children should be taught. At Felmore Primary School, phonics runs alongside other teaching methods to help children develop vital reading skills and to give them a love of reading and the skills to write and spell skilfully.
At Felmore, we aim for our children to:
- enjoy reading
- develop good reading habits
- read for pleasure and information
- understand and appreciate our literacy heritage
Our curriculum is underpinned by the desire to ensure that our pupils are able to successful recognise and read/decode words and comprehend what they have read and our provision is linked to our themed learning. We also use independent learning experiences to expand our pupils' knowledge and exposure to genres and texts.
At Felmore Primary School, reading and phonics are taught in accordance with the National Curriculum (2014) and Letters and Sounds.
All staff at the school have received extensive training and have a shared understanding of how to teach children to read and write and their journey begins in the Early Years Foundation Stage where phonics is introduced using the scheme above. Their journey continues in Key Stage 1 and beyond.
Please do contact us for further details of our phonics provision if you need further information.
The long term Phonics and Reading overviews can be found below:
Writing
We have high expectations of our pupils in all areas of the curriculum and in school life. Writing is no exception.
Our writing is taught both explicitly and in a cross curricular way through all subjects. Writing at Felmore is meaningful and our pupils are taught to write for a range of purposes.
Felmore pupils are taught to write and present work to a high standard through a progressive framework that is based on the needs of our learners. They are taught to write in a variety of styles for a variety of audiences. Key learning is taught and revisited and our staff use a variety of different strategies to teach pupils to write well.
Spelling, grammar and punctuation are taught both independently of writing lessons and learning is also embedded into other writing learning experiences.
Linking to reading, we use high quality texts, modelled, guided and shared writing to demonstrate good practice and to teach pupils how to effectively plan, edit, revise and present their work.
Handwriting skills are taught throughout the school and pupils are expected to use a neat, cursive script and present work to a high standard.
Please find the long term writing overview by clicking here.
Maths
Maths is an integral part of our curriculum and it is taught discretely and as part of our cross-curricular learning within other subjects and within our Learning Means the World curriculum. By doing this, we are able to build upon our learners' abilities to apply, reason and master each aspect of the curriculum. They will then be given the skills and the confidence to succeed and to use mathematics to effectively communicate.
Our learning is based on the White Rose scheme and our learning journeys are progressive but thorough. Felmore pupils are taught concepts and build on these skills in order to apply their learning to different contexts and to challenging problems in a positive and confident way. They are also taught to "master" each concept. Learning and teaching is revisited and skills built on progressively using a plethora of teaching and learning experiences.
Science
At Felmore, our science curriculum fosters curiosity, hands-on exploration, and develops a deep understanding of substantive and disciplinary knowledge. The Curriculum Guide offers a flexible framework aligned with the National Curriculum, providing teachers with a supportive resource to structure lessons and ensure key objectives are met.
Curriculum and Planning
The Curriculum Guide provides six-lesson sequences for each scientific strand, along with key objectives, vocabulary, and suggested activities. It is intended as a resource for teachers to use as guidance, not something that must be strictly adhered to. Teachers are encouraged to adapt it, add their own ideas, and tailor lessons to the needs of their pupils. Inquiry-based learning methods such as discovery learning, group work, and problem-solving tasks should be prioritised, with worksheets used only when they effectively enhance learning.
Progression and Assessment
Science progression is based on a clear sequence of skills and knowledge, mapped to the National Curriculum. This progression is assessed regularly, and teachers are required to update Insight at the end of each unit with assessment data. Teachers should use a variety of formative assessment methods throughout each unit, such as questioning, observation, and peer feedback, to guide instruction and adjust lessons based on pupil understanding. End-of-unit assessments are provided to evaluate pupils' understanding of key objectives and should be used alongside these ongoing assessments.
Evidencing Learning
At Felmore, hands-on, practical experiments are a core component of our science teaching. Pupils are encouraged to engage in the full scientific process, from making predictions and testing hypotheses to recording results. To support this, each pupil has their own orange science exercise book, where they document their experiments and learning. Each unit also includes knowledge organisers and a title page with key vocabulary, which pupils can refer to and tick off as they progress.
Teachers should focus on ensuring that the inquiry process remains the core of their lessons, with written work kept manageable and centred on scientific understanding, particularly for younger or lower-ability pupils. Teachers are also expected to adapt the learning to ensure that all pupils, including those with additional needs or higher abilities, can fully engage with and succeed in the inquiry process.
Resources and Technology
Teachers have access to science resources, which are located in the science cupboard. They should also plan ahead and notify the science lead of any required materials. Teachers are encouraged to incorporate technology into science lessons, such as videos, simulations, and digital investigations, when appropriate. These tools should align with lesson objectives and enhance pupils’ understanding.
Enrichment and Outdoor Learning
Teachers are encouraged to incorporate outdoor learning and real-world experiences into their science lessons to make learning more engaging. Whether through nature walks, visits to local environments, or practical fieldwork, these activities help bring science to life and strengthen pupils’ connection to the subject.
Please find the long term Science overview by clicking here.
