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©2018 Great Bowden Academy

Gunnsbrooke Close, Great Bowden,             

Market Harborough, Leicestershire, LE16 7HZ

Tel:01858 463216                           

Email: office@gba.learnat.uk

Great Bowden Academy is part of Learn Academies Trust

Company Registration Number:08095439





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Curriculum

Learn-at curriculum framework- The Learn-at Curriculum and Pedagogy Framework was published in July 2018. It is an overarching statement of vision and agreed values and principles which informs Great Bowden Academy’s own bespoke curriculum designs.   

> Curriculum Big Picture - View Here

> Learn-At Curriulum Framework Summary - View Here

> Great Bowden Academy Curriculum -View Here


English

This document outlines the content of the English curriculum that we teach in our school.  We use the progression grids to ensure the skills for each year group are taught.  With the exception of the spelling scheme of work, we only state the whole year’s content, rather than the progression at points throughout the year.  This is because we want skills to be taught and retaught in an iterative process during the year and because embedding skills in context and with purpose is the best way for children to learn.

>Learn-AT English Curriculum  Framework

Phonics and Early Reading

At Great Bowden Academy, we place the highest importance on providing all children with a structured approach to learning to read from their very first days with us. In Reception and Key Stage 1, we use a linguistic phonics programme called Sounds-Write. The children learn the ways that sounds in our language are represented by spellings: the programme closely links reading and writing.

Children, in their daily phonics sessions, are taught conceptual knowledge and skills that enable them to say the sounds and read the words. In Reception, the children learn that:

Once the children are confident with applying this understanding in their reading and spelling, they learn:

This second phase lasts into year 2, and the skills they learn will continue to be applied in their reading and spelling well beyond this time. Throughout the programme, close links are made between reading and spelling.

Read more information about Sounds-Write here:

> Sounds-Write Information Leaflet

> Listen to the correct articulation of Phonemes

Reading at School

We pride ourselves on our strong reading culture. Reading is at the very heart of our curriculum. Our English lessons are centred around a range of high-quality children’s books. We link spoken language, reading and writing in order that children can become more confident in all areas of the curriculum.

When our children start to read, the books they read independently at school and at home are closely matched to the sounds they are taught to recognise and use, so that they are confidently able to rehearse the skills they have learned.  We have spent considerable time re-organising the reading scheme books we have in school to closely match the reading graphemes they can recognise and use in their reading.

Our library is organised into genres so that the children can easily find books that they enjoy reading. Once children are confident, fluent readers (towards the end of Key Stage One and into Key Stage Two) they can choose from a range of literature here. Each classroom also has a reading area and its own stock of books for children to read.

Children have daily opportunities to read and be read to. Over a few days in school the children will read individually, in pairs, in small groups or as a whole class. The reading curriculum focuses on word reading (decoding words) and understanding of texts (comprehension). We teach these skills alongside each other. Opportunities are planned into our lessons for children to discuss what they are reading, share opinions and explore different responses to texts.


Spelling

We know that supporting children in making automatic choices about the way words are spelled is key to developing automaticity in writing.  Spelling is taught discretely and regularly throughout the school.

The phonics lessons that the children have in their early years at school feed into more focused spelling lessons, beginning in Year 2.  The children learn to break words down into their constituent sounds and syllables and are able to write these down.  To develop their orthography skills, the children use an approach called Word Study, learning to recognise patterns in spellings and to identify what makes a word unique.  This also involves understanding the meanings behind parts of words: knowing how a word has evolved in our language is an important step towards understanding how it is spelled as well as how it can be used.  Investigating and sorting words also supports children in their vocabulary development.

Sometimes the children are given some words to rehearse at home using Word Study techniques.  A few regularly occurring but unusually spelled words need learning out of context but, for the most part, we aim to support the children in being aware of the choices they have about ways of spelling different sounds and in feeling confident about how to apply them correctly most of the time.

Writing

Writing gives children a voice, an ability to share their thoughts and ideas. Children use their writing skills in almost all areas of the curriculum and we want our children to be able to communicate with others confidently and creatively through their writing.  Therefore, we place importance on making writing meaningful and emphasising its purpose – to entertain, to persuade, to inform or to discuss. Children write every day across the curriculum.

Underpinning our writing curriculum is our reading curriculum: we know children’s reading experiences are closely linked to the progress they make in writing.  Carefully chosen, high-quality and challenging texts support the development of the children’s vocabulary and writing techniques.  They expose children to a breadth of literature and allow them to engage with authors and the way they write.

Learning to write is complex.  Central to our children’s learning is achieving increasing fluency in the skills of handwriting, grammar and punctuation. Each year group has a specific set of skills to learn in order to ensure a steady progression through school. Grammar and punctuation are taught in context and linked to the texts children are reading in class.

Children also explore writing through drama and the spoken word.  They are encouraged to articulate their thoughts and experiment with ideas and techniques.  Clear teacher modelling of writing ensures that children are well supported in creating their own compositions before being able to work independently.

>Grammar Knowledge


Mathematics


Great Bowden Maths Vision


At Great Bowden Academy our aim is to develop lifelong mathematicians who are curious and creative.  We want pupils to recognise the importance of having a deep understanding which is achieved by investigating and exploring mathematical concepts. Fostering a growth mathematical mind-set is key to this as pupils become resilient and resourceful in their mathematical journey.


Our maths teaching and learning is underpinned by the following key messages:

(Messages developed by Jo Boaler Professor of Mathematics Education, Stanford University)

In a maths lesson at Great Bowden Academy you can expect to see:

Maths learning at Great Bowden Academy follows the high quality guidance of the White Rose scheme of work which allows us to ensure accurate coverage across the whole school.  


>Maths progression document


Religious Education

As a Church of England Primary School we follow the Leicestershire Agreed Syllabus and the ‘Understanding Christianity’ programme. R.E. at Great Bowden Academy is taught in line with the R.E. statement of Entitlement (see below)


> R.E. Statement of Entitlement for Church Schools



To find out more about the curriculum our school is following please contact your child’s class teacher.




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