Curriculum Intent at Alec Reed Academy
Our curriculum at Alec Reed Academy is designed to provide a broad, balanced and progressive education that promotes a lifelong love of learning. It is delivered through subject specific learning, developing knowledge and key skills that are meaningful and relevant in a global context. It provides opportunities for children to develop as independent, confident and successful learners, with high aspirations, who know how to make a positive contribution to their community and the wider society.
Well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning. The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain.
To see each the curriculum overview and subject intent, click on the headings below:
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PSHE and rhe
PSHE and rhe
PSHE and rhe
PSHE and rhe
- Curriculum Overview
- Times Table Policy 2021-2022
- Maths calculation policy 2021-2022
- Home learning for Parents - Mini series with Michael Underwood
- TTRS- Times Table Rock Stars
TTRS- Times Table Rock Stars is a carefully sequenced programme of daily times table practice. Learning your times tables is key to many areas of mathematics and it is our aim that children will develop instant recall of their times table facts. The expectation is that by the end of Year Two, children will know their 2, 5, and 10 times tables. By the end of Year Four, children should know all of their times tables up to 12 x 12. Click here to visit the TTRS website.
Reading in the Primary Phase
At Alec Reed Academy, pupils are given the opportunity to undertake guided, shared and independent reading throughout the school curriculum. A diverse range of group reading books and a staged reading scheme are available. Reading starts in the primary with a successful Read Write Inc. programme alongside children being exposed to a range of texts carefully planned and mapped out. In KS1, teachers build on children’s prior reading and their comprehension skills whilst still promoting the children’s reading for enjoyment. In KS2, a whole class reading structure has been successfully embedded with domain focus and quality reading texts. Pupils are also supported in receiving reading-age levelled books through our Accelerated Reader programme. We believe children should have the opportunities to read as many books as possible and promoting a love for reading is at the heart of what we do. We aim to listen to every child read at least twice a week and encourage them to read at home every day.
We work with our children in order to improve their fluency, intonation, decoding skills and comprehension. To develop our readers we:
- Teach them to read accurately and fluently using a range of strategies.
- Give individual reading targets to children.
- Help them to understand and respond to what they read using inference and deduction where appropriate.
- Allow the opportunity for children to reflect on and discuss what they have read, including the language and punctuation choices made by the author.
- Enhance their understanding of a variety of text types including non-fiction, fiction and poetry.
- Encourage them to develop a love of reading and become confident, fluent and independent.
- Teach them how to seek information and learn from the written word.
- Use drama and role-play, where appropriate, to engage children in the text
|KS1 Reading Domains|
|1a||Draw on knowledge of vocabulary to understand texts|
|1b||Identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information|
|1c||Identify and explain the sequence of events in texts|
|1d||Make inferences from the text|
|1e||Predict what might happen on the basis of what has been read so far|
|KS2 Reading Domains|
|2a||Give / explain the meaning of words in context|
|2b||Retrieve and record information / identify key details from fiction and non-fiction|
|2c||Summarise main ideas from more than one paragraph|
|2d||Make inferences from the text / explain and justify inferences with evidence from the text|
|2e||Predict what might happen from details stated and implied|
|2f||Identify / explain how information / narrative content is related and contributes to meaning as a whole|
|2g||Identify / explain how meaning is enhanced through choice of words and phrases|
|2h||Make comparisons within the text|
Across KS1 and KS2, whole class reading is supported by the PiXL programme which creates reading therapies for each content domain supporting pupils of all needs.
Home Reading Books
Pupils at Alec Reed bring home levelled books each week and the reading of these is recorded daily in their Reading Record.
We believe parents can play a vital role in the development of English skills. We aim to foster a strong home-school partnership regarding reading, using reading records as a tool for communication between school and home. Parents are invited to yearly workshops for Reading and Writing where they are provided with up to date information about Reading and Writing for that year group as well as resources that can support children’s learning at home.