The Curriculum at Roselands
Curriculum Policies
See English Policy (currently being updated)
See Mathematics Policy
Assessment
See assessment policy
Phonics
Phonics is taught through a highly structured approach of daily lessons across the
school. There will be a class input followed by application of phonic skills in order to meet
the needs of all the children.
The Letters and Sound scheme is followed, providing a synthetic approach to the teaching of
phonics. Each session gives an opportunity for children to revisit their previous experience,
be taught new skills, practice together and apply what they have learned. A Foundation
Stage Phonic workshop is held in term 1 so that parents have a good understanding of how
we teach phonics to their children and to give them strategies to help at home.
Phases of the Phonics
Progress is tracked at the end of each term. As children move through Reception they are
introduced to Phase 2 which marks the start of systematic phonic work. Grapheme-
phoneme correspondence is introduced. The process of segmenting whole words and
selecting letters to represent those phonemes is taught writing the letters to encode words.
Phase 3 completes the teaching of the alphabet and then moves on to cover sounds
represented by more than one letter, learning one representation for each of the 44
phonemes. At this stage just one spelling is given for each phoneme. When children become
secure they continue into Phase 4 where they start to read and spell words containing
adjacent consonants. No new phonemes are introduced at this phase. Some Phase 5 is
taught as they come to end of Foundation Stage and this continues into year 1, looking at
alternative spellings for some phonemes and allowing the children to see the range of ways
phonemes can be represented. It is expected that children entering Year 2 will start Phase 6
which develops a variety of spelling strategies including word specific spellings e.g. see/ sea,
spelling of words with prefixes and suffixes, doubling and dropping letters where necessary.
Phonics Assessment
Children’s progress is continually reviewed and they are formally assessed at the end of
each term.
The national Phonics screening check is performed in June of Year 1. Prior to this, the Year 1
phonics workshop gives parents information about how they can support their children at
home with phonics. The purpose of the screening check is to confirm that all children have
learned phonic decoding to an age-appropriate standard. The children who did not meet the
required standard for the check in year 1 enter again in year 2 with additional support.
KS1 Curriculum Overview
In Key Stage 1 the children are taught through the subjects outlined in the new National
Curriculum. The learning is planned to provide a stimulating and challenging curriculum with an
emphasis on first hand meaningful experiences. We strive to ensure the children are able to
make links in their learning and we celebrate achievement through assemblies, displays and
whole school events. All the classrooms have interactive whiteboards and the children have
access to computers, laptops and i-pads to extend their learning.
The following subjects are taught:
English
Reading
The school places a very high emphasis on ensuring every child really enjoys reading and sees
themselves as a reader.
The following methods are used to teach reading:

Letters and Sounds phonics programme. All children will follow this programme
which is organised through a structured approach. Teaching is tailored to the
children’s needs and progress is regularly monitored through careful tracking and
evaluation.

Children are taught to read through whole class sessions.

Key words are introduced from Reception and children build up a bank of familiar
words.

All the classes have well organised book areas and during reading lessons the
children will read individually to an adult.

We use a system of banded books to ensure progression in reading skills across the
school

