Eglinton Primary School follows the National Maths Curriculum
Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately’
(National Curriculum 2014)
Learning maths is like building a tower; children must develop firm foundations and acquire specific building blocks in a certain order. If any of these blocks of understanding are missing, then the tower can be toppled when faced with new challenges or concepts. Therefore, at Eglinton, children are not simply rushed through the curriculum, gaining vast, but superficial knowledge that can fall apart whenever they encounter something unfamiliar. The focus within maths lessons is on fluency and not speed. Children are encouraged to think carefully about mathematical problems, discuss and explain their understanding and learn from one another. For example: ‘…Can you explain the pattern…which is the odd one out…can you spot the error…”
The result is more fluent mathematicians with a deeper understanding of maths concepts; children that have a firm foundation to build on and a more confident outlook towards the subject.
Teachers at Eglinton follow a concrete, pictorial, abstract (CPA) approach to teaching and learning. CPA was developed by American psychologist Jerome Bruner and is an essential technique within the Singapore method of teaching maths for mastery. The White Rose Maths Hub has influenced the way maths is planned and assessed throughout the school and their mantra ‘Everyone Can Do Maths’ matches our aspirations for all of our children at Eglinton.
Finally at Eglinton, where possible we aim to contextualise maths so that it is grounded in real life situations and connected to other learning across the curriculum. To quote educationalist, John Hattie, “You cannot use deeper-thinking skills unless you have something to think about’.
Click here to see our school calculation policy
Please see the list below for websites to support maths learning
(years 4, 5 and 6)
Use your password to log on and play against your classmates
KS1 and KS2 maths games and activities
Many free maths games for all ages
Mental maths game
Sharpen your mental maths skills
Speaking and Listening
Children are exposed to a wide range of language during English lessons to broaden their own vocabulary. Staff model good speaking and listening, showing children how to adapt their own language for the given purpose and/ or audience.
Children are given a wide range of opportunity to apply their spoken language skills in context. This includes: drama and role play, assembly and performances, presenting ideas within class and when showing visitors around school.
Within lessons, there is regular use of talk partners and other collaborative ways of working to ensure that children have opportunity to both speak and listen, with staff promoting active listening in which children can ask questions of what they have heard.
Reading and Phonics
We use Letters and Sounds RTPA teaching sequence and supplement this with Jolly Phonics actions and pictures to reinforce.
We use the Oxford Reading Tree scheme in EYFS and across KS1. The children also access a range of other reading schemes including Collins Big Cat. In KS2, children that still require phonetically decodable books read Project X.
Reading is taught throughout the school with a focus on the strategies used to decode as well as the comprehension of texts. The strategies taught build upon each other as children progress through the school. The following strategies are taught at Eglinton Primary School:
- 1 to 1 reading
- Shared reading
- Guided reading
- Whole Class Reading
In order that the children gain a life-long love of reading, we provide them with a wide range of stimuli, including visual media. These include interesting, age-appropriate books in class reading corners as well as the large school library and extensive stock of guided reading books; part of the Oxford Reading Tree Scheme. We also host book fairs, which provide parents and carers the opportunity to spend time with their children choosing books to purchase for home.
In order to promote a love of reading and develop an interest in the world of books, we invite authors and theatre companies to school on a regular basis.
Writing is a key part of the curriculum that is taught throughout the week. Creative writing is developed using the core text to influence the children’s own ideas for writing.
When writing, pupils understand the following:
- There is a purpose to all types of writing
- The need to consider their audience when writing
- There are a range of text types; each with their own features and conventions to be applied when writing.
- Their writing must make sense and flow.
- The need to pay close attention to Spelling, Punctuation and Grammar (EGPS) when working in order to improve the sense and clarity of their work.
- Writing is a process which allows for changes and edits to be made.
- A wide range of interesting and exciting vocabulary should be experimented with.
- They can look at and make use of existing real life examples when working
- That writing is an enjoyable activity with great value.
- There are different dimensions to the writing process; immersion, practise and application.
At Eglinton, children in KS1 begin to learn cursive script, where appropriate in line with the 2014 curriculum. Handwriting is taught in a lesson and then practised through early morning work and encouraged in all aspects of the curriculum thus promoting understanding and application.
What is phonics?
Phonics is a key aspect in developing reading and spelling. Phonics is the practice of blending letter sounds (known as phonemes) to make words when reading and segmenting words into sounds to help with spelling.
Phonics is taught every day at Eglinton and lasts for around 30 minutes from Reception to Year 2. Children learn phonics through hearing, saying, reading and writing phonemes and our approach is to make the sessions lively and active; using a wide range of resources including ICT, playing practical games and puzzles. We follow the ‘Letters and Sounds’ scheme to teach sounds in a specific order. Nursery and Reception follow the ‘Jolly Phonics’ Scheme where they learn songs and actions to support them when learning new sounds.
How is Phonics Taught?
All phonics lessons include revision of previous learning, teaching of new sounds/ tricky words, and application of new skills. It is an active, multi-sensory session and in the early phases Jolly Phonics actions are used to help children remember the sounds.
It is essential that each phonics lesson includes the key skills of blending for reading and segmenting for writing. The Children will be familiar with a range of techniques used in lessons and so should practice these skills when reading at home too.
Children are taught how to read and write graphemes and apply these skills to their independent reading and writing. Some children will receive additional support in class, in addition to whole class phonic sessions.
What is the Phonics Screening Check?
The phonics screening check introduced in 2012 is a statutory assessment for all children in year 1. The purpose of this test is to confirm whether children can decode, segment and blend words correctly.
