Information about each Subject

English Subject Leaders: Mrs. Preston and Miss Biln

We believe that a high-quality English curriculum should develop our children’s love of reading, writing and talk. We want to inspire all children to be confident in all areas of the English curriculum because a secure basis in literacy skills will give our children the tools they need to participate fully as a member of society. We intend for all pupils to learn to read and write fluently so that they are able to access all areas of the curriculum and be able to demonstrate what they have learnt. Through reading and exploring quality literature, all pupils will develop their knowledge of the world across the curriculum for information and pleasure. 

Writing

We strive to create an environment that will promote writing. In order to ensure that all children learn to be confident writers, we encourage children to write creatively whilst teaching key writing skills explicitly and systematically. We nurture a culture where children take pride in their writing and adapt their language and style for a range of contexts for different audiences and purposes. Using a variety of stimuli, children are motivated and encouraged to see the beauty in words and the art of language.

How do we teach writing?

We use a model for teaching writing that is personalised for Emmbrook Junior School and is based upon high expectations for all. Teachers immerse all children in the craft of writing, exposing them to high-quality exemplar texts.  We ensure progression in complexity of tasks and expectations year on year by following the National Curriculum. We ensure that the children experience writing in a range of styles and genres and purposes throughout their time at our school. Writing is, where possible, linked to Learning Journey themes and class books to promote engagement and to make writing tasks relevant. We also provide stimulating first-hand experiences to inspire writing such as trips, stories, videos and drama. Children write for real audiences and are taught to engage with them through appropriate structure and vocabulary.  We build stamina for writing by providing opportunities to write independently and for extended periods both within English lessons and throughout the curriculum and for different PATs (purposes, audiences and text types).

Writing units follow an agreed process which involves:

• • Analysing and deconstructing an example text
  • Explicit teacher modelling
  • Discrete teaching of key transcription, composition and vocabulary, punctuation and grammar skills 
  • Planning and drafting
  • Shared writing
  • Opportunities to apply skills independently in a different context
  • Editing and reviewing their own and others work

Spelling
Understanding how to spell correctly is important in supporting children to organise their thinking around language. Knowing how to apply spelling rules and recognising key words is empowering for children. We use the 2014 National Curriculum as a guideline as to which spelling rules, patterns and exception words should be taught in which year group and follow the No Nonsense Spelling Scheme.

Handwriting

We place value on children taking pride and care over their work. The development of handwriting skills is vital in enabling pupils to write quickly and fluently, and for them to take pride in the presentation of their work throughout the curriculum.

Reading

Through our Reading Curriculum, we inspire an appreciation of rich and varied literary heritage (both modern and traditional) and embed a culture of reading for pleasure. There is a pathway of both coverage and progression that ensures children are given the opportunities to make links between books as well as build upon prior knowledge and skills to add depth of understanding. The children have opportunities to explore the intricacies of a quality text through purposeful discussion where they are encouraged to voice their opinions and pose questions. Comprehension of a book or text is a fundamental part of reading therefore we maintain a focus on teaching children how to retrieve, sequence, summarise, deduce and infer. One of the key inhibitors to comprehending a text is our inability to understand the individual words so we spend time teaching new vocabulary explicitly.  

Accelerated Reader

We use a reading programme called Accelerated Reader (AR) to rigorously measure and monitor children’s progress and to motivate them to read regularly and widely. Using AR provides children with the opportunity to apply and improve the knowledge and skills they have developed in lessons.

What are STAR Reading Tests?          

Every child completes a termly STAR reading test on a computer which is a computer-generated adaptive test, where the questions continually adjust to the child’s responses, getting harder or easier accordingly. The data gives us a reading age, standardised score and Zone of Proximal Development for each child, as well as personalised information about their strengths and areas for development within reading.

What is a Zone of Proximal Development (ZPD)?

The Zone of Proximal Development is defined by Vygotsky (1978) as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” 

The books in our school library have been grouped according to their ZPD and related book level (as recommended by AR). The ZPD range aims to challenge a child without causing frustration or loss of motivation.

All children will have access to a wide range of books which are suitable to their reading level. To ensure children experience success from the start, they will begin each term by taking books at the lower end of their ZPD range and then selecting a slightly more challenging book each time.

