All children in EYFS, Key Stage 1 will participate in a minimum of two guided reading sessions each week, alongside the reading strategy. In Key Stage 2 guided reading groups will take place where necessary to ensure children are confident with decoding skills. Children should be given the opportunity to ‘problem solve’ by reading independently during this session. The adult should offer a ‘walk through’ of the book and main learning points should be discussed before and after independent reading. In Year 2 focus of this session may shift to comprehension rather than developing reading strategies, once decoding is fluent.
Extra support is given to children who are having difficulties with reading, initially in the form of daily reading sessions with a TA. Children may then be given further support to develop their reading through small group work or individual Reading Recovery sessions. Children involved in these strategies are assessed at the beginning and end of the programme to ensure progress has been made.
Independent Reading Time
Volunteers from the community, governors, students and parents all give their time to increase children’s individual reading miles. Reading buddies are created through classes in Key Stage One joining with a class in Key Stage Two; giving younger children the opportunity to hear older children read and show off their own skills in return. The academy uses a variety of different reading schemes including Bug Club, Rigby Star and Project X.
Talk for Writing is used as a basis for how we teach writing across the academy. Children work on 2 – 3 week writing cycles, looking at the features of texts, learning how to edit and improve them before writing their own. Added to this, we use text interrogation to identify all of the key grammatical features in the texts and use these as a base to edit and improve in the middle of a writing cycle. Children use a range of box up plans, text maps and timelines to help support and improve their writing.
The Same Day Intervention Strategy is a trust-wide approach to develop fluency, reasoning and problem solving skills in maths. It takes place every day across two sessions each lasting approximately 30 minutes. This approach to mathematics teaching aims to ensure that no pupil is left behind, built on a culture that everyone can achieve. The lesson is structured to allow marking and assessment time in the middle of the session, in order to provide appropriate intervention immediately to address any misconceptions as well as provide appropriate challenge.
At Macaulay Primary Academy we foster the children's natural curiosity and help them to develop an understanding of themselves and the world around them. We aim to develop their scientific knowledge, by means of exploration, questioning and investigation and provide opportunities for them to communicate and reflect upon their ideas in a variety of ways instilling an awareness of how science relates to their everyday lives.
Physical education comprises of Dance, Games and Gymnastics. Children are involved in the process of planning, performing and evaluating their performance. Health related exercise is also part of this curriculum. Children learn about the changes that occur to their bodies as they exercise and the importance of a healthy and active lifestyle. In Year 3 and 4 all children receive two weeks of swimming tuition every academic year.
Computing is taught as a discreet subject but it also supports learning and teaching across the curriculum. There are interactive whiteboards in each classroom. In addition children have access to iPads, laptops and iPods to support learning. The school is well resourced with appropriate hardware and software. The school also has Internet provision with an appropriate educational filtered system being used.
A variety of recording methods are used across topic, including, but not limited to: cross-curricular writing, artwork, cross-curricular maths, debates, PowerPoints and videos. History develops the children’s understanding of the past. We aim to develop their curiosity about historical events and the achievements of some of the people who lived in the past. This enables the children to learn how past events influence their lives today. Children learn about the social, cultural, economic changes over time in the UK, including changes in their local environment, and compare their lives to the lives of people from the past.
We aim to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on the Earth’s surface. Children have the opportunity to study weather, landscapes and map work. They will also gain an understanding of people and places in more distant areas, so they can begin to realise the great and rich variety of our world and help them to further understand and respect people from other cultures, as per the British Values desired outcomes. We also aim to help children to begin to develop an informed sense of responsibility about the quality of their immediate environment.
Art is an integral part of our school curriculum. It is used as a stimulus, as a creative response for topics, and to illustrate work children have done in other subjects. The children learn both practical skills, and knowledge and understanding of art. Knowledge and understanding allows the children to reflect on their own and others work. They learn about other artists and genres. Children have the opportunity to experiment with a variety of media or learn about specific skills and techniques. The range includes sculpture, printing, painting, drawing, textiles and clay.
From an early age children experience music in various forms; for example – nursery rhymes, background music, songs and games. We aim, in school, to nurture and build on these experiences in order to develop an understanding and enjoyment of music. Children are given opportunities to sing, play a variety of simple percussion instruments, explore sounds, compose, perform and listen to music from a range of times and cultures. From Year 1 upwards, children are taught music by a specialist music teacher. Children in Year 3 and 4 learn to play the trumpet, having a weekly 45 minute music session. This teaches the children to read music as well as play the instrument. Children in Year 5 and 6 learn to play taiko drums and the Ukulele. Pupils are given the opportunity to pursue music lessons further and can learn to play an instrument, commonly the guitar. Children have the opportunity to take part in singing for the wider community at various events, performances and concerts.
Design and Technology
Children learn how to think imaginatively, and talk about what they like and dislike when designing and making. They build on the experience gained in the Early Years through investigation and play. They explore how familiar things are designed and how they work. They talk about, draw and model their ideas. The children learn how to use tools safely, to use I.C.T. as part of their design and making, and to consider the health and safety aspects of food technology.
The school follows the agreed local East Riding, Hull, N.E. Lincolnshire and N Lincolnshire syllabus which encourages children to respect the religious, spiritual and moral values of others and to consider thoughtfully their own values and beliefs. The teaching of Religious Education in this academy is non-denominational. It is informing children about world religions and is not about imparting a faith. Although based mainly on Christian beliefs, other world religions are studied so children develop a greater understanding of other cultures and global diversity. All the children share a collective worship time each day.
Parents have the right to withdraw their child from the teaching of Religious Education. If this is the case then they are asked to contact the Head of Academy.
Spiritual, Moral, Social and Cultural Understanding
All pupils have planned opportunities to explore beliefs and experience; recognise right and wrong; understand consequences; use social skills in different contexts; work well with others; understand how to stay safe through planned learning opportunities; appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity. Core values have now also been integrated into school, following discussions with children on what key values pupils at Macaulay should exhibit. These are celebrated weekly during celebration assembly. All SMSC objectives are included and mapped into Topic units to ensure adequate opportunity are given for children to develop these skills.
Sex and Relationship Education
This is included as part of Science and Health Education topics in school and is introduced informally where it is felt there is a natural link with other parts of the curriculum. There is also a dedicated time for each year group from Nursery onwards to have SRE training from an independent provider. This is age appropriate SRE, which parents are invited to view materials and talk to staff before the sessions. Any questions that may be asked by the children are answered in an honest and sensitive way appropriate to the age of the child. In Year 5 & 6 more formalised sessions are taught to allow the pupils to understand the changes they are going through.