Our Curriculum
By fostering a love of learning and encouraging critical thinking, we inspire our children to become responsible, engaged citizens who are equipped to make a positive impact on the world.
We empower our learners to explore their curiosity, engage in social learning and develop the skills and knowledge they need to succeed in school and beyond.
The curriculum is designed to provide a secure and imaginative basis for academic progress at each stage of development. We aim to teach the children how to grow into positive, responsible people, who can work and co-operate with others while developing knowledge and skills, so that they achieve their true potential. Children are taught in small class sizes with support staff available.
Curriculum Documents
English
Mathematics
Digital Literacy
Curriculum Maps (Outline of Curriculum Topics From Reception to Year 6)
Our English
English (Literacy in key stage 1) is an essential part of education; we recognise that if children have a great understanding of the English language they can embrace the whole school curriculum and excel in life.
At Chepstow House School we create a word-enriched environment, which gives children plenty of opportunities to learn new words. We consider, amongst other elements: meaning, pronunciation, phonological representation, spelling, grammar, sentence structure. This is the foundation of our English teaching, all staff in every subject develop children’s vocabulary.
Our aim is for all children to be enthralled in the English language and develop a passion for literature. Our English lessons are designed to develop crucial skills in speaking, listening, reading (including comprehension) and writing. Proficiency in these areas allow pupils to communicate effectively and to express themselves creatively and imaginatively.
English Curriculum Content & Reading List
The English scope and sequence and reading lists for year groups can be found above.
Speaking and Listening
Throughout the year children have many opportunities to develop these essential skills. Including in assemblies, debates within year groups and key stages and presentation to parents.
Phonics
We use Jolly Phonics to teach literacy through synthetic phonics. More information on Jolly Phonics can be found here.
Reading
Children are heard daily in guided reading. To allow for a variety of genres to be read we do not follow a set reading scheme. In guided reading, a group of children read the same book every day in school and for homework. This allows in-depth analysis of the text to take place. All children are encouraged to read their own independent reading book, which they can bring in from home or they borrow from the library on our weekly visits.
Methods used to teach reading
Teaching children to read is the most exciting part of teaching. At Chepstow House, emphasis is placed on reading for enjoyment and meaning. We use a structured phonic scheme, Jolly Phonics, that also introduces tricky words in a progressive way that encourages reading for meaning, in order to help children not just learn how to read but to become a reader. Our aim is for the children to become independent readers, with all children reading chapter books by the end of year 2.
Types of Formal Reading Teaching
Phonic Awareness:
When first starting to read the children are taught phonic recognition. This happens daily from reception to year 2.
Within class:
The children are heard reading daily, either individually or in guided reading groups.
Guided Reading:
Guided reading involves explicit teaching but is carried out in small groups of children with similar reading attainment. Reading in a group, under the teacher’s guidance, is a way to offer focused instruction while enabling children to appreciate increasingly challenging texts. The children enjoy listening to each other read the story and it provides an opportunity for the teacher to model intonation, look at punctuation, discuss the book and so develop listening and comprehension skills. It also allows for group discussion of the text, meaning of words and opinions of the story. Hearing other people’s views encourages a deeper reading of the material and cognitive stimulus.
Independent Reading:
In reception to year 2 children are heard individually to ensure the children become readers and not just ‘able to read’. Time is spent talking about the story and helping guide the child to decide which method is best to help them decode words.
Sending reading books home daily:
This allows parents/carers to support their child and reinforce class practice at home.
Informal Reading Opportunities:
Each class has a reading box/bookcase full of books and the children have opportunities everyday to look through these books and enjoy the pictures as well as the words. Words are all around them throughout the school. Displays and notices give a sense that the written word is about enjoyment as well as information. Throughout the day the children are encouraged to express and share their ideas in order to draw out their awareness of language. Sounds, letters and words are also introduced through games, wordplay, poem reciting and shared book time. Story time is an important part of reading. Having the opportunity to listen to a story helps children to focus on the sounds of words read without interruption and provides a model of fluent reading. Parents in the Reception class are invited in once a week to read their child’s class a story.
