At Mabe School subjects are taught both discreetly and thematically as part of our creative approach to curriculum delivery. The school has a careful balance between rigour in the curriculum and the development of creativity. Children are taught a broad and balanced curriculum that is enriched with visits from external providers, visits to places of educational interest and residentials.
Thematic work in school can come from a range of sources. These could include: periods of history, popular culture, books, personal development, health, food, the arts etc. These thematic approaches are underpinned by clear learning outcomes from a rigorous and progressive skills list that incorporates the National Curriculum 14, providing increasing levels of challenge as pupils move through the school. For our curriculum overviews for each class please see our class pages.
We are a growing school having recently become single form entry in EYFS, Year 1, Year 2 and Year 6. In Key Stage 2 the currciulum continues to be taught through a two year rolling programme from Years 3-5.
To view the National Curriculum and our progressive skills lists for our foundation subjects please click on the documents below.
Below you can see the vast array of activities that have taken place in our school since September 2018. Whilst only the tip of the iceberg, they give a flavour of the breadth of our curriuclum at Mabe. Please see class pages and the NEWS column on the left for further photographs and captions explaining what we have been up to!
We follow the Religious Education Syllabus for Cornwall. To view the skills taught and the expectations for each key stage please click on the document below.
See below our approaches to teaching areas of Literacy & Numeracy. If you require any further information please see your class teacher.
For Literacy & Numeracy resources related to a specific year group, please see your class webpage.
The programmes of study for reading at key stages 1 and 2 consist of two dimensions:
Our teaching focuses on developing children's competence in both dimensions.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics is emphasised in the early teaching of reading in Class 1 when they start school.
Comprehension skills develop through children’s experience of high-quality discussion in guided reading sessions that take place a various formats at least 3 times a week, reading a range of stories, poems and non-fiction. All children are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
To ensure that reading skills are taught thoroughly in KS1 & KS2, we focus on teaching specific reading domains. This is so the children are exposed to a breadth of questions and gain a deeper knowledge of texts studied. These reading domains are as follows:
In EYFS and Key Stage 1, for those children needing support with their phonetic awareness, we employ extra TA support based on an initial Year 1 screening.
Targeted children are also listened to read on a daily basis and intervention groups for comprehension and guided reading are also set up for those children in Key Stage 2.
Children from Year 2 upwards have their own Accelerated Reader account to practice comprehension skills on completion of a home reading book. The Accelerated Reader scheme also provides a child's
reading age, this ensures the children are reading the correct reading material for their ability.
For our early readers, our reading books are all banded in 16 stages. We regularly monitor progress through these stages recording start and finish times in each band.
To develop positive attitudes towards reading we have our Karate Reading initiative to encourage home reading. Diaries are checked regularly for parent comments and bands are awarded weekly depending on the numer of reads.
If you require further information about our view on reading, please click on the policy document below.
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
Our teaching focuses on developing children’s competence in these two dimensions. In addition, children are taught how to plan, revise and evaluate their writing.
When teaching transcription, children are taught to spell quickly and accurately through knowing the relationship between letters and sounds and understanding the word structure and spelling structure of particular words.
When teaching effective composition, it involves forming, articulating and communicating ideas, and then organising them in an appropriate way for the reader. Children are taught how to show clarity, awareness of the audience, purpose and context, and develop an increasingly wide knowledge of vocabulary and grammar. The children have the opportunity to learn how to write a variety of genres throughout their time at Mabe, which are often linked to a particular topic being covered that half term. Writing also depends on fluent, legible and, eventually, speedy handwriting. Children are taught to join their handwriting from Year 1 and are expected to join their handwriting consistently by the end of Year 2.
The children's writing skills are centred around spelling, grammar and punctuation. Opportunities for us to enhance the children's vocabulary arise naturally from their reading and writing.
As vocabulary increases, we show children how to understand the relationships between words, how to understand meaning, and how to develop their understanding of, and ability to use,
figurative language. We also teach children how to work out and clarify the meanings of unknown words and words with more than one meaning.
Children are taught to control their speaking and writing consciously and to use Standard English.
Throughout the school, the children are taught the vocabulary they need to discuss their reading, writing and spoken language. It is important that the children learn the correct grammatical terms therefore these terms are integrated within teaching of SPaG.