Reading Books

Children choose their own books to read, rather than having one assigned to them. This makes reading a much more enjoyable experience as they can choose books that are interesting to them within their ZPD range.

Each reading book has a personalised label on the inside cover which shows important information. This is an example of a book label.

B.L. = book level. A child uses their ZPD range to decide which books are appropriate for them to read. A child with a ZPD range of 2.8 – 4.0 would be able to read ‘Air Raid’ (see the example label) and it will be slightly challenging for them as it is towards the top end of their ZPD range.

Points = points value based on the difficulty of the book and the number of words.

Just because a child can read the words in a book does not mean the content is appropriate. The interest level of the material is also be considered. Lower Years interest level (LY) (5-8 yrs old); Middle years interest level (MY) (9-13 yrs old); Upper Years interest level (UY) (14+ yrs old).

What are the AR Quizzes?

When children finish reading their book, they take a short online quiz independently on the computer in school.  Passing the quiz is an indication that they have understood what they have read and supports comprehension and retrieval practice. (We aim for all quizzes to be taken within 48 hours of finishing a book.) The children are able to earn points for each AR quiz that they do. For quizzes with 3, 5 or 10 questions, a child needs to pass a quiz with a score of 60% or higher to earn points. For quizzes with 20 questions, a child needs to pass with a score of 70% or higher to earn points.

There are two main types of multiple-choice online quizzes which give children and staff instant feedback based on the quiz results, and is used to help set goals and direct ongoing reading practice.

• • Reading Practice Quizzes
  • Vocabulary Practice Quizzes. 

If a child does not do well on the quiz, a member of staff may help your child:

• • Choose another book that is more appropriate.
  • Ask more probing questions as your child reads and before your child takes a quiz.
  • Pair your child with another student, or even have the book read to your child.

How much time should a child spend reading?

As with anything, performance improves with practice.  At Emmbrook Junior School, we encourage children to read at home for at least 10-15 minutes a minimum of five times a week. Parental support in this is much appreciated. According to research, children who read at least 20 minutes a day, with a 90% success rate on AR quizzes see the greatest gains.

How can parents help?

Encourage your child to read with you and/or discuss what they have read.  A child may be able to decode and read the words but may not have understood it, so asking questions about the book is important.  Reading with your child, no matter what the age, is an important part of developing good reading skills and a lifelong love of reading.

Try to either read TO or WITH your child every day as well as encouraging independent reading.

If you would like to find more books within your child’s ZPD range, then here is a link to Accelerated Reader Bookfinder: https://www.arbookfind.co.uk/UserType.aspx?RedirectURL=%2fdefault.aspx Simply go onto the ‘advanced search’ option and type in your child’s ZPD. Remember to indicate what interest level you are looking for too! You will then be able to browse from a selection of books perfect for your child’s current level – ideal for gifts or to restock their bookshelves at home.

Oracy

Quality talk underpins our entire English curriculum. We believe that all children have the right to a high-quality oracy education, enabling them to develop the key communication skills and confidence needed to succeed in all stages of life. Children need the vocabulary and non-verbal cues to say what they want to say and communicate with others effectively. In an ever-evolving world, it is fundamental that all our children are able to make their voices heard so that they are empowered to express themselves as active citizens. Our teachers create purposeful opportunities to harness oracy in order to elevate learning at all levels.

Maths Subject Leaders: Mr Fox

Maths lessons at Emmbrook Junior School provide a range of stimulating challenges (accessible to all) based upon real-life contexts. Lessons are enhanced by structured pupil talk and are supported by concrete manipulatives, pictorial representations and abstract workings. Children have the opportunity to investigate new areas together as a class, before engaging on their own activities. We discretely teach and practise times tables and arithmetic skills as well as apply them in context. Whole class and individual same-day interventions help move learning on and prevent misconceptions developing. At the end of each activity, children reflect on their knowledge and understanding, which helps inform the content of the next lesson. 