Children Needing Support:
Children not making the expected progress are worked with individually and daily using a structured programme that develops phonic and high frequency word recognition and decoding skills. In some cases children will be taken out of class by support staff, in other cases support is provided in class.
Children Needing to be Challenged: Depending on the ability and circumstances, children may join guided reading groups in classes above.
Assessment:
The children are assessed throughout their time at school using PM Benchmark running records to ensure they are reading fluently and with comprehension at their correct level. The children’s reading ages are assessed every 6 months. Children not making the expected progress are worked with individually using a structured programme that develops phonic and high frequency word recognition and decoding skills.
Spelling
We have developed a spelling programme specific to Chepstow House. The spelling units follow phonic and spelling rules, children should practice their spellings daily. Children learn to spell the words correctly and explore the meaning of the word and how it is formed.
Handwriting
The children continue to develop their handwriting, using the Kingston Cursive writing script (TRTS). When children demonstrate this script correctly and throughout their work, they move on to writing with a fountain pen.
Word Aware
We use Word Aware to expose children to a significant range of words during their time at Chepstow House. Our Word Aware, Phonics & Spelling Coordinator ensures new vocabulary is used every day and in all subjects, not just within English lessons.
Our Mathematics
Using the national curriculum and the Independent Schools Examination Board (ISEB) mathematics syllabus, it is our aim to develop:
- A positive attitude towards mathematics and an awareness of the fascination of mathematics
- Competence and confidence in mathematical knowledge, concepts and skills
- An ability to solve problems, to reason, to think logically and to work systematically and accurately.
- Initiative and an ability to work both independently and in cooperation with others
- An ability to communicate mathematics
- An ability to use and apply mathematics across the curriculum and in real life
- An understanding of mathematics
- Use interactive whiteboards and mathematical programs to understand mathematical concepts.
Throughout the whole school day opportunities exist to extend and promote mathematics. Teachers seek to take advantage of all opportunities to ensure planning of mathematics is cross-curricular whenever possible. Concepts are taught using a carousel of activities that cater for a variety of learning styles. ICT is also widely used to reinforce mathematical learning.
The approach to the teaching of mathematics within key stage 1 & key stage 2 is based on three key principles:
- A mathematics lesson every day
- A clear focus on direct, instructional teaching and interactive oral work with the whole class and group
- An emphasis on mental calculation and problem solving
In Reception and year 1 each class teacher is responsible for the mathematics in their class. From year 2 mathematics is streamed and the children are grouped into three ability classes.
Numicon is used to develop a multi sensory approach to maths designed to give children the understanding of number.
Maths Curriculum & Calculation Booklets: Click here for our maths curriculum by year group and calculation booklets.
Our Digital Literacy
Digital literacy is embedded throughout school life and our teaching. IT equipment is available in every classroom, which allows digital literacy to be taught through all subjects as well as within our computing lessons. Our aim is for all children to become digital citizens; for all children to be competent, confident and conscientious using digital and traditional content in effective and safe ways.
The digital literacy outcomes ensure that throughout the school day children are developing their digital literacy skills. Digital literacy goes beyond the functional skills needed to be IT literate and aims to instil digital practices in all parts of school life. Children need to learn how to use of the technology for education as well as entertainment. They need to acquire esafety skills including when it is best to use traditional methods or to have a digital detox. Our digital literacy outcomes can be viewed here Chepstow House Digital Literacy Outcomes.
The computing curriculum is varied and constantly adapted to meet new technology. In the early years and key stage 1, the teaching includes programming bee-bots and computer software, using technology to store and manipulate digital content, understand how technology is used in everyday life. In key stage 2, the children develop greater competence in Microsoft Office software, coding and collaborative and digital creation tools. Using technology safely, respectfully and responsibly is a common theme across the school. Microsoft SharePoint and Teams are used to link work in school with homework and to celebrate great work across the school.
Digital literacy is divided into the following areas:
- Citizenship: Identity, image & reputation; health & well-being; digital rights, licensing & ownership; online behaviour & cyberbullying.
- Interacting & collaborating: Communication; collaboration; storing & sharing; creation of digital content.
- Producing digital content: Planning, sourcing and searching; creating; evaluating and improving.
- Data & computational thinking: Problem solving and modelling; data and information literacy
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