The phonics test has a total of 40 words. Some are real words and some are pseudo words. This means (nonsense words or sometimes known to children as alien words). If you wish to practice real and alien words at home you can access them online (https://www.gov.uk/government/publications/phonics-screening-check-2018-materials) or ask your child’s class teacher for resources you can use at home.
Children will be asked to read these words one-on-one with a teacher. The words they see will be either real words that make sense or pseudo words that have an alien or monster picture beside them. This test will show if the children have learnt the spelling patterns and phonic skills taught in year 1. The children will be very familiar with the format of the screening test before the formal test date in June.
How can you support your child at home?
Read new books with them as regularly as you can. This means your child will see and be introduced to new words to decode, segment and blend.
All children are encouraged to read a book daily, both at home and at school. We want our children to become enthusiastic, engaged readers and to develop a life-long love of books. Your child should be reading at home for 10 minutes or more each day. Your support is hugely important for developing their reading skills, confidence and understanding. Even if your child is a confident and fluent reader, it is still important for you to read with them, listen to them, enjoy and discuss the books they are reading.
Here are some useful websites to try with your child.
- Phonics Play https://www.phonicsplay.co.uk/
- Focus on Phonics https://www.focusonphonics.co.uk
- Letters and Sounds http://www.letters-and-sounds.com/
- My Jolly Phonics https://www.jollylearning.co.uk
- ICT games http://www.ictgames.com/
Science is a subject that develops the essential skills of curiosity, perseverance, reflecting and thinking. At Eglinton we believe that enquiry should be at the heart of science education. The cornerstones curriculum that we follow allows the children to cover the content and skills laid out in the national curriculum in an engaging and meaningful way.
Working scientifically forms a large part of the science curriculum and most lessons have an element of working scientifically within them. Some of the skills developed within this are outlined below.
- Posing questions
- Making reasoned predictions
- Developing methods to answer questions
- Fair testing
- Collecting results
- Drawing conclusions
Useful links for science
British Science Week:
At Eglinton we celebrate science week with a variety of activities both inside and outside the classroom. This year saw our first Eglinton Science Fair, where parents and children were invited in to take part in a variety of challenges and experiments.
At Eglinton we run a weekly afterschool STEM club which covers areas from Science, Technology, Engineering and Maths. The club follows the CREST Star awards programme where children take part in a range of fun investigations and challenges set by the British Science Association and gain a certificate when they have completed the programme.
Modern Foreign Languages
"Ici, nous parlons français"
"Tambien, hablamos español"
"Inoltre, parliamo italiano"
"وأخيرا، نتعلم العربية أيضا"
At Eglinton, children learn French from Years 3 up to Year 6, covering various topics, including myself, animals and food. We use the Language Angels scheme, which allows for high-quality French to be spoken and written in lessons, as well as ensuring that lessons are taught in an engaging manner.
Furthermore, we offer Spanish, Italian and Arabic as language after-school clubs, meaning that at the end of their time at Eglinton, the children would have had the opportunity to learn a number of languages.
Should you wish to brush up on any of the above languages, you can download the "Linguascope" app on the iTunes store or visit their website. Then enter the following details when requested:
In 2017 at Eglinton, we have continued to build on our exciting PE curriculum, called Real PE. We have continued to invest the Sports Premium to develop the students' and teachers' confidence and enjoyment in their PE lessons based on fundamental movements; agility, balance and co-ordination. Working on these three skills, we have tackled new sports including archery, fencing, judo, Taekwondo, cycling, sailing and welcomed Kidz Fit into our school to educate and promote a healthy lifestyle. To find out more about our curriculum, please view some exciting pictures from various PE lessons below and watch the official Real PE video.
'real PE' Showcase by Create Development
Johnathon Registe, year 4 student teacher, has introduced an exciting new Taekwondo afterschool club, that has been extremely popular with children throughout the school. It has focused on discipline, self-defence and fitness.
A group of year 6 children travelled to the Ahoy Centre in Deptford to complete their RYA Stage 1 sailing qualification, where they learnt to set up and sail a boat, different sailing terminology and finally receiving a certificate of achievement.
National Curriculum Physical Education
The national curriculum for physical education aims to ensure that all pupils
- Develop competence to excel in a broad range of physical activities
- Are physically active for sustained period of time
- Engage in competitive sports and activities
- Lead healthy, active lives
Purpose of study
A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Key stage 1
Pupils should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They should be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.
It is expected that 85% of all pupils can do this at the end of year 2
Pupils should be taught to: master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities, participate in team games, developing simple tactics for attacking and defending, perform dances using simple movement patterns.
Key stage 2
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
It is expected that 85% of all pupils can do this at the end of year 6
This will support your thinking around progress, assessment and annually reporting to parents
Pupils should be taught to:
- use running, jumping, throwing and catching in isolation and in combination
- play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis] and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- perform dances using a range of movement patterns
- take part in outdoor and adventurous activity challenges both individually and within a team, compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Swimming and water safety
- All schools must provide swimming instruction either in key stage 1 or key stage 2.
In particular, pupils should be taught to:
- swim competently, confidently and proficiently over a distance of at least 25 metres
- use a range of strokes effectively [for example, front crawl, backstroke and breaststroke] perform safe self-rescue in different water-based situations.
Spring 1 - 2019
Autumn 2 - 2018
Autumn 1 - 2018
For more information regarding our curriculum, please contact Mrs Omololu, Assistant Headteacher.