Potters Green Curriculum
Whole School Vision
Our vision at Potters Green School is to nurture the bright futures of our pupils by giving them a love of learning, broadening their life experiences and enabling them to develop key skills for future success.
Curriculum Intent Statement for Potters Green School
At Potters Green School the curriculum is designed to nurture the bright futures of our pupils by giving them a love of learning, broadening their life experiences and enabling them to develop key skills for future success. We believe at Potters Green that the school is a constant figure in a changing world for its pupils. The curriculum offered is one which is broad and balanced and which ‘hooks’ children into their learning and which makes it fun. Within our curriculum we are proactive in working with our young people on issues which may be challenging for them within the local area and upskill them to make good choices for themselves and have high aspirations for their future. Potters Green believes that children are entitled to access a range of activities and experiences tailored to meet the needs of our unique school community with the expectation that this will support everyone in becoming educated, responsible, respectful and resilient citizens of Coventry. At Potters we are also committed to developing the learning outside of the classroom and tailoring the offer that is provided for specific needs. The curriculum fosters resilience and motivates and rewards children for good learning behaviours.
How is Reading taught at Potters Green?
All teachers are required to ensure that they provide a rich reading environment, enabling the children access to a variety of texts. This includes the teacher using high quality texts within their teaching across the curriculum. Reading is taught systematically across the school. All classrooms have a current, good quality class library and ‘reading corner’ to enhance our reading environment.
Reading in EYFS
In the Foundation Stage, English development involves the encouragement of children to link sounds and letters to begin to read. We develop their recognition of familiar words through stories, poems and a range of other texts in our teaching. We use the Letters and Sounds materials along with other tailored resources daily to develop early reading skills and confidence, all set within a broad and rich language curriculum. Children initially take home key words and when ready a book from our Reading Scheme which comprises Oxford Reading Tree, Project x and Big Cat to share at home. Children are heard to read and read to by teachers and other adults throughout the school day.
Reading in KS1
In Key Stage 1, we further develop the children’s interest and pleasure in reading within a context where children are taught to read confidently and independently. Children are immersed in a rich reading environment, exploring a wide range of quality texts to support both word recognition, comprehension and vocabulary development. Throughout Key Stage 1 and into lower Key Stage 2 (if necessary) we teach a programme of systematic synthetic phonics, in discrete daily sessions. We use a multi-sensory approach in order to secure knowledge, understanding and skills. Our teaching is based around the Letters and Sounds programme along with supplementary materials from other sources as required. The Oxford Reading Tree Scheme is our core reading scheme, supplemented by a further range of quality texts which build upon Floppy’s Phonics, Letters and Sounds and supports a systematic approach to developing skills. Children are heard to read and read to by teachers and other adults throughout the week. As part of home learning, children take their reading books home daily and are encouraged to share with adults outside of school. Weekly guided reading sessions develop language comprehension skills as the children move through the Key Stage.
Reading in Key Stage 2
In Key Stage 2, we continue to encourage children to read enthusiastically from a range of materials and to use their knowledge of words, sentences and texts to understand and respond to meaning. We endeavour to promote a real love of reading for older children through offering good quality, up-to-date, age and gender appropriate literature through our free readers. As children move through the Key Stage, language comprehension skills are developed and deepened through shared and whole class guided reading and in reading across the curriculum. We teach a range of reading comprehension strategies to help our children go beyond literal interpretation and recall, to explore the complex meanings of a text using inference and deduction. In whole class guided reading sessions, we explicitly teach strategies for reading comprehension, for example vocabulary development and vocabulary instruction. Learning about words, plays an important role in understanding what has been read. Children are encouraged to interact with the text through thoughtful discussion, role-play and drama. As part of home learning, children take their reading books home daily and are encouraged to read outside at every opportunity.
Potters Green has a well-stocked and inviting Library where children are able to go and spend time enjoying the books, magazines and newspapers available. Each class has a time slot where children are encouraged to change their reading book weekly.
What is SMSC?
SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well they support children's SMSC development.
What does each aspect of SMSC include?
The opportunity to explore beliefs, experiences and faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity and reflect on experiences.
The opportunity to learn what is right and wrong and respect the law; understand consequences; investigate moral and ethical issues and offer reasoned views.
The opportunity to use a range of social skills to participate in the local community and beyond; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict.
The opportunity to explore and appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in cultural opportunities; understand, accept and celebrate diversity.