Our Curriculum

Where learning is fuelled by creativity

At TMS we are passionate about giving our children a rich and varied curriculum: one that inspires them and one that they can’t wait to come to school and be part of.

Our curriculum reflects our children; their interests and what is important in their life. Many will have jobs which haven’t been created yet, so skill-based learning, a positive, resilient attitude and the ability to learn how to learn are crucial for success.

Curriculum Statement

Intent

We follow our STAR curriculum:

S Stimulating. We want all children to be actively engaged by their learning and for their curiosity to be continually captured.

T Team-based. We want all children to enjoy learning through collaboration

A Aspirational. We want all children to be challenged and to enjoy this challenge.

R Relevant. We want all children to be engrossed in a curriculum that is current and for the direction of the learning to be led by them.

Implementation

We will deliver our curriculum through a flexible approach to timetabling to ensure that all children achieve an in-depth, balanced and broad curriculum. We use our local environment as well as our community, often asking visitors to come in and share their expertise, and taking our children out on curriculum visits.

Impact

We will measure the effectiveness by a whole school buy in to learning and our school.

English Statement

Speaking, listening, reading and writing are part of everything we do in our lives. All these aspects of language have a key place in our learning in school.

Speaking and Listening: We support all children’s development of spoken English to enable them to participate fully in all aspects of school life, including learning to respect the views of others as well as having the opportunity of expressing their own ideas.

Phonics: We have a wide range of high quality materials to support your children in learning to read, including the fun and multi-sensory Jolly Phonics programme which is taught using the structure of LCP. Children in the Foundation Stage begin to learn to read using phonics and their learning continues throughout KS1.

Reading: Children learn to use phonic skills to sound out words and also learn ‘tricky words’ and ‘Common Exception Words’ (words that can’t be sounded out). There are lots of opportunities to talk about books to develop children’s understanding of what they have read, as well as more formal comprehension tasks.

’VIPERS’ help us to understand Vocabulary, Inference, Prediction, to Explain, Retrieve and Sequence.

Children select from a wide range of books that have been banded and are within their capabilities, thus extending choice and autonomy to even our youngest children. We have an excellent and extensive library – ‘the Reading Rec’ – with a wide range of fiction and non-fiction books available. Every class ends the school day with their class reader story.

All children take home a book to read, along with their reading diary for parents to sign; regular practice at home is clearly to each child’s advantage and will enable them to reach their full potential as well as developing a lifelong love of reading.

Writing: Our youngest children learn to write using their phonetic knowledge and by using the examples of words displayed around them. Some of our units of writing are modelled on the ‘Talk for writing’ approach where the children imitate, innovate and invent texts, and through our STAR learning approach we are able to embrace writing across the curriculum. Writing takes a variety of forms and includes narratives, imaginative poetry and prose, factual research and the expression of feelings. Grammar, handwriting, spelling and punctuation are taught within the context of these various forms of writing, as well as in specific skill-based lessons. We place high emphasis on handwriting and presentation.

Visit our Discovery page for more information and resources on supporting your child with English.

Mathematics Statement

Mathematics is a tool for everyday life and children use maths as a way of viewing and making sense of the world. It is our aim to develop a positive attitude to maths and a fascination with it.

We are focused on a whole school mastery approach to our teaching of mathematics. This involves spending longer on key topics by taking smaller steps to ensure that children acquire a deeper understanding. Additionally, through our ‘do it, secure it, deepen it’ approach, we ensure that we are addressing the three key aims of the National Curriculum – fluency, reasoning and problem solving.

Every child at Threemilestone, from Year 1 to Year 6, will have a structured daily maths lesson lasting between 45 and 60 minutes (children in Foundation Stage explore many mathematical skills and concepts through their play, but they also have a daily maths lesson). Lessons are structured with the aim of ensuring that all children master the key skills and concepts being taught; with the support of concrete resources and pictorial representations when appropriate. As children become more confident they will explore these concepts in greater depth and use a range of reasoning and problem solving activities to develop a secure understanding.

As a team we have developed our own calculation policy which can be found here.

Visit our Discovery page for more information and resources on supporting your child with Maths.

Our Curriculum Teams

At Threemilestone School we organise our subject monitoring and planning for an exciting curriculum into five teams – Language, STEM (Science, Technology, Engineering and Maths), Humanities, Creative and Wellbeing.

“The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning”. Ofsted 2015

Visit our Discovery page for more information and resources on supporting your child with each of our curriculum areas.

Language Team

Teachers: Mrs Brown, Miss Bowen, Mrs Ewart, Ms Teagle

Governors: Mrs  Douce, Mrs McAlpine

Subject leaders: Ellie, Poppy, Macy, Sammy, Lillianne

We believe passionately that communication is key to success! So we work together to provide a curriculum that has language at the heart of everything we do.

