PE is taught discreetly in hourly sessions for each year group. PE skills are taught against the IPCS Objectives to cover skills, fitness, team games, tactics, gymnastics, dance and swimming. Progress is monitored and assessed against the National Curriculum targets. Click on the link to view Physical Education Long Term Plan for Marsh Hill. Sport is taught in several after school clubs throughout the year including; netball, dance, football, cheerleading, cricket and gymnastics. Pupils also take part in regular Inter School Level 2 Competitions and are taught skills and techniques to support these with the Sports Coach prior to a competition, in small groups.
Design and Technology develops children’s skills and knowledge in design, structures, mechanisms, electrical control and a range of materials, including food. It encourages children's creativity and encourages them to think about important issues. There are two elements within the Design and Technology curriculum. Children learn about the designed and made world and how things work. In addition, they learn to design and make products for a particular purpose. At Marsh Hill Primary School, we have adapted the curriculum to meet our school’s needs. In the timetable, there is allocated time for DT and art which forms part of a creative afternoon across the school. Where possible, teachers plan lessons that link with their topic. However, sometimes there needs to be standalone lessons to teach specific skills such as food technology. Teachers assess pupils’ progress termly using Target Tracker.
We encourage each child to develop a natural interest in the world around them and this curiosity is used to develop their knowledge and understanding of not only their locality but of contrasting localities in the United Kingdom and the wider world. In all Key Stages we value the importance of trips as an important element in stimulating work in geography and broadening their understanding of the world around them. As well as the study of places, children are taught the essential skills of using resources such as maps, atlases and photographs as a means of gathering information. They are encouraged to ask probing questions, make relevant observations and develop a good geographical vocabulary. Links with current world events are made whenever possible and displays are used to encourage children's interest.
History is a very powerful subject in our curriculum as it sparks curiosity of the past in Britain and the wider world. Children find out about past lives and societies and how these have influenced the present. Pupils learn skills of chronology to help place significant events and people over time. Pupils also learn enquiry skills – how to gather and interpret evidence from a wide range of sources. We seek imaginative ways to bring history to life for our pupils by organising a range of trips to museums, historical sites and visitors who have lived in historical times in each year group. EYFS adopts a thematic approach to teaching and learning where the topic theme is cross curricular.
At Marsh Hill Primary School we follow the Birmingham Agreed Syllabus 2007 for Religious Education – Faith Makes a Difference. This conforms to national legislation which states that an agreed syllabus should: … reflect the fact that the religious traditions in Great Britain are in the main Christian. Whilst taking account of the teaching and practices of the other principle religions represented in Great Britain. (Education Reform Act 1988). Click here to find out more about Faith Makes a Difference In RE we aim to develop the children’s knowledge and understanding of the major world faiths. We enable the children to develop a sound knowledge of world religions and to develop mutual respect of different faiths and beliefs through twenty four dispositions which are grouped into six clusters. During RE children have the opportunity to reflect on what it means to have faith and to develop their own spiritual knowledge and understanding. We help the children to learn from religions as well as about religions. Religious Education enables children to investigate and reflect on some of the most fundamental questions asked by people. Religious Education promotes pupils’ spiritual, moral, social and cultural development by helping them: to be reflective about their own beliefs; to be respectful of others with different faiths and beliefs; to celebrate diversity and to develop a greater understanding, tolerance and respect of those around them in Modern Britain. Our RE curriculum is broadly Christian to reflect the main religious traditions in Britain, whilst simultaneously incorporating the religious background of our community during RE lessons and Collective Worship. Collective Worship Collective Worship is a legal requirement in all schools and should be a daily act of worship which is "wholly or mainly Christian in character". At Marsh Hill we have an inclusive approach, wanting allchildren and adults to have the opportunity to join in with this. Collective Worship is part of an assembly but may also be carried out in class if there isn't an assembly. We do this through the use of reflection - using a piece of music and something visual, with a thought to reflect upon. Prayers can also be used, these may be private and personal or lead by someone - children are given the option to "join in" these collective prayers by adding an "Ameen" or "Amen" at the end, which means "I agree". If children do not want to participate they are encouraged to sit quietly so the children who want to take part are able to without distractions. Children can formally be withdrawn from acts of Collective Worship by agreement, in writing, with the Headteacher.
At Marsh Hill Primary, we follow the Purple Mash Computing Scheme of Work. Each child has their own individual usernames and passwords so their work can be saved in their own folders automatically and can be easily reviewed and assessed by their class teacher. Children are supported by having their printed logon cards to hand. Each key stage has access to a class set of IPad and are timetabled for a one hour computing lesson each week. There are also opportunities for the IPads to be used in cross curricular activities. Prior to the computing lesson, teachers set activities for pupils which they can then complete and hand-in online (2Dos). This enables the class teacher to assess their work easily as well as distribute resources to all their pupils. There are eight areas of learning within the Purple Mash Computing Scheme of Work and these have been integrated into the computing LTP (long term plan). Coding and computational thinking Spreadsheets Internet and Email Art and Design Music Databases and graphing Writing and Presenting Communication and networks Click on the link to see Marsh Hill Primary School Computing Long Term Plan. Click here to log into Purple Mash. Children can use their individual logins to complete work at home as well. Parents/Carers, please check with Class Teacher for child's log in. Children, please let your teacher know what you are doing. Online Safety: The internet is a brilliant place to learn and explore, just remember to always be SMART! Online safety is at the forefront of our computing curriculum and within every computing lesson, teachers refer to the SMART guidelines. Children are reminded about: why they need to keep passwords safe and what to do if they come across something on the Internet which upsets them. Click on the logos below to access more information about online safety or visit our e-safety page. Kidsmart CEOP
English is taught across school using the Talk for Writing strategy originally developed for the National Strategies by Pie Corbett and Julia Strong. In Talk for Writing, teaching is implemented at three different levels, these being: Teacher talk - the verbalisation of the reader’s or writers thought processes as the teacher is demonstrating, modelling and discussing. Supported pupil talk - which utilises structured and scaffolded opportunities for pupils to develop and practice talk for writing through class and group conversations and activities. Independent pupil talk - which provides opportunities for pupils to develop and practise Talk for Writing individually - in pairs and in small groups independently of the teacher. Click on the Talk for Wrting link to find out more information. In KS1 pupils in Year 1 are taught in RWI ability groups for 45 minutes and then return to their classes for 45 minutes of focus on developing their writing skills. In Year 2, RWI is taught as an intervention for reading. The pupils are taught English for 1 hour per day every day. A target group is taught by an additional teacher. In Years 3, 4 and 5, Year 5 have 1 hour of English Writing 5 times. Talk for writing is used to teach writing skills. During the 1 hour of English Writing, children do grammar linked to the genre as a lesson starter for 15 minutes and 15 minutes of spellings 3 times a week. Children are taught as a class with differentiation activities being provided. The teachers focus on a group to support and the teacher allocates a group to be supported by the Teaching Assistant. The children are taught different writing skills for 4 days. The skills lead to a piece of sustained writing during the week. The focus for this first half term has been narrative writing. Learning in Year 6 is organised into three ability groups that are taught separately. The work is planned to challenge different ability groups. Talk for writing is used to teach writing skills. Children get 3 sessions a week of 15 minutes spellings and 4 sessions of 15 minutes for grammar. They get 3 sessions of 45 minutes to practise a writing skill plus 1 session of 45 minutes to write a complete piece of writing each week. Year 6 started on non-fiction writing in non-chronological writing and arguments. This was done to see if the writing in non-fiction writing can impact positively on writing skills across the curriculum. The use of non-fiction writing at the beginning of Year 6 has had a positive impact in the quality of writing across the curriculum. Children in Year 6 are now able to structure their writing more efficiently
We have placed a particular focus on improving and raising standards in spelling. We place the highest expectations on children’s spelling in all their work, supporting them with a repertoire of resources including common word lists to help them when every time they write. Follow this link to view the recommended spelling lists: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix
Our goal at Marsh Hill is for all children to leave our school not only as a fluent and competent reader, but as a lifelong lover of reading! We try to share what we most enjoy about reading and encourage the children to read new genres and ever more challenging texts. Why is reading so important? Evidence suggests that children who read for enjoyment every day not only perform better in reading tests than those who don’t, but also develop a broader vocabulary, increased general knowledge and a better understanding of other cultures and the world around them. In fact, there’s evidence to suggest that reading for pleasure is more likely to determine whether a child does well at school than their social or economic background. (Pearson UK) The Teaching of Reading at Marsh Hill Primary School At Marsh Hill, reading is taught in many ways to facilitate the learning styles and needs of all the children and opportunities for reading are filtered throughout the entire curriculum. We use a phonics scheme called Read Write Inc (Ruth Miskin). Early stages of Reading - Decoding using Phonics Your child will learn to read in Reception by being taught one letter sound a day. It is important that children are taught to read the letter sounds initially, rather than the letter names, as the letter sounds help us to read. Set 1 sounds: m, a, s, d, t, I, n, p, g, o, c, k, ck, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk Here at Marsh Hill, pupils will be taught early reading through Read, Write, Inc. This scheme helps pupils to pick up reading quickly and with enthusiasm. Once they have been taught Set 1 letter sounds they will then begin to orally blend words. For instance, sound talking c-a-t to blend (read) cat! As soon as your child is able to orally blend simple words they will then be taught to read simple Set 1 words such as pet and ship, by pressing the letters with their finger, saying each sound in the word e.g. p-e-t and blending the sounds together to read ‘pet!’ Soon your child will then become confident in reading words with Set 1 sounds. At this stage they will then learn to read longer words such as drum, clap and frog and then progress onto learning Set 2 sounds. Pupils at the end of Reception should be confident in reading Set 2 words such as; light, fair and road. Set 2 sounds: ai, ee, igh, oa, oo, oo, ar, or, ur, ow, oi, ear, air, ure, er We offer several parent workshops here at Marsh Hill to support your child with early reading at home and discuss Read, Write, Inc in more detail with you. If you do have any questions your child’s class teacher would be more than happy to help as well as the Read, Write, Inc Lead, Miss Hoggins. Alternatively, follow this Read Write Inc link to find out more information. Guided Reading Sessions- from Reception to Year 4, every class has 4 guided reading sessions a week where each child will have the opportunity to read to an adult at least twice a week. During these carefully planned and tailored lessons, children will be encouraged to apply their decoding skills and develop their comprehension skills by discussing the text they are reading and asking/answering questions about it. In Years 5 and 6 children will be taught reading strategies and have lessons developing their comprehension skills at least 3 times a week which are integrated into their English lessons. We use a range of texts from the Oxford Reading Tree and Phonics Bug to support the developlment of comprehension skills within Key Stage 1 and Key Stage 2. Magpie It! We recognise that having a rich and wide understanding of vocabulary is crucial to becoming a fluent, confident reader therefore we focus a lot on discussing the vocabulary used in texts and its meaning, and teach our children to ‘Magpie’ (borrow) effective vocabulary from the texts they read to use in their speech and writing. Talk For Reading, Oral Comprehension Even when our children are fluent and competent readers, we recognise the importance for them to continue to practice reading skills and develop their reading comprehension. In order to deeper the children’s understanding of the texts they read, they are taught Oral Comprehensions where they explore the texts and discuss them with guidance from their teacher. During these sessions children are encouraged to share their thoughts and make links to their own experiences as well as critically challenge the ideas of others using evidence from the text to justify their reasons. The children absolutely love these lessons as do the staff at Marsh Hill! Reading for a Purpose Research lessons are built into our Topic and Science lessons to allow our children to use their reading skills that they have learnt as part of their non-fiction reading sessions. Children will be taught and encouraged to use scanning and skimming techniques to retrieve information quickly and gain the needed information. They will also use the non-fiction features that they have been taught to facilitate them including the index, subheadings and context pages. Encouraging a Love of Reading... To encourage the love of reading, each classroom has a Reading Corners with a range of fiction and non-fiction texts which are age appropriate for the children. There are also key topic books which link to the topics taught so the children can research information. Take a look at some of the great ideas we use in our school to make inviting corners where children will come to explore and develop a love of books. To begin our afternoons, each child will engage in ERIC (Everyone Reading In Class) for a minimum of 10 minutes where the children and teachers can enjoy a quiet moment to escape into a book of their choice. This activity can be easily adapted and used at home! At the end of each day, all classes will be read to by the Class Teacher or Teaching Assistant, even Year 6! It is important for all children to hear good modelled reading as well as to engage in the enjoyment of listening to reading. Our School library In 2015, our school library was officially opened by the fantastic children’s author, Steve Smallman! In our library we have 1000’s of books both fiction and non-fiction which cover a wide range of topics. The children visit the library every week with their class and have access to it every day at lunchtime with the help of our trusted and trained Year 6 Librarians. A Final Thought... Reading enables children to transform the way they see the world outside of school. Children need encouragement to see that the written word can compete with electronic media. Reading requires the creative participation of the individual... that is what makes it so rewarding and special. We hope you agree that our creativity will help children to share our own love of reading Most important of all... read with your children at home! For Ideas of how you can support your child in reading at home, please click on the links below: RWI in Reception RWI in Year 1 Reading at Home If you have any questions about how your child is taught to read or how you can support them in reading at home, please contact your child’s teacher who will be more than happy to help!
