Key Stage 1 & 2

A Thematic Approach to the Curriculum

As a teaching staff we have decided to teach some areas of the curriculum at Key Stages 1, 2 & 3 through a thematic approach. This approach has a number of potential advantages:

• Reduced pressure on the timetable to allow more time for the Core Curriculum areas.
• Child-centred.
• Will help generalise skills.
• Children will enjoy it more.
• Increased flexibility.
• Learning will be more practical.
• It can be a powerful vehicle to promote cross-curricular skills including independence and the key skill areas of ICT, communication, problem solving (resilience), teamwork and improving own performance & learning.

 A theme will usually last half a term and will take place over at least one uninterrupted half-day session every two weeks.  Themes will be supported by visits outside the classroom.  The subject areas will either be fully integrated into the theme; support the theme – that is the subjects may be ‘stand alone’ but where possible the subject teachers will provide activities and learning experiences that will support the theme; or be completely separate from the theme – ‘stand alone’.  Which of these categories a subject falls into may depend on Key Stage:

At Key Stages 1 and 2, RE, History, Geography, Art, Food Technology and D&T are all integrated into the theme. At Key Stage 2 MFL is also an integrated subject. PE, PSHE, Citizenship and Music support each theme wherever possible.  Maths, English, Science and Computing are taught as discrete lessons, but take opportunities to support the themes where appropriate.

The rationale behind the thematic approach at Key Stage 1 and 2 is that, whilst ensuring each child receives a broad and balanced curriculum, there is a cohesive link between many of the subject areas, which helps the pupils to gain a greater insight into a given topic. It is the responsibility of the class teacher to ensure that each subject area is covered during the school year. Subject leaders will have a monitoring role in this.

Please see the link below for more information on what your child is learning in school.

 Assessment at Key Stages One and Two

The main form of assessment at Key Stages 1 and 2 is B Squared. Children are base-lined in all subject areas shortly after their arrival at Lansbury Bridge. Staff are encouraged to update their B squared assessments on a regular basis and to ensure that they are up to date for the Parents’ Evening in February and again for the Annual Reviews, which normally take place in early July.  Evidence may be in the form of written work or worksheets, in checklists or photographs, depending on the individual cognitive ability of each child. Monitoring and moderation is carried out by the subject leaders.

Assessment is a continuous process and lesson planning builds on current levels of attainment. For some children, self assessment is also encouraged. The personal statement of all children, presented in their Annual Review document, is an indicator of their own self assessment.

For some children, Standard Attainment Tests or Tasks are used at the end of Key Stage 1 and 2 in English and Maths, the results of which are reported to parents.