In EYFS Letters and Sounds and Jolly Phonics are used to develop spelling. In Key Stage 1 and 2 particular spelling pattrens are taught and are centred around the satutory spelling lists. Weekly spellling related homework is given out in various forms across all classes.
Grammar & Punctuation
The statutory grammatical terms for each year are taught separately or as part of a particular genre. To support the teaching of grammar and punctuation we use a scheme developed by Collins connect which ensures indepth coverage and progression across Key stage 1 and Key Stage 2.
If you require further information about the grammatical terms your child needs to learn, please click on the document below.
If you require further information about our view on writing, please click on the policy document below.
We are currently in the process of adopting the White Rose mastery approach to teaching Mathematics across the whole school. The children are taken on a journey through concrete, pictorial and abstract representations of concepts. This is broken down into four key phases:
(a) Children begin by exploring the concept through practical/play types experiences and gain knoweldge through teacher input (via PowerPoint presentations, video clips, display etc). (Knowledge phase)
(b) They then practise applying their knowledge (Fluency phase)
(c) The next stage involves explaining/probing e.g. What is the same and what is the difference between 1/2 and 2/4? (Reasoning phase)
(d) Finally, they show skills of mastery by problem solving (Depth phase)
The four phases are colour coded, which the children understand. Learning in books and on our Maths working wall displays are coded in this fashion. It is important to note that the phases form a continuum and some children will need to spend longer gaining knowledge and practising fluency skills. Others might access the reasoning and depth phases with greater speed and spend more time in these areas. The theory behind this approach is that all children access the same concept, but some will need their learning broadening. The notion is that we aim for breadth rather than accessing learning from the year above.
It is important to note that number is at the core of the children's mastery learning.
As Year 4 children are split between two classes, it is imperative that both teachers are covering the same content. Regular conversation between staff ensures that this happens.
From September, 2019, we will use the White Rose assessment materials to track children's progress in Mathematics.
Children from Year 2 upwards are expected to record their Maths learning in a specific manner, as explained on the inside cover of their books. Year 1 pupils are encouraged to work towards presenting their learning in this fashion.
Children are asked to self-assess their own learning using our whole school 'traffic-light' system. We also ask them to think about which phase they are in on our Maths working wall display. Children assess their learning against colour-coded success crieria (identifying where they feel they are now and what their next steps will be). Teachers then mark the learning in accordance with our whole school Maths marking policy. Children should read marking from a previous session, make corrections and act on advice provided before continuing with the next piece of learning. Children should know and understand their termly targets (which are written in their target booklets and shared with parents). Children have their target booklets accessible during each Maths lesson and are involved in the reviewing process at the end of each term. Fresh targets are set at the beginnng of each new term and are sent home for parents to read and sign. We believe that it is extremely important for parents to be involved in their children's learning process.
Each child has their own Mathletics login for use at school as well as at home. Teachers can control the content activated at a specific time to reflect themes covered in school. Mathletics helps the children practise key skills and they can choose to compete against others if they wish.
Times Tables Facts
Children need to know all of the multiplication and associated division facts up to 12 x 12 = 144 by the end of Year 4. The government has stated that national testing will take place from 2019. Understanding the concepts of muliplication and division begins in Year 1 and is reinforced and extended in Year 2. As children begin Year 2, we feel they are ready to be tested on their 10, 5, 2, 4, 8 and 3 times table facts. Children strive to reach the top of Curlews' 'Multiplication Mountain.' This requires support and encouragement from home. It is essential that children can answer questions with speed and accuracy. Knowing times table facts is crucial and provides the foundation for learning in many other areas of Maths, such as fractions, decimals, percentages, area, perimeter and time. If children know their tables facts by heart, they can solve problems with increased speed and accuracy.
Below are a range of useful documents/links to websites so that you can help your child at home. You will also find our Maths and Calculation Policies. Please remember that we are here for support if you need us at any point.
Below you can see Maths displays from across the school. This begins in our Choughs and Chicks Nursery Class and continues all of the way through to Year 6. We appreciate the importance of visual prompts and are keen to make our displays interactive where possible.
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We raised over £300 for The Mermaid Centre with our pyjama day and Asda bag packing morning 15.2.19
During celebration assembly, we received £300 from Mrs Kirkpatrick, our Asda Community Champion 8.2.19
Number Day 2019!