Curriculum and Learning

At Heathcoat Primary we work hard to deliver an exciting and relevant curriculum to all of our learners. We have fully adopted the New National Curriculum and have used this opportunity to design brand new topic as vehicles through which the children access a variety of subject areas. We enjoy being flexible and incorporate the children’s own ideas into the topics that we plan and then teach. As a result, planning is always being adapted and changed to meet our learner’s needs. The links below will take you to the curriculum maps for each of the year groups across the school.

Heathcoat Primary School Curriculum Map Reception

Heathcoat Primary School Curriculum Map Year 1

Heathcoat Primary School Curriculum Map Year 2

Heathcoat Primary School Curriculum Map Year 3

Heathcoat Primary School Curriculum Map Year 4

Heathcoat Primary School Curriculum Map Year 5

Heathcoat Primary School Curriculum Map Year 6

 

 

Building Learning Power (BLP)

At Heathcoat Primary School we believe that we need to do more than just teach our children facts or chunks of knowledge. We need to give them the skills to become lifelong learners so they can face challenges both in and out of school and not just as children but as adults as well. We teach them how to learn.

Therefore we are incorporating BLP into our curriculum. In his book ‘Building Learning Power’ Guy Claxton suggests there are 4 key learning dispositions – resilience, resourcefulness, reflectiveness and reciprocity. We all have these dispositions within us and can be developed by everyone regardless of ability, age or social background. These dispositions can be thought of as learning muscles which can be developed with the right exercises. BLP has given us a common language to talk about learning and help us to make explicit the behaviours and skills we need to enable us to learn.

Each of these learning muscles is made up of a number of learning behaviours.

Resilience is made up of absorption, managing distractions, noticing and perseverance.

Resourcefulness is made up of questioning, making links, imagining, reasoning and capitalising.

Reflectiveness is made up of planning, revising, distilling and Meta –learning.

Reciprocity is made up of interdependence, collaboration, empathy and listening and imitation.

To help the children remember the 4Rs of learning we have linked each learning muscle with an animal.

resilient rhinoresourceful raccoon

 

reflective ravenreciprocity rooster

 

In each classroom we have a BLP display which encourages children to use the language of learning. This also helps them to identify when they or a friend has used one of the learning behaviours. Teachers are weaving the BLP behaviours into each lesson so children are taught the skills of learning as well as the content of the national curriculum.

Each week in assembly and the newsletter we celebrate a learner of the week. This is a pupil who has been identified as using one of the learning behaviours that week.

Teachers, teaching assistants, pupils and parents can complete a wow slip to share when they have observed a child using the one of the learning behaviours. We have produced booklets to provide parents with more information and ways of helping your child with BLP at home.

BLP resilience leaflet for parents

click here for a BLP wow slip

Maths at Heathcoat Primary School

At Heathcoat Primary School we want all our children to develop a love of mathematics and to be able to solve a range of problems with confidence. Recently we have researched a range of teaching approaches to find the most appropriate for our children. Following this research we have invested in Maths No Problem from Year 1 to Year 6. This focuses on the Singapore method and its features are:

  • Emphasis on problem solving and comprehension, allowing children to relate what they learn and to connect knowledge
  • Careful scaffolding of core competencies of :
    • visualisation, as a platform for comprehension
    • mental strategies, to develop decision making abilities
    • pattern recognition, to support the ability to make connections and generalise
  • Emphasis on the foundations for learning and not on the content itself so students learn to think mathematically as opposed to merely reciting formulas or procedures.

The textbooks and workbooks are based on Bruner’s CPA approach. This means that the majority of lessons start with a concrete experience whereby children access resources. Then they move onto the pictorial (image) before looking at the concept in an abstract way. Therefore the Concrete, Pictorial Abstract approach. There is a large amount of time devoted This allows all children to access the mathematics appropriate for their year group. This approach also enables the children to spend more time on the key concepts that are needed to give them the good foundations to develop each concept. The textbooks and workbooks have been structured so that there are small steps in learning allowing children to fully understand concepts. Therefore teachers will work systematically through the textbooks which cover the content of the new national curriculum.

The children in KS2 are encouraged to mark their own work so they can see how they have done. During responding to marking time children are asked to correct any mistakes in a different coloured pencil so teachers can see the corrections. If children have got the majority of the questions correct there will generally be no next steps given. However if children have struggled to grasp the concept independently then the teacher will work with them again and their work will be marked with a C to show there has been conferencing.

In EYFS they follow the EYFS curriculum and use the plans from Hamilton Trust to support their teaching. If you would like more information about Maths No Problem then visit their website

http://www.mathsnoproblem.co.uk/

We now have Parent Videos available for you to view.