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We go on local trips and use the wide range of resources London has on offer to deepen our children’s under-standing of concepts.
The curriculum is broad, balanced
and exciting, incorporating British
values and experiences. Open-ended
investigation and activities means
that children have time to rehearse
and achieve deeper learning and un-
derstanding.
We set out our curriculum as a pro-
gression model. We focus relentlessly
of the development of language and
exposure to a vast range of vocabu-
lary. Our staff review children’s pro-
gress regularly through formative
assessment and use precision inter-
vention to follow up emerging gaps
identified.
Our curriculum is a progression model that provides a foundation that equips our children for the next steps in their learning and builds upon prior knowledge and experi-ences. It enhances and enriches chil-dren’s experiences through con-cepts such as Agriculture, Construc-tion, Architecture and Forest school-ing. The range of well-planned expe-riential learning ensures cumulative layers of knowledge, helping our children to have lasting, repeated experiences leading to remembering more. We deeply believe that there should be no limits or barriers to children’s achievements and staff share in our vision and ambition.
Our curriculum is underpinned by research on how children learn best. We view learning from a grounded pedagogical standpoint. We strong-ly believe that creativity fosters
The Curriculum—A Progression Model Volume 3, Issue 1
Autumn Term 2019
better self-esteem, independ-ence, and risk taking. Our chil-dren are eager problem solvers and confident communicators. Through our curriculum we pro-mote and celebrate the interna-tional cultures of the children.
Page 1
Mathematics is a creative and
highly interconnected discipline
that has been developed over cen-
turies, providing the solution to
some of history’s most intriguing
problems. Here at Davies Lane, we
believe it is essential to everyday
life, critical to science, technology
and engineering, and necessary for
financial literacy and employment,
both current and in the future. Our
curriculum is sequential and cycli-
cal: components taught through
key composites, with layers of
knowledge built on over time.
Mathematics provides a founda-
tion for understanding the world,
the ability to reason mathematical-
ly, and a sense of enjoyment and
curiosity about the subject. At Da-
vies Lane, we aim to improve the
fluency, reasoning and problem solv-
ing of all our pupils through a varied
and interesting curriculum.
We believe that children are able to
make improved progress when they
reflect on their learning. Conscien-
tious, independent learners can make
links to other areas of the curriculum,
demonstrating their knowledge of
maths through other subjects, such as
engineering, architecture and science.
This passion to ensure all our children
can improve and develop these links
is the driving force behind the maths
curriculum at Davies Lane. An exam-
ple of a success this year is Enterprise
Week. The children researched and
developed games and products to sell
at the Christmas Fair, raising a
substantial amount in the pro-
Mathematics
it/review, teach, practise and apply
model. To apply their taught sound
of the day, children spend each ses-
sion reading some pages from a de-
codable book with a partner. To
consolidate learning in school and
support the progression of Phonics
at home, these decodable books are
sent home weekly.
Thank you to all the parents who
have been reading at home with
their children regularly. It helps During Autumn Term, across Early
years and Key stage 1, children have
been taught synthetic systematic
Phonics daily following our Letters
and Sounds programme. These daily
sessions ensure children progress
from exploring sounds, through to
understanding grapheme and pho-
neme rules. Flashcards, magnetic
letters and phoneme frames are
used to support children in decod-
ing, blending and segmenting new
words. Sessions followed the revis-
Page 2 Davies Lane Primary
Phonics
move the children forward at a fast-
er pace in their Phonics journey.
cess. For all those that helped and
supported - thank you!
A Year 6 pupil’s weekly reflection on their learning in numeracy
Children are taught and practise a
weekly spelling and grammar rule
which will help them with their
writing fluency. Marking ensures
that children receive instant feed-
back on misconceptions; where they
can improve or simply that they
have been able to demonstrate their
understanding. Using this feedback,
the children then confidently review
and build on their learning .
Self and peer assessment is also a
vital tool to develop children as re-
flective thinkers and as a a tool for
formative assessment. A number of
skills are developed through this:
the ability to analyse their peer’s
work, cite areas of excellence and
areas for improvement and consoli-
date their own understanding of the
required standard.
