School Curriculum

Our curriculum, underpinned by current research and the National Curriculum, ensures our children will be well-rounded individuals who are prepared for the next stage of their journey. It will promote the demonstration of compassion, mutual understanding, integrity and a pursuit of excellence in order for our children to reach their potential and make a positive contribution to the wider world. Our enquiry-based approach takes children on a journey of memorable learning through rich and purposeful experiences, culminating in authentic outcomes which leave a legacy. 

Fluency in the core subjects, with reading at the heart, enables access to the full curriculum and is therefore integral to our approach. The curriculum is carefully designed through enquiry drivers (History, Geography and the Arts), enhancers and discrete subjects, ensuring coverage, progression and retention of knowledge and skills.  Our knowledge-rich curriculum is underpinned by key concepts (e.g. community and power). Children explore concepts throughout the curriculum, revisiting them in a wide range of contexts and through the lens of different subjects.  This promotes a deep understanding of the concepts and enables the transfer of knowledge to the long-term memory.  It aims to provide inclusive and aspirational environments where learners thrive and build the cultural-capital they need to make aspirational choices about their own future, overcoming any barriers. In order to achieve this our curriculum is underpinned by the following principles:

• Relevant and current 

• Empowers children 

• Promotes character and heart 

• Memorable learning 

• Provides opportunities 

Our Model

Our curriculum model begins with ‘determiners’. These are all the statutory documents, policies, along with the local context information that determine the overall content of a curriculum.

From this we forge of curriculum principles. These are the foundations on which our curriculum is built. These are the most important things our curriculum should focus on. These are the ‘influencers’ within the model.

Alongside the FHP, there exists a suite of documents to ensure coverage and progression as well as those which support curriculum design. For example, our Key Knowledge Progression Documents (KKPDs) can be found for each subject, below.

The FHP Foundation Subject Assessment Toolkit provides the tools and strategies which measure the impact of a school’s curriculum (such as Leitner and double page spreads).

Our curriculum progression makes use of the Flying High Key Knowledge Progression Documents (KKPDs) to ensure learning builds on prior learning throughout children's time with us. These documents are based on the National Curriculum Programmes of Study and the Derbyshire and Derby Agreed Syllabus for RE. We also have Component Knowledge Progressions (CKPDs) for each subject. These break component knowledge into smaller pieces of component knowledge and key vocabulary.

Discrete teaching of subjects

Certain subjects are taught discretely (not as part of an enquiry). For many of these, we use published schemes which we deliver in a way to meet the needs of the children in our school. All schemes are quality-assured against our KKPDs to ensure full coverage of the National Curriculum (and beyond).

Subjects often taught discretely are:

Computing: Purple Mash

Music: Sing Up!

French: Language Angels

PSHE: Jigsaw

PE: Specialist teacher (using KKPDs)

Maths: White Rose Maths

Some elements of our English Curriculum are supported by the use of schemes. In Phonics, our approach is based on the DfE validated No Nonsense Phonics. Beyond phonics we use LaunchPad and Orbital Reading frameworks to support our teaching of reading. For Handwriting we use the Martin Harvey ISHA approach and in Writing our framework is based on Theresa Heathcote's writing framework. We have had training and personalised coaching from the authors of all these schemes at Greenwood.

Each element of our English Curriculum has been crafted into a Key Knowledge Progression Document which is at least as aspirational as the National Curriculum and Development Matters. If you wish to see any of these please email Miss Tucker to request a copy.

Parents have the right to withdraw their child from all or part of the school's RE curriculum.  If you are a parent and wish to do this, please contact the Miss Tucker, Headteacher to discuss this further.  If you would like more information on the school's curriculum please contact Miss Smallwood, the school's curriculum lead or Miss Tucker, the Headteacher. 

Phonics

No Nonsense Phonics Skills (NNPS) Systematic Synthetic Phonics (SSP) Programme

We have a rigorous and systematic approach to early reading, using DFE validated SSP programme ‘No Nonsense Phonics Skills’. The No Nonsense Phonics Skills programme provides a comprehensive step-by-step method for teaching reading, handwriting and spelling. Pupils are guided through a series of carefully designed routines to master the complex English Alphabetic Code.

The programme:

• Provides systematic and rigorous phonics teaching and pupil practice from code to word to text level with a content-rich vocabulary
• Teaches handwriting of upper case and lower case letters and letter groups linked to the Alphabet and the English Alphabetic Code
• Applies and extends phonics to reading and writing cumulative text, developing comprehension and evoking imagination
• Builds up knowledge and understanding of ‘spelling word banks’ from the outset
• Involves and engages the learner fully and routinely in formative assessment
• Designed to work in full partnership with all stakeholders including parents and carers ‘at home’

These routines result in children’s improved confidence, accuracy and fluency when reading aloud.

Reading at home

All children are allocated a decodable reading book known as a ‘reading practise’ book. These books are closely matched to the sounds/code that children have been taught and are reviewed weekly. The reading practise book enables children to apply their phonics knowledge and become independent readers. Children read this book in school before it is sent home. We encourage all of our children to read their reading practise book EVERYDAY at home. This allows children to become confident readers and develop fluency. All children in school have daily reading practise and are heard read on a 1:1 basis by a member of staff at least once a week. Often, children are heard read more than once a week, or daily for those children that are at risk of falling behind.

