English Catch Up Curriculum
We have looked closely at the whole English curriculum (National Curriculum 2014) and identified key skills, knowledge and understanding, from the previous year required to enable each child to fulfil their potential in their current academic year. Each class teacher is thoroughly aware of gaps in learning from the previous year and they are placing an emphasis on catching up with these gaps in the first instance. Furthermore, we have revised our long and medium term plans recognising key concepts that must be revised in order to make progress following missed learning. We have also revised our delivery of Phonics and each year group is developing a Phonics Progression Plan for the year according to the children’s current level of phonic skills, enabling all pupils to make the best possible progress with their phonic acquisition. Those children who are not confident with blending/segmenting words will be targeted for additional support through interventions. The current Year 2 children will complete a Phonics Screening Check in Autumn 2021. The children that do not pass are being tracked through the remainder of the Key Stage and supported to enable them to pass in summer 2022.
At Shepton Mallet Community Infants' School we realise the importance of reading and have placed vocabulary rich, high-quality texts at the heart of our curriculum. All pupils are read to by an adult each day and using a wide variety of fiction, nonfiction and poetry texts. We ensure appropriate guided reading sessions are used to teach reading skills alongside all the other reading opportunities pupils have each day through our topic based cross curricular learning opportunities. We have also incorporated a daily reading session into our school day for all year groups.
Maths Catch Up Curriculum
We are using the NCETM (National Centre for Excellence in the Teaching of Mathematics) curriculum prioritisation planning and professional development materials to form our catch-up curriculum. This resource provides a focused sequence for the primary Maths curriculum and links to the DfE guidance on curriculum prioritisation. We have carefully considered the key areas of mathematical knowledge, skills and understanding the children will need to enable them to reach their full potential at the end of their current academic year. For the Autumn term each year group will focus on gaps in learning which have been identified by end of year assessment data and discussions between the EYFS and KS1 teachers. Some key objectives have been taken from the previous year group to ensure gaps in the children’s learning due to COVID 19 are addressed. When secure with these objectives year groups will then move on to the teaching content for their current academic year. The aim is for all year groups to be working on the content and Maths curriculum for their year group by the start of the Spring term. In addition to this, all year groups have detailed termly planning documents highlighting the key curriculum statements which will be taught each term and any gaps in learning which will be addressed.
Science catch up curriculum
At Shepton Mallet Community Infants' School & Nursery we have looked at the impact of COVID-19 on the teaching of our Science curriculum and how best to ensure that gaps in learning, as a result of the pandemic, are covered in the most beneficial way for both pupils and teachers. With careful curriculum mapping completed, over the next one – two years pupils will have acquired the key knowledge and skills to allow them to meet their key transition points by the end of that period. It is intended that by distributing catch-up over one or two years (dependent on year group) it will allow for teachers to use approaches based on enquiry and first-hand experience whilst working towards conceptual understanding, this is crucial to all our pupils to help them comprehend the often abstract concepts within science. Each teacher is aware of gaps in learning for their current year group by starting each topic with a session on 'what do we already know about this?' and 'what do we want to find out?' demonstrating the children’s prior learning and identifying areas for development.