We believe our pupils have the right to an inspiring, creative and fun curriculum. The school curriculum has been developed to ensure it builds on pupil's prior learning and prepares them for the next stage in their lives and life in modern Britain.
We always encourage our pupils to 'aim to be the best you can be' and this drives the ethos of the school. Our aim is to develop well rounded, polite, ambitious pupils who know right from wrong, are tolerant and respectful so that their futures will be the best they possibly can be.
The school curriculum aims to support our pupils develop knowledge, skills and attributes for learning, life and in the future work. We ensure the curriculum is suited to the needs of the pupils and their community and background. The curriculum extends beyond the classroom and includes experiences at lunch time as the pupils and staff sit together to eat and have the opportunity to develop social and speaking and listening skills. We also ensure that pupils have opportunities to take part in a range of activities such as sporting events in school and in the local community, experience a range of workshops and plays and have the chance to take part in a range of educational visits and after school clubs.
Ensuring the curriculum meets the needs of the pupils helps to ensure they are motivated to learn and enjoy coming to school.
Please see the blue box to the right for our curriculum planning information for each year group.
If you would like any further informaton relating to the school's curriculum please contact the school office.
Our Approach to Phonics
At Rokeby Park we use phonics to teach early reading and use the Read Write Inc. (RWI) scheme. This is a systematic approach to phonics and pupils learn letter sounds, which they then apply to their reading and writing. Phonics is taught every day and the pupils are split into phases according to their needs and typically pupils complete the phonics scheme before they leave Year 2.
Pupils start to learn phonics in Nursery and are introduced to Phase 1 of Letters and Sounds. They are encouraged to listen carefully to noises in the environment; this helps them to develop the skills needed later to be able to distinguish the different sounds that different letters make.
As soon as our pupils are ready we teach them about the different phonemes (sounds) and graphemes (letters) and then how to apply these sounds and letters to early reading and writing. The teaching of phonics is fast paced and the idea is to ensure pupils complete the programme as soon as possible.
The teaching of phonics is highly important and supports pupils to become fluent and capable readers.
All Year 1 pupils are required to take the ‘Year 1 Phonics Screening Check’. This check assesses pupils’ ability to read words using their phonic knowledge. The check is not a reading test and contains some ‘non-words’ or ‘alien words’, and pupils have to be able to distinguish between these and real words.
Our Approach to Reading in KS1
All pupils take part in a guided reading session in school every day. In school we use the Oxford Reading Tree scheme for guided reading in KS1. During guided reading sessions pupils will either read in a group with an adult or will complete learning activities linked to a book they have already read with an adult. During guided reading the books that are used are at an instructional level, which means that pupils will find them harder to read, and will be taught how to use a range of strategies to support their reading.
All pupils have a home/school reading book and are encouraged to read this every night. Pupils are able to choose their own book to take home from the colour book band they are working within. These books should be at a familiar level so pupils should be able to read the books they choose without lots of support. Home/school reading is very important as this helps pupils to develop fluency, comprehension and a love of reading.
You can find more information about how we teach phonics and reading under the parent section of the school website.