All children take home a reading book daily to share with an adult.
Rich texts that motivate and interest the children are used as a starting point for learning across
the school.
Teaching Reading
At Roselands Infant School we believe in guiding children towards a life-long love of the written
word in all its forms. We endeavour to share with the children an appreciation of the cultural
significance in books as well as the importance of reading as a means of empowering individuals
in society. Consequently we believe that all children should have a wide range of literary
experiences across a variety of contexts to help them become competent, proficient and
sophisticated readers. It is our aim to provide children with a wide range of strategies which will
enable them to decode words and texts with increasing confidence.
We are passionate about providing children with high quality texts to help develop a rich and
varied language, stimulate their ideas and fire their imaginations. We very much believe in
children making independent choices in their reading matter, alongside the ability to discuss
their reasons for choosing a particular text. In our book corners we have a wide selection of
books to ensure all children have access to texts appropriate to their stage in reading. We aim to
encourage enjoyment, confidence, fluency, accuracy and understanding.
We very much value the family’s role in developing the child’s love of reading and create a
dialogue with them through the home/school reading records. It enables us to see the choices
the children make and learn about their reading habits in their home environment. Through
feedback both parent’s and teacher are able to move the child forward by setting targets that
they can both encourage and create a strong link between home and school. We have reading
displays in our classroom where children can move through space to share how much reading
they achieve at home. We also give raffle tickets out for reading 7 times in a row. In
Achievement assembly on a Friday, a raffle ticket is picked out from each year group and the
winner can choose from a selection of brand new books.
Learning to read includes developing phonological awareness. Please see the information on
how we teach phonics.
Writing
Writing is taught across the school using motivating starting points ensuring the children have a
purpose for writing and see writing as enjoyable. Throughout the week the children learn
writing skills in preparation for long piece of writing at the end of the week. Each class has a
writing area and writing sessions are planned carefully to ensure the requirements of the
National Curriculum are met.
Spoken Word
Great emphasis is placed on the development of the children’s speaking and listening skills and
they are encouraged to communicate with one another and adults, in a variety of situations,
both individually and in groups, for example in imaginative play, role-play and drama. Listening
is seen as a skill essential to learning across all areas of the curriculum, therefore a broad range
of opportunities are planned for the children to develop their listening skills, for example
by listening to stories and poems and expressing thoughts and feeling for them.
Handwriting
A wide variety of material and fine motor activities are used to develop the children’s
handwriting and as their skills develop they learn to use correct pencil grip control and
posture. Children are encouraged to take a pride in the presentation of their work. The same
style of writing is continued at our feeder Junior School. Both schools use the Neslon
Handwriting scheme.
Mathematics
Emphasis is placed on the understanding of mathematical processes, which provides a sound
basis for later learning. Work using the computer can give the children the additional practice in
the learning of number bonds and tables. Investigative maths where the children solve real and
relevant problems is an important part of mathematics at Roselands. See the Mathematics and
Calculation policies.
Computing
The children’s ICT skills are considered to be essential for learning across the curriculum. We
have interactive whiteboards in all classes and i-pads and laptops which enhance the learning
experiences on offer.
Design Technology
The school is equipped with a wide range of construction equipment which are used to design
and make working models for problem solving activities. Challenges involving design technology
are often linked to the class topic work. A variety of tools are available for the children to learn
how to use them efficiently and safely.
Science
Children are encouraged to observe and investigate their surroundings. Science especially
provides opportunities to develop the skills of observing, classifying, experimenting
and predicting. The children’s understanding of scientific processes is developed through a
variety of first-hand experiences and activities, for example, through play with natural materials,
the observation of mini-beasts and food technology. Emphasis is given to the importance of
caring and accepting responsibility for the environment.
History and Geography (Humanities)
The starting point for the children’s learning about History and Geography is from their own
experiences within their family and the local area and environment. The children’s
understanding is developed through active learning experiences such as local visits, visits to
places of interest and role-play. People are invited to the school to talk with the children and
share their experiences. Photographs, factual books and ICT are used to enrich the children’s
experiences and extend their knowledge of the world and the lives of others. Our topics lend
themselves to exciting History and Geography experiences.
Physical Education
The children follow a varied and balanced programme of physical education activities including
floor work, the use of large apparatus and the development skills in using balls, bats, ropes
etc. In the early years the children access resources and activities to develop their large motor
skills in the outdoor area environment. The school has indoor climbing apparatus and a wide
range of equipment for the children and they are taught to care for the apparatus and to handle
and use it safely.
Health and Sex Education
Through a wide variety of activities the children are introduced to an awareness of some of the
many factors that can affect their health. Opportunities are provided for them to learn about
the importance of personal care and cleanliness, safety in the home, at school, on the roads and
at play and the importance of healthy eating habits. The Governors see the purpose of sex
education as providing the following:
· Knowledge of a human beings physical make-up
· The development of good interpersonal skills
· Ability to communicate clearly and co-operate with decision making
Questions are answered as and when they arise in a manner that is appropriate to the children’s
stage of development.
Religious Education
The school follows the East Sussex Agreed Syllabus for Religious Education. The central stories
of the Christian faith and culture are told. Religious Education lessons also include stories from
other religions and cultures and during the Key Stage a more detailed study is made of one of
the major religions. Examples of work the children have done in all areas of the curriculum are
incorporated into the weekly class assemblies. Should any parents wish to withdraw their child
from Religious Education and Collective Worship they should contact the Headteacher and
suitable alternative arrangements will be made.
Social, Moral, Spiritual and Cultural Education
All classes have regular ‘Circle Time’ during which discussions take place about social
issues. Teamwork activities happen regularly. Once each term we focus on PSHE activities
and in-depth discussions to help the children develop strategies for keeping safe. At the
beginning of each academic year, the Year 2 children apply and are interviewed for the position
of ‘Team Captain’. We also have playground buddies who take responsibility for looking out for
children on their own and offering to play with them or teach them playground games. Our
School Council work hard to promote the British Values and SMSC around the school.
The school uses the SEAL curriculum planning alongside our aims and School values. Each term
we have a theme which is reflected and implemented across the curriculum. These themes are
launched through a whole school assembly and followed up in day to day classroom teaching
and learning.
Themes for each term are
Autumn 1 – New Beginnings and Friendship
Autumn 2 - Respect
Spring 1 – Kindness
Spring 2 – Fairness
Summer 1 – British Values
Summer 2 – Positivity and Reflection
See the Federation PSHE policy
The Arts
The school is committed to providing high quality arts experiences for all our children. Children
work on a full range of learning experiences including textiles, clay, weaving, painting and
drawing.
All key Stage 1 pupils are taught music by our music lead. Opportunities to learn the recorder
and a variety of percussion instruments. Ravebugs bring a drumming club to the school each
week and have kindly donated a drum kit for us to use in our productions.