Who am I?
Where would you find...?
What makes a town?
Our enquiry overview:
Our home learning menu:
A high-quality text drives each of our enquiries and the texts are used to give knowledge and purpose to the enquiry. High quality texts can only be accessed through knowledge of vocabulary in different tiers. Explicit teaching of new vocabulary and using the classroom environment to showcase key vocabulary helps us to infuse rich and sophisticated vocabulary from EYFS to Year 6. The texts are used as a stimulus for both English and cross curricular writing, ensuring high expectations of our children. Reading is interweaved into all aspects of the enquiry to encourage reading and language development and promote reading for pleasure.
Our chosen text this half term is ‘The Colour Monster’ written by Anna Llenas.
At Leamington Primary School we follow the Letters and Sounds programme for phonics in EYFS and KS1. We understand the impact of teaching good phonics enables children to become fluent readers in KS1, so they are able to continue to access learning in KS2. Please see the document below for the progression of the phonics phases in EYFS and KS1.
All phonics lessons throughout the school follow the same structure of 'revisit/review, teach, practice and apply'. Children are encouraged to use the correct vocabulary, please see the glossary below for the words that are used when teaching phonics.
In Foundation 2, children are taught phonics daily in a 20 minute whole class session. There are phonics resources and enhanced activities available for the children to access both inside the classroom and in the outdoor provision. All children in Foundation 2 will have completed Phases 2, 3 and 4 by the end of the year so they are ready to start Year 1. The links below provide appropriate resources for phonics.
In maths we follow the Power Maths programme to support children’s learning and to build a deep understanding of maths concepts. Power Maths is a curriculum mastery programme designed to spark curiosity and excitement and nurture confidence in maths. It is built around a child‑centred lesson design that models and embeds a growth mindset approach to maths.
This term we are covering the following: