Literacy & Maths

Literacy

For Literacy we use the McKie Mastery 'Power' approach. Children are set in groups based on their reading ability to ensure they are receiving the phonics or Literacy input they need. Across the groups children will have the opportunity to practice their reading fluency and understanding by completing reading tasks.

We aim for our children to be immersed into the books that they read. Our children delve deep into a variety of high quality authors so that they can begin to develop an understanding of the key writing structures, grammatical rules and a signficant range of ambitious, varied vocabulary. In addition to being aspirational authors, we want our children to understand that writing is a process whereby they exercise the tools they have at their disposal to inform, entertain, argue and persuade other readers. In order to achieve this, our timetable is significantly focused on vocabulary development, inference and an understanding and appreciation of the reader. Children are supported through the whole of the writing process, as they are given opportunities to plan, draft, edit and redraft their writing. They are then able to take pride in their work, presenting their writing to their peers and celebrating their achievements. 

Reading

At Bridgewater Park we aim to teach children to:

  • Read with fluency, accuracy and understanding.
  • Develop an understanding and appreciation of fiction, non-fiction and poetry.
  • Develop a love of reading, stretching their imagination.
  • Use texts as a source to enhance knowledge and understanding of vocabulary.

Children are encouraged to demonstrate their reading fluency within Power Literacy using the 3 Reading leagues - Professional, World Class and Legendary.

Children read to an adult several times a week in school either 1:1 or within lesson according to their needs; we ask that parents and carers support their child at home by hearing their child read daily.

Phonics

Phonics is taught as part of our Power English lessons, which ensures all children, regardless of their age, are getting daily phonics input appropriate to their ability.   We currently use a lot of Read Write Inc resources and tools to support this.

Children in Year 1 are required to take a statutory check to assess their understanding of phonics. These results are shared with parents on the end of year reports.

 

Reading Schemes

Bridgewater Park has a variety of reading schemes, including Oxford Reading Tree, Project X, Treetops and RWI to support children to develop their reading skills. Children are given books appropriate to their reading ability.

Once children have progressed on to 'free readers' there is a large selection of books in each classroom for children to choose from,as well as the school library and they are encouraged to read a variety of text types and books by different authors.

 

Maths

The National Curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately’

At Bridgewater Park School we aim to ensure that all children develop a deep understanding of mathematics. We follow the McKie Mastery 'Power' approach from EYFS to Year Six. In order to achieve mastery, the four strands of mastery run like a thread throughout all mathmatical learning at Bridgewater Park. The four key strands for achieveing mastery are: 

  • Representing ideas using a range of structures (these can include but are not restricted to bar models)
  • Using highly aspirational language, encouraging children to reason to make clear connections between ideas
  • Variation of problems, activities and mathematical ideas both procedurally and conceptually so that children can make deep connections
  • Children should be able to automatically recall key mathematical facts and achieve mastery by fluently using these in a vairety of contexts. 

These strands are used within a rigorous teaching cycle in which children have the opportunity to observe, practise and apply key mathematical concepts. We believe that this systematic and aspirational apporach to mathematical learning, embeds learning and creates meaningful changes to the long-term memory of our children. 

 

 

 

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