Mathematics at Marsh Hill Primary School is is taught daily across the school using mental maths skills and strategies. The Abacus Scheme of work is used as part of o range of planning tools that support and enhance teaching/learning. The teaching of basic shills is a key concept across the whole school, were multiplications/division mental facts are taught via a superhero scheme. Within KS1, children experience daily counting through various activities, including songs. Children have opportunities to discuss their thinking within daily maths lessons as well as promoting their justifying and reasoning skills, this is often through peer-to-peer discussions. Children are given the opportunity to apply their skills in a range of contexts. There is a key focus on broadening children’s knowledge to master the mathematical concepts being taught. A range of manipulatives are used to develop concepts in ever year group where needed. When introducing an idea for the first time, the understanding, using concrete materials, is used to allow children to deal with the abstract when ready. Development is based on learning models which promote a process of stages in learning maths i.e. practical, pictorial and finally symbolic (abstract). It is understood that any ability child in any age group may need concrete materials to bridge any gaps in understanding to achieve their own successes Maths Workshop Analysis The parent evaluations for the recent maths workshops have all been positive. Many parents responded that is gave them an understanding of what, and how maths is taught in school, along with ways to support their child. These are some of the comments made through the evaluations: Question - Did you find the workshop useful? (Explain briefly why) ‘I found the workshop very useful, as it helps to understand what my son is learning, and where help is needed,’ Year 4 parent. ‘Yes, it’s been a long time since I’ve used a protractor, good refresher,’ Year 6 parent. ‘Yes, useful to see example of SAT’s questions,’ Year 6 parent. ‘Yes, it was interesting to see what level the class was capable of,’ Year 6 parent. ‘Yes, very enjoyable and useful,’ Year 5 parent. ‘Yes, it helped me to understand how I should explain to him,’ Year 1 parent. Click here to read more parent comments on mathematics workshops at Marsh Hill. Calculation - Stategies and Methods Click on the links below to view the strategies and methods used at Marsh Hill for: Early Years Foundation Stage (Reception) Counting; Addition and Subtraction; Multiplication and Division Key Stage One (Years 1 and 2) Additon and Subtraction; Multiplication; Division Lower Key Stage Two (Years 3 and 4) Addition; Subtraction; Multiplication; Division Upper Key Stage Two (Years 5 and 6) Addition; Subtraction; Multiplication; Division
At Marsh Hill we follow the National Curriculum guidance for Science, using a Science scheme of work called 'Science Bug.' This scheme of work ensures that a balance of scientific knowledge and 'working scientifically' skills are taught, providing pupils with the opportunity to apply their scientific understanding in investigations and problem-solving enquiries. A range of exciting units are taught, which include: Comparing and Identifying Materials Types of Animals Changing Shape Human Nutrition Light and Shadows Earth and Space The teaching and learning puts the learner at the heart of the process. Pupils will explore and record their initial ideas at the beginning of each unit. They will then participate in rich learning experiences to help them develop their understanding of science ideas and concepts. Click on the Science Bug link to find out more about this scheme. Click here to view our whole school plan for science in 2017
Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression; it can play an important part in the personal development of children. As technology is increasingly available, music is more accessible in theculture and society we live in. Therefore, the teaching and learning of Music enables the children to better understand the world around them. Marsh Hill uses Charanga, a system which reflects the suggested guidelines of the current National Curriculum, to teach Music across Key Stages 1 and 2. This ensures continuity and progression in knowledge and application of: music appraisal, games for rhythm and beat, singing, playing instruments, improvisation, composition and performing and sharing learning. These seven components of teaching and learning have been modified and adapted to cater for individual classes and children. Furthermore,specialist music teachers work regularly to teach an instrument in years 3 to 6. In addition, electives are also available for children in upper Key Stage 2. Click here to find out more about Charanga. At Marsh Hill, we encourage musical development in the foundation stage where planning works towards the children achieving the Early Learning Goals. Since learning is very much topic based, Music is frequently taught alongside other areas of the curriculum. Pupils are given the opportunity to explore and experiment with a wide range of instruments and music. Through integrated activities like singing, body percussion and movement to music as a result pupils gain knowledge of the elements of music.