Reading three novels per term helps
the children to acquire a knowledge
This academic year, have continued
to build on and further develop the
writing curriculum. Our focus is that
children ‘know more and remember
more’. In order to support this, se-
quential learning, where each day’s
learning builds on the previous day
is at the foundation of the curricu-
lum. The weekly goal for the chil-
dren is to be able to use their learn-
ing of the week to produce a long
piece of writing in which they
demonstrate the knowledge ac-
quired. Monday Literacy lesson is
dedicated to reading. The genre of
the text used is one that is carefully
chosen to introduce the week’s
learning goal. This lesson is aimed to
promote reading skills, develop vo-
cabulary and build on speaking and
listening skills as they debate and
engage in discussion with each oth-
er.
of different writing styles, genres
and an enriched vocabulary bank.
New vocabulary is collected by
teachers and children and used
frequently when speaking and
writing. When looking around a
class, it is evident that there is a
vocabulary rich environment to
encourage and facilitate children
to use their newly acquired words.
This term, the academy was in-
volved in two highly successful
competitions: debating and a
spelling bee. These events help to
encourage children to develop
their speaking and listening skills
along with their confidence and a
healthy competition between the
academy schools. We look forward
to having the competitions in the
next terms too. Well done to Y3
and Y4 for bringing the Spelling
Bee trophies to Davies Lane!
During the Autumn term, children have had the opportunity to read and focus on at least three books through shared reading and literacy lessons. Through our ‘novel studies’ children are improving on their reading, comprehension and writing. Children also have speed-reading books, which contain a range of text from fiction to non-fiction. These texts build on chil-dren’s stamina and fluency as well
Volume 3, Issue 1 Page 3
Writing
as expanding on their vocabulary.
Years 3 and 4 are continuing with Ac-celerated Reader and data shows there has been progress in children’s reading across the two year groups. As a school we have invested in many new phonics books which have al-ready made a huge impact in children phonics across KS1 and lower KS2. These are being used in class as well as being sent home for children to
consolidate their phonic knowledge. We encourage all parents to make a comment in the childrens yellow reading rec-ords to ensure communication between home and school. Com-ments regarding stamina, fluen-cy, tricky words or related to chil-dren’s comprehension can be written in these reading record books.
Reading
This year we are seeing a push towards building children’s learn-ing experiences and ensuring that they continue to experience the wider curriculum. This includes continuing with the exciting sub-jects such as architecture, con-struction and engineering that sets Davies Lane apart from many other schools.
History and Geography
Engineering, Architecture and Design
Page 4
Children are articulating how much they are enjoying these les-sons , which sit within the STEM, History and Geography topics.
Year 2 have been learning about the work of Sir Christopher Wren and his most famous building, St Paul’s Cathedral. On their visit the education officer at St Pauls com-mented that never in her 14 years there had Primary School children asked her, or better still, been able to tell her about the architecture of one of London’s most iconic build-ings.
Year 4 have been learning about the Victorians in History so this led nicely into a link with Victorian homes, many of which can still be seen around Leytonstone. Some children even made model houses at home and brought them in to share with the school.
Year 6 have designed and built Anderson shelters, which linked to their History learning about the Second World War.
The standards and expectations in
history and geography have grown
tremendously over the years with
more children taking pride in their
work and greater opportunities for
children to demonstrate that they
‘know more and remember more’.
This is all thanks to more history
and geography lessons being taught
in the morning sessions and having
a broad and balanced curriculum.
Children also enjoy the number of
school trips that link to what they
have been learning in their topics.
For example, Year 3 had a fabulous
time getting to see a range of Ro-
man artefacts up close when they
visited a Roman settlement – The
Verulamium.
Year 2 children also enjoyed their
trip to St Pauls Cathedral - one of
London’s most popular landmarks.
The children impressed the tour
guide with their high-level histori-
cal knowledge.
To enhance the children’s learn-
ing, towards the end of the chil-
dren’s study on a particular topic
for history and geography they
demonstrate their knowledge in a
contextual under-
standing project.
This is where they
get the chance to
write an essay or
complete a project,
showing all that
they have been
learning.
Volume 3, Issue 1
Examples where children used a PowerPoint
presentation to showcase their history
knowledge
The Arts
In Autumn, the ICT curriculum allowed children in all years the chance to learn how to investigate, code and debug computer programs. For ex-ample, in Year 3, the children were tasked with debugging a racing car computer game on SCRATCH. The pupils needed to read the programing code, understand the actions that were being undertaken and decide which variables pro-duced which output, when they had this knowledge they were able to adjust the varia-bles to get the game to play properly.