Power Maths

Power Maths is a curriculum mastery programme designed to spark curiosity and excitement in children and nurture their confidence in Maths. It is carefully aligned to the White Rose Maths progression and schemes of learning and has been written by leading mastery experts from around the world. Power Maths is recommended by the UK’s Department for Education for use in primary schools and combines interactive teaching tools with high quality textbooks and practice books.

Each lesson follows a set structure which supports and scaffolds the children’s learning whilst providing appropriate challenge and extension opportunities. We also hold regular ‘Maths mop-ups’ throughout each week where teachers can address misconceptions and deepen understanding further.

The CPA Approach

Through Power Maths, we use a CPA approach to teach Maths which is highly effective in supporting children to develop and deepen their mathematical understanding.

Concrete – Otherwise known as the ‘doing’ stage! We provide children with concrete objects and manipulatives to help them model problems and to bring abstract problems to life. Examples of manipulatives include cubes, coins, shapes and fraction cards.

Pictorial – Otherwise known as the ‘seeing’ stage! The children build upon the concrete approach by using pictorial representations. These representations can then be used to reason and solve problems. This stage encourages children to make a connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem. Drawing a model can make it easier for children to grasp difficult abstract concepts. Bar models and part-part-whole models are particularly useful.

Abstract – Otherwise known as the ‘symbolic’ stage. Children will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages first. The abstract stage involves the teacher introducing mathematical concepts through numbers, notation, and mathematical symbols.

Science Subject Leader: Mrs A Jones

We aim to provide our pupils with a broad and exciting curriculum which inspires inquisitive thinking and exploration by focusing on scientific skills as well as knowledge. It is imperative that we give the next generation the necessary tools to contribute to our ever-evolving understanding of the world. We believe that children should be encouraged to challenge ideas about the world around them, therefore questioning and critical thinking are key elements of Science at Emmbrook Junior School. Children are taught knowledge, methodology and application of science using real life contexts. We continuously build upon prior knowledge and understanding to allow children to rationally design, predict, implement and explain investigative science. Lessons are underpinned by opportunities to do practical activities. This hands-on approach – coupled with established theory – encourages a sense of wonder and curiosity about the world they live in.

The National Curriculum for Science

The National Curriculum provides a structure and skills progression for the Science curriculum taught throughout the school, which is linked, where possible, to the half termly Learning Journey, providing a creative and balanced programme of study.

Children should:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
• be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

• Year 3 and 4 Emmbrook PE Journey Master
• Year 5 and 6 Emmbrook PE Journey Master

Computing and ICT Subject Leader – Mr Usher

Our Vision

At Emmbrook Junior School, we prepare our children to be ‘lifelong learners’ with the confidence and ability to face the challenge of a rapidly developing and changing technological world. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in our digital world. Our Computing curriculum has been developed to equip our pupils with the foundational skills, knowledge and understanding of computing they will need for the rest of their lives. Our learning environment contributes to the development of these skills and ensures that children have access to suitable, up-to-date equipment and emerging technologies.

We draw a distinction between ICT (Information Communication Technology) and Computing. ICT is used to enhance and extend children’s learning across the whole curriculum whilst developing motivation and social skills. The Computing curriculum is designed to equip children with the knowledge and the understanding that they will need to be able to use their computational thinking skills and design and create their own digital content. They will learn how computers and computer systems work, they will design and build programs, develop their ideas using technology and create a range of content.

National Curriculum

Purpose of study:

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

At EJS Children will learn:

• To program objects
• To create, manipulate and store digital content
• How to search effectively online and stay safe in a digital world
• How to create web content, using code
• To design and develop their own programs and applications

Online Safety:

At Emmbrook Junior School, we want the children to have as much exposure to learning digital technologies as possible, whilst maintaining a safe environment both in the classroom and online. We ensure that children are aware of the possible risks when using the internet through a rolling programme of assemblies; specific lessons (from our scheme of work – Purple Mash) as well as making sure the rules are regularly reinforced in context and displayed in each classroom area. We will also share potential online dangers as described in Teaching Online Safety in school.

Through our Religious Education (RE) curriculum, we aim to ensure all children develop their knowledge and understanding of the traditions and beliefs of the major religions represented in our school community and the wider world. We encourage the children to appreciate and respect different cultures and help them to recognise and challenge prejudice.