How our curriculum is built...
What does your child learn at school each day? Find information about our curriculum subjects here.
Autumn 2 Termly Overviews
Autumn 1 Termly Overviews
Long Term Plan Overviews
Maths at Park View
Number of the Day is an early morning activity that the children complete when they first arrive at school in the mornings. It aims to improve children's number fluency and place value knowledge. Starting in Year 1 and building up skills all the way to Year 6.
You can download the Number of the Day for your child below.
English at Park View
Here at Park View we are passionate that every child is a motivated speaker, reader and writer every day. The development of English skills are embedded through our enquiry question led curriculum. We have fostered a love for reading and writing by having high quality texts as a driving force.
Speaking and Listening
-At Park View we recognise that listening is a fundamental life skill, therefore is encouraged and modelled in every year group.
-In all lessons children are given speaking and listening opportunities.
-Talk for learning is encouraged so that children can organise their thoughts, deepen their understanding and question their thinking.
-Children are developing their range of vocabulary through discussion.
-Effective teaching, learning and assessment of phonics is paramount in our Early Years and Key Stage one to ensure children have the foundations to become fluent readers.
-The development of reading skills, through KS1 and 2, are taught through our reading workshop approaches.
-Deliberate opportunities are planned in every subject for children to gain ‘reading miles’.
-Children are continuously encouraged to read widely and often in school and at home.
-We promote the importance of reading and listening for pleasure.
-Children are introduced to new vocabulary every day.
Our new home reading books
We have recently changed our book scheme for our colour banded books. These are the individual reading books that are sent home in book bags on a daily basis. The new scheme aims to provide greater consistency within a level.
- Children will work through book bands for their home reading book. Within a book band there are stages to work through to ensure the progression is right for your child. For example, if your child is reading Pink books, they will start reading the books from Pink Box 1, then Pink Box 2 and so on. There is a different number of boxes depending on the colour.
- Your child will receive a reading assessment that will indicate which book band they should be reading. This assessment will take place every half term and more frequently in places where the teacher feels is needed.
- Under our new scheme, all the book bands have shifted down one level compared to the old system. If it looks like your child’s level has changed in any way please do not be concerned, this is just due to the new assessment format which will provide much greater accuracy.
- Research has shown the importance of children reading with fluency and that it is only when a child has a fluency rate of 95% are they able to fully understand what they are reading. This has been taken into account with our new assessment so children should be able to read their book by applying their phonic skills with confidence and not having to struggle with every word.
We have purchased hundreds of new books which is very exciting and we are delighted that your children will have brand new books to be reading with you at home. Please can we ask that these are taken good care of and returned when your child has read them with you.
Reading Book Bands
-Children are given a range of real life purposes and audiences to write for. This results in children writing a range of genres.
-Learning journeys are carefully planned to relate to the appropriate enquiry question.
-Each learning journey includes three stages to ensure high quality outcomes:
*Stimulate and Generate
*Capture, Sort and Sift
*Create, Refine and Evaluate
-The relationship between reading and writing is made explicit to children through the whole learning journey.
- There is clear progression in the development of Vocabulary, Punctuation and Grammar through the key stages.
-Teachers give children purposeful opportunities to re visit and apply new vocabulary learnt.
Spelling and Handwriting
In KS1 children learn spellings which include the sounds they are learning in their Phonics, alongside high frequency words. In KS2 we use a range of strategies to teach spelling based on the following word building principles: phonemic, morphemic, orthographic, visual and etymological.
Handwriting begins with mark marking in our Early Years Setting, moving onto letter formation and then to cursive script in the later part of year 2. Once handwriting is consistently joined, with fluidity, children will begin to write using pen.
Religious Education at Park View
As a Hampshire LA school, our local agreed syllabus is Living Difference III.
Each unit has a concept (theme). This provides our children with an opportunity to reflect on the learning within their own lives and experiences, even if they do not practise the focus religion.
RE units follow a cycle of enquiry and begins at Communicate or Enquire. At least 50% of learning time is given to the teaching of beliefs or practices of a religion, this happens during the Contextualise and Evaluate steps of the learning cycle.
At Park View, we study units with a Christian context for approximately half of the units. The children will also learn about a comparative religion:
Years 1 and 2 - Judaism
Years 3 and 4 - Hindu traditions
Year 5 and 6 - Islam
In the Nursery and Reception years, we regularly share stories from world religions and topics throughout the year allow children to share ideas and experiences. This allows children to gain confidence in expressing their thoughts and being respectful toward the beliefs and ideas of others.