In the Spring term, all year groups will be using ICT pur-posefully, Year 1 will be illus-trating an eBook, Year 2 will be learning how to take better photos, Year 3 will be videoing their performances of 'A Mid-summers Night Dream.' Year 4 will be producing digital music, Year 5 are using ICT to fuse Geometry and Art and Year 6 will be creating a TV advert. Lots to look forward to in spring!
Page 5
This Autumn term, art has been mingling with drama to create Davies Lane's Got Talent. Contest-ants from year groups 1 to 6 took part and showcased their singing, musical and dance talent. During the lower phase talent show, a singing duo took the lead in claim-ing the hearts of the audience. Whilst the upper phase talent show was dominated by an in-credible dance performance that inevitably won Davies Lane's Got Talent's coveted prize trophy. Well done to all the contestants and all children that took part in
the auditions. We look forwards to seeing a new set of contestants daz-zle our judges in the new year!
The art and D&T curriculum contin-ues to challenge children and build on prior learning. Next term, we continue learning new art skills,
learning about the work of key artists, architects, engineers or chefs as part of our curriculum. Get ready for the children to test your knowledge on famous and well known artists from the past and present!
Modern Foreign Languages
Volume 3, Issue 1
Bonjour and 你好;
Our children at Davies Lane are lucky enough to be learning both French and Mandarin.
Sadly we say goodbye to Madame Chelaru who will be leaving us at the end of this term. She has taught French to the children for several years and has been involved in a number of international day school events, as well as interschool com-petitions. Madame Adele, who joined us early December, will be teaching French to all children in
Key Stage 2 . The French curricu-lum will now be taught to children in Years 3-6 , which allows us to develop and advance children's language skills in a progressive sequence of learning.
Welcome to Ms Wu, who teaches Mandarin to children in Years 1 and 2. This is a new and exciting opportunity for our Key Stage 1 children who are fortunate enough to experience learning languages from a young age, fo-cusing on sounds and rhymes.
Computing
There are now spaces for woodwind
and brass lessons for the Spring Term.
Please sign up at the office if interested.
Pupils have enjoyed a busy Autumn
Term with lots of performances in
school and at other venues. Events
have included the steel pan and
piano concerts, the Civic Carol Con-
cert at the Town Hall, Year 2 and 4
musical productions, nativities put
on by Reception and Nursery and
our end of term Carol Concert.
Many children were awarded cer-
tificates for outstanding progress in
their instrumental lessons.
Music
come and join in with the fun. We
brought the story alive using real
life animals from the story. Chil-
dren stroked and took part in a
photoshoot with a snake and an
owl. Our experiences in Nursery
have been very popular with par-
ents and pupils.
In Reception, the children have
been learning about the seasons,
we were able to talk about the four
seasons and identify changes while
looking at our local environment
on a local walk.
Nursery, the children have estab-
lished good routines and follow a
structured phonics session daily.
Children are gaining confidence in
phoneme recognition and some are
beginning to blend words.
Children have developed their fine
motor skills to cut and prepare
food to cook on the campfire. We
have learnt about fire safety and
enjoyed a visit from firefighters
were children had the opportunity
to squirt water using a hose.
Nursery pupils also took part in an
exciting visit to Leyton bus garage
and enjoyed a bus ride through the
local area.
We held a Gruffalo themed autumn
festival and invited parents to
Reception took part in a junk or-
chestra workshop, which the chil-
dren really enjoyed—they listened
to the music and made instruments
using junk materials.
Children have the opportunity to
access the outdoors in a fun, socia-
ble setting and gain a deeper under-
standing of the natural world
around us. They have been using
the fire pit to cook and have gained
a lot of knowledge and key vocabu-
lary that has then been reflected in
their of learning.
Travel Plan
Children cycling to school is still heavily important to us and you will be hap-
py to know that there will be more FREE cycling training opportunities for
our children at Davies Lane. This will take place in the spring for Year 3 and
4 children and in the summer for Year 6 children. We are also happy to an-
nounce another year of gold accreditation status!
Volume 3, Issue 1 Page 6
Stay and Play
Every Thursday we host some of our local families at our Stay and Play group. The sessions are for parents and their 0 to 3 year old children. These sessions support your child’s learning through play with other children, alongside their parents or carers.
A range of stimulating activities are available at the sessions, allow-
ing your child to play, paint, read, cook, climb, sing, dance, dress up,
jump, run around. We look forward to seeing you there!
Early Years Foundation Stage