Reading for Pleasure

In addition to the decodable reading book, children take home a Reading for Pleasure book. This is a book to share, you should not expect your child to read this independently. If children are to become lifelong readers, it is essential that they are encouraged to read for pleasure. Reading to your child helps them hear what a fluent reader sounds like, as well as the enjoyment of sharing a good story!

Click here for tips on sharing a book with your child

Click here for tips to encourage your child to keep on reading

‘Keep up’ not ‘catch up’

We ensure all children make the best possible progress in reading and children can catch up quickly if they fall behind. At all stages, reading attainment is assessed and gaps are addressed through additional lessons or 1:1 intervention specifically designed to target the gap.

Handwriting at Greenwood

Handwriting is the explicit teaching of letter formation and joins. Effective handwriting impacts the wider curriculum and the development of the whole child. 

OUR INTENT 

We want all of our children to take pride in their presentation and as the children become more proficient with their letter formation, we advocate a cursive/ joined-up handwriting style throughout school. We follow a Handwriting Scheme, which is taught and reinforced throughout the curriculum. 

HOW HANDWRITING IS TAUGHT AT GREENWOOD

Our Handwriting Programme is based on ‘Improvement in School through Handwriting and Art Scheme’ (ISHA): https://improvementinschool.co.uk/

All handwriting lessons are live modelled by an adult using language, interaction and clear structure to provide the knowledge and understanding of how to handwrite effectively.

The Handwriting Policy uses sharp, angled lines and north east flicks and joins. We use the vocabulary “tall” (ascending) “short” and “tail” (descending) to describe letter size and orientation. We use the term “coat hangers” to describe the gentle curve formed in letters such as s and c.

We discuss with the children the following ‘good habits’ for handwriting:

• BBC- Bottom at the back of the chair.
• TNT- Tummy near to the table.

• 6 feet- on the floor e.g. 4 chair legs and 2 feet touching the floor.

• 2 Hands- 1 hand steadying the paper, 1 hand holding the pencil.

• Pencil grip- We advocate a ‘tripod’ grip and suggest that left-handed children leave roughly 2cm at the end of the pencil and right-handed children leave 1cm at the end of the pencil.

• Posture check- Sitting up straight

   

In the Early Years, we provide opportunities for the children to develop their gross and fine motor skills ready for early writing. The children engage in 'Dough Disco' and 'Squiggle whilst you wiggle,' alongside opportunities in continuous provision to further develop these skills such as climbing, pouring and funky finger gym stations.

Maths. at Greenwood

Our Approach to Teaching Maths. at Greenwood Primary & Nursery School

At Greenwood Primary & Nursery School, we are committed to developing strong, confident mathematicians who understand and enjoy maths. We follow the White Rose Maths. framework, which promotes a mastery approach, helping every child to gain a deep understanding of mathematical concepts.

Each of our maths. lessons begins with a "Sticky Knowledge" session, where children practice previously taught skills. This helps reinforce their learning and prevents them from forgetting key concepts. Following this, we introduce an Anchor task. This task encourages children to grapple with a new problem, allowing them to explore and discover the day's learning focus independently. This approach not only strengthens their problem-solving abilities but also fosters a sense of curiosity and resilience.

Together, we work through a series of problems to embed new learning, building on the children's understanding step by step. To deepen this knowledge, children also complete independent practice, helping to transfer what they've learned to their long-term memory. Our goal is to develop mathematicians who never give up, aren’t afraid to try, use what they know to discover something new, and can approach problem-solving in different ways. Above all, we want every child to love maths!

Early Years Foundation Stage

We hope the information on this page will help you and your child to get to know the staff, provide you with what you need to know about our Early Years and most importantly help your child to start to feel excited about coming to School or Nursery.

If you have any questions please email our Early Years lead Mrs Gilbody sgilbody@greenwoodprimary.org.uk

At Greenwood Primary and Nursery School we adhere to the statutory educational programmes, which are shaped by the 7 areas of learning and development. 

Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships, and thriving. These are called the prime areas:

• Communication and language
• Physical development
• Personal, social, and emotional development

Four areas help children to strengthen and apply the prime areas. These are called the specific areas:

• Literacy
• Mathematics
• Understanding the world
• Expressive Arts and Design

Threaded throughout the EYFS curriculum at Greenwood Primary and Nursery School are the Characteristics of Effective Learning. These elements underpin how we reflect on each child’s development and adjust our practice accordingly.

• Playing and Exploring - children investigate and experience things, and ‘have a go’
• Active Learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
• Creating and Thinking Critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things

Follow this link for the EYFS Statutory Framework

• . Statutory framework for the early years foundation stage for group and school providers (publishing.service.gov.uk)

Click here to read Development Matters 

We use the Flying High Partnership 'Key Knowledge Progression Documents' to support the development of our sequential, knowledge-rich curriculum at Greenwood Primary and Nursery School . The progression document takes full account of the statutory requirements from the EYFS, drawing on guidance from Development Matters too.

‘What to Expect in the EYFS’, a guide for parents and Carers is really useful to explain learning in the Early Years.

What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf (foundationyears.org.uk)

Science

We are so proud to announce that we have achieved our Primary Science Quality Mark for 2024-2027! This is an amazing achievement that could only have been successful with support from our extended Greenwood family, the children's enthusiasm and curiosity really shone through in the report from the assessors. They loved the increase in Science Capital and how much the children's articulation around working scientifically has improved. As a school, we look forward to where our Science journey will take us next...