Language underpins all curriculum areas. We make sure that our writing is relevant and motivating, and that we have opportunities to speak articulately, communicate well, discuss and debate, and be totally immersed in BOOKS!

Our fascination of the English language also then leads to our teaching of French and we currently teach French across Key Stage 2.

The main action points for our team in 2018-2019 are:

  • Raise standards in boys writing from EYFS to year 6.
  • Raise standards in reading in KS2.
  • Raise expectations of oracy, through oral rehearsal, discussion and articulacy.

Science, Technology, Engineering and Maths (STEM) Team

Teachers:, Mrs Martin, Mr Bagley, Mr Lara, Mrs Vale, Mr Hick

Governors: Mr Morgan, Mr Rule

Subject leaders: Harry, Aidan, Rocco, Warrick, Kaidyn, Vinnie, Nathan, Jordan, Danny, Ben, Henry

Our school is filled with young engineers, mechanics and technicians – not just in the future, but now. They are desperate to learn more about design and technology and their role in the world, and we aim to give them the best deal ever!

Mathematics is a core focus for our team and we continuously strive to improve teaching and learning to give our pupils a range of rich reasoning and problem solving learning challenges. We know it’s important to give children as many hands-on learning experiences as possible, and we do this with activities ranging from mathematics challenge days through to racing our Greenpower car.

The main action points for our team in 2018-2019 are:

  • Improve coverage, skills and progress of computing skills
  • Provide more opportunities for children to access a wider range of science activities
  • Improve assessment and tracking in learning in STEM subjects

And specifically for Maths

  • Ensure attainment and progress of children with middle prior attainment is closely mapped and intervention in place to ensure age related expectations is achieved.
  • Ensure KS1 children are able to better access statutory tests.
  • Develop children’s number sense so they are better equipped to deal with mathematical reasoning.
  • Raise the profile of times tables (introduction of whole school approach).
  • Develop and improve teaching and learning – ensuring consistency across the school (including induction of new members of staff).

Humanities Team

Teachers: Mrs Murt, Mrs Tindale, Mrs Bolt

Governor: Mrs Kellow

Subject Leaders:

We want to inspire children’s curiosity to explore the past and develop critical skills of historical inquiry. It’s important for children to put the pieces of the past together and show how we came to where we are today.

We strive to teach a broad and balanced curriculum in geography; teaching knowledge using both first-hand experiences and creative resources to provide children with a secure level of understanding of the world.

We feel passionately that our children need to know and understand the differences and similarities of different religions of the world, so that we can understand each other and celebrate difference.

The main action points for our team in 2018-2019 are:

  • Raise the profile of Religious Education within the school.
  • Expand children’s chronological knowledge.
  • Investigate ways to better record and track learning in humanities subjects

Creative Team

Teachers: Miss Davies, Mrs Coleman, Mrs. Johnston

Governor: Mrs Tong

Subject leaders: Heidi, Charlie, Levi, Kaylem, Evie, Joseph, Jake, Thomas, Skye

We have many talented, creative pupils here at Threemilestone School, from artists and musicians to budding actors, and it’s our job to offer opportunities to develop their artistic learning.

The creative team aspire to develop a broad and well-balanced creative curriculum where children have opportunities to flourish and their talents can be nurtured.

Throughout the year, children can take part in a variety of vocal and instrumental learning and performances, both in school and different settings. All children take part in school productions, and display their fantastic pieces of artwork across the school.

The main action points for our team in 2018-2019 are:

  • To raise standards in art by ensuring skills progression is clearly set out for each year group
  • To raise the profile of music by celebrating music learning outside of the curriculum.
  • To raise awareness of artists through the ages and their cultural impact on society

Wellbeing Team

Teachers: Mrs Beckett, Mrs Lobb, Miss King, Miss Andrew, Mr Newsome, Mrs Thomas

Governor: Rev Putnam, Mrs Allen

Subject leaders: Isaac S, Immy, Libby, Morgan, Emma, Fraser, Tyler, Connor, Cameron, Brooklyn, Max

One definition of health and wellbeing is that it is a combination of physical, social, intellectual and emotional factors. This holistic definition of wellbeing is an approach to life and considers the whole person and how he or she interacts with their environment. It emphasises the connection of mind, body, and spirit. The wellbeing team endeavour to improve the health and wellbeing of the children and staff at TMS school with this holistic approach at the forefront.

The main action points for our team in 2018-2019 are:

  • To become Healthy Schools accredited.
  • To ensure that children are physical for a sustained period of time (‘Mile a day’ and link to ‘Active 30’)
  • To raise the status of wellbeing at TMS School.
  • To ensure that SRE is covered in depth and appropriately, showing progression, throughout the school.