General overview

  • The timetable provides significant time for English, integrated with history, geography and religious education (RE) based on a topic cycle for the academic year (1)
  • Pupils are arranged in groups for English based on attainment, not age. Pupils produce a high quality, substantial written outcome, which is marked and responded to, at least every week
  • Where pupils have achieved key criteria in reading and writing, they move from a direct teaching model to a blended teaching model which includes a focus on pupil-led enquiry (which in practice normally equates to 25% of all pupils across KS1 & 2)
  • The teaching for art and design; design and technology; music and science is clustered into weeks which take place once per term so that pupils engage with these subjects in an intense way
  • Pupils have a daily opportunity to develop and consolidate key learning (basic skills)
  • Pupils have one hour of philosophy for children (P4C) per week based on stimuli from the topic being followed
  • Pupils have two hours of high quality physical education (PE) instruction, each week
  • Swimming is taught in English classes not year groups
  • Y6 may be withdrawn from the whole school approach to learning. The point at which Y6 is withdrawn is considered at each assessment point, taking into account any modifications to the end of key stage 2 assessment arrangements.
  • Pupils always enter the school and leave the school from their English classrooms.
  • English class teachers have overall pastoral responsibility for pupils. Parents/carers are able to speak easily to English class teachers in the morning and afternoon.
  • Responsibility for the academic standards of pupils rests with the teachers who teach pupils.
  • There is no such thing as a ‘wet’ break – pupils either need to be outside, wearing appropriate coats as necessary, or be having their lunch in the hall, or be accessing one of the activities inside classrooms at lunchtimesThe Culloden way of learning overview 2

Summary for science weeks

  • Pupils are taught in maths sets (in their year group)
  • Pupils enter and are registered in English classes, as normal
  • Pupils have a mathematics focused individual key learning session 1325-1350
  • Pupils spend the rest of the afternoon in maths sets
  • Pupils return to English classes at 1520, ready to be dismissed as normal at 1530
  • PE does not take place during science weeks (although swimmers still go swimming)
  • P4C takes place during hands on weeks, with a SEAL (Social emotional and focus
  • Each maths set has two hours of music
  • Chunks of time on Friday are set aside for a musical performance based on the musical learning that week
  • There is a clear expectation that high quality, appropriate links are made to English and maths
  • There is an expectation that at least one extended, high quality piece of writing is produced as a result of each cluster of science days. Likewise, each science week should have at least one key mathematical outcome. The aim is that maths is used in an integrated and purposeful way within the science week.
  • All other subjects and timetabling commitments are cancelled during science weeks

Summary for hands on weeks

  • Pupils are taught in English classes
  • Pupils enter, leave and are registered in English classes, as normal
  • P4C takes place during hands on weeks, with a SEAL (Social emotional and focus
  • PE takes place as normal during hands on weeks
  • Each English class has two hours of music
  • Additional Sing Up time is also planned in for the hands on weeks – 30 mins each day.
  • Chunks of time on Friday are set aside for a musical performance based on the musical learning that week
  • All other subjects and timetabling commitments are cancelled during hands on weeks

Appendix

(1) Topic cycle example:
  • Autumn 1 – history – Docklands (local history study, to incorporate aspects of Victorian – Britain if possible)
  • Autumn 2 – RE – Islam (with comparisons to Christianity)
  • Spring 1 – geography – rivers – (water and its effects)
  • Spring 2 – history – ancient Greece (focus on Olympics) [European history study]
  • Summer 1 – RE – Hinduism
  • Summer 2 – geography – coastal village (how settlements differ and change including a comparison to area around the school and a passing focus on physical features of a coast)
Last updated January 21, 2015