In line with statutory requirements, the new Tanfield Lea Community Primary School Curriculum was launched in September 2014, coinciding with the introduction of the new National Curriculum in England.
This section of the website is provides an overview of our Curriculum. There are also sections on Spiritual, Moral, Social and Cultural (SMSC) Development and British Values at our school.
You can view or download our class curriculum plans by clicking the links below. Visit our class pages to link to our class blogs to see our learning in action along with some wonderful images.
Our Approach to Reading and Writing
We want all children at our school to develop a love for reading because once they have achieved that, we believe they can go on to achieve anything! At Tanfield Lea Community Primary School, we encourage reading through:
- A Reading Spine of Quality Texts
A reading spine of quality texts read throughout their time in Primary School ranges from picture books to longer, more challenging novels. These texts may be read to the children, read together, or read independently. The books will often be a stimulus for writing, discussions or just read for pleasure. Copies of the Early Years and Key Stage 1 and Key Stage 2 Reading Spines can be found here:
EYFS Reading Spine
KS1 and KS2 Reading Spine
- A Talk for Writing approach in English
Talk for Writing is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.
The three stages of a Talk for Writing approach are as follows:
- Imitation – Children learn to retell a text with confidence to support their understanding of topic or genre-specific language. By internalising the pattern and language of the text they become aware of its structure. This is supported by sharing a story or text map.
- Innovation – Children work together as a class and are given the opportunity to change elements of the text following the same pattern and structure of the original text. They are given opportunities to discuss, share and magpie ideas with their peers. Changes could include a change of character, choice of adjectives or small changes to a plot. Alterations to the original text map are made so that children can see the process clearly.
- Independent application – The internalised pattern and language of the original text and experience of altering the text as within the innovation stage, provides the children with the experience and confidence of creating their own masterpiece. This final stage encourages children to plan their own piece of writing by creating their own text maps before applying it to written work.
Well resourced libraries
Upper and School have well-stocked, attractive, heavily-used libraries with a range of fiction and non-fiction texts.
Children are encouraged to read at school and at home. We ask that parents read with their children at least 3 times a week and record this in their organiser. Here are some good questions to ask a younger child when reading:
Here are some questions for an older child: (link to http://www.allsaintsce.rochdale.sch.uk/KS2%20Reading.pdf
- Accelerated Reader
In Key Stage 2, starting in September 2017, we will use Accelerated Reader as our approach to reading. The children in years 3 – 6 all regularly borrow books from the library, take quizzes on them and progress through the reading scheme.
The school’s Accelerated Reader site can be found here:
1.The children all take a reading test to determine their reading level at the beginning of each year. This is recorded in the child’s organiser.
2. They are then given a ‘reading range’ and this tells them the area of the library that they can borrow books from. Example Range: 3.1 – 4.2. These numbers are sometimes called the Book Level. A useful site is: http://www.arbookfind.co.uk/UserType.aspx where you can browse for books and their Book Level (marked as BL).
The range given is matched to their reading ability so that they choose books that they can read comfortably (at the lower end of the range) or provide more of a challenge (at the top of the range).
3. Once they have finished a book, children do a quiz on it on the AR website: https://ukhosted27.renlearn.co.uk/2235628 .When they are regularly passing quizzes for the level they are on, the teacher gives them permission to move up a level
4. Recognition assemblies are used to recognise the effort made by individuals and classes. At the end of the term, teachers choose children who have made particular effort to visit Waterstones and select books for the class library.
You can find out more about Accelerated Reader here: https://resources.renlearnrp.com/UK/AcceleratedReader/RPRTParentsGuideToARUK.pdf
We place a high emphasis on reading at the school and want to children to love books!
School Report Formats
Special Educational Needs and Disabilities (SEND)
At Tanfield Lea Community Primary School, we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
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