At Eastfield Primary Academy, our curriculum is personalised, relevant, exciting and rich. We believe literacy (written and spoken) and numeracy skills underpin for all our learning and transfer skills in all sorts of different ways. We don’t necessarily follow a scheme as we favour the ‘assess, plan, do, review’ approach by identifying where children’s gaps in understanding are and go from there! These assessments inform our daily lesson design to ensure all children are making the maximum progress and foundations are solid.
We believe that children should develop an enjoyment of written and spoken language and children who leave us should read and speak fluently with access to a wide range of vocabulary to enable them to verbalise their thoughts or learning experiences in a creative and unique way.
Sometimes, we follow the ‘Talk for Writing’ format of teaching literacy as it strongly supports our driver of collaboration. Through collaborative activities such as text interrogation and imitation, children feed off each other to strengthen their understanding and learning.
Reading is a huge strength here at Eastfield. We have recently overhauled our provision of reading by dedicating the heart of the school to a reading atmosphere. Our coffee shop provides an area for children to kick off their shoes and curl up with a good book or comic on the settees. We believe reading in a wide range of media is essential to keep children inspired and develop a love for reading! Again, we assess, plan, do and review with all children to inform our planning for reading.
Our learning always take form of a question for children to dig deeper to find the answer and verbalise their learning by providing an explanation.
We deliver a skills based maths curriculum that is in line with the new National Curriculum. We use the same principles of assess, plan, do and review to match learning opportunities to where gaps in understanding are to ensure we are targeting and designing our learning opportunities in personalised and differentiated way.
We usually assess at the beginning of a new unit or skill and then design learning from there. Children will then sit the same assessment after the unit of learning so they can measure their own progress and take ownership of it. We apply skills in to practical situations and have a heavy focus on applying skills in to problem solving.
At Eastfield, we believe our children need to understand the world around them and believe in making learning as real as possible with real life scenarios. Again, the context of scientific learning is always posed as an enquiry question for children to work collaboratively to gain the answer.
Children are taught scientific skills which are embedded through investigation. Our learners are encouraged to pose their own questions, predict, work collaboratively, measure, record and interpret and evaluate their responses.