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Milford Haven Community Primary School Curriculum Vision

Supporting emotional and mental wellbeing

Relationships!

Afternoon

Morning

Milk (Meads) Topic - Pupil voice learning Story time Check out

30x5 - Exercise Fruit/Snack Consistent morning routine

Relationships!

Additional

Arrival

Lunch

Lego Therapy Talkabout ELSA support Bucket time

Relationships!

Check in Toast and drink Enhanced Check in

Healthy meal Check in on return Mindfulness

Topics covered:

Physical Wellbeing

School Teams

at Milford Haven Community Primary School

1st Team and Reserve Team for: Football Rugby Netball

Healthy Habits Council

Fitness - Circuits, Boxercise Ball skills Team games - Football, rugby, netball, hockey Gymnastics Dance Yoga Adventurous activities

We have recently set up a Healthy Habits Council consisting of 48 pupils. Their role will be to support our aim towards being a physical active and healthy school.

+ INFO

Pupil Views

30x5 - What is it?

Initial feelings when described and asked about introducing the programme

We are the only school in Pembrokeshire who operate our PE 30 minutes a day, 5 days a week. The aim behind this is to improve pupils skills through more regular activities in shorter bursts, but to create opportunities for pupils and staff to be active and reap the benefits of physical exercise in terms of positive endorphines release, more alert pupils for lessons and improved physical fitness, which leads to greater self esteem, attitude and mental wellbeing.

+ INFO

After school clubs:

Initial feelings when described and asked about introducing the programme

Competing

Football Rugby Netball Cooking - Healthy options Athletics Dance Fitness - Circuits

-Matches against Local Teams - Friday afternoon -County competitions -Urdd Competitions -WRU competitions -Put forward for County Teams

Wider experiences and Opportunities: -Residential visits (physical focus) - Llangrannog (Y4), Morfa Bay Adventure centre (Y6) -3 weekly swimming blocks with Y6 pupil opportunity for Kayaking/Paddleboarding. -Pupil run clubs during break and lunch times

+ INFO

Language, Literacy and Communication Curriculum

FP

KS2

Genre and Text Type Overviews

P3

P1

P2

Skills mapping for each genre - Non Fiction

Non Fiction Language Progression Mapping

Fiction Language Progression Mapping and Success Criteria Support

Emergent Writing Steps

Letters and Sounds Mapping

Unit Overview P1 P2 P3

Mathematical Skill development

2 Week Unit

Practical / Collaborate / Strategy development

Practical evidence captured

Develop Conceptual Understanding

5 x 1 hour lessons

Success Criteria where appropriate

Week 1

Develop Fluency - Confident use of strategies, ability to explain, begin to apply to problem solving and reasoning.

Mathematical Unit

Develop Fluency - Confident use of strategies, ability to explain, begin to apply to problem solving and reasoning.

Week 2

Two/three sessions - Problem Solving and reasoning where possible, if it doesn't fit the unit, application across curriculum. Success Criteria likely in these activities.

Logical Reasoning

5 x 1 hour lessons

Strategic Competence

Unit Overview P1 P2 P3

Mathematical Skill development

3 Week Unit

Practical / Collaborate / Strategy development

Practical evidence captured

4 x 1 hour lessons at least

Week 1

Develop Conceptual Understanding

At least 2 pieces of recorded work in book

Success Criteria where appropriate

Week 2

Develop Fluency - Confident use of strategies, ability to explain, begin to apply to problem solving and reasoning.

Mathematical Unit

4 x 1 hour lessons at least - evidence in books for all

Problem Solving

Logical Reasoning

Reasoning Activities

4 x 1 hour lessons at least

Strategic Competence

Week 3

Topic lessons - Apply

Application across AOLE's

Success Criteria likely

Application of skills

Digital Competence Framework Structure

Key Messages

Application across curriculum

Discreet teaching of skills

DCF Mapping

Most ICT skills will be delivered through our topics. Skills pupils are more confident with through Sgiliau, skills needing more input in teacher led or independent. Make sure pupils evaluate programmes, software, hardware used against others they've experienced. Opportunities to show they have a good knowledge of range of programmes developing.

If pupils don't the relevant experience or opportunities to develop the skill you need to deliver, utilise the discreet teaching time to deliver isolated IT sessions on the skills before you provide the opportunity to apply.

Computing in the Cloud

Success Criteria for ICT

Evidence capture

Key Reminder: If the lesson is an ICT skills focus the success criteria should mainly be ICT focused e.g. powerpoint about WW2, IT success criteria may be - text, images, animation, transition (timings), etc...

Meads - Seesaw, J2E, HWB, Class iPad

Prioryville - Google Classroom, HWB, Class iPad Pupils should organise their work into files and be able to navigate through when discussing their work with ease.

Our literacy worldRVE Health and Wellbing

Our World Topics

What makes us, us?

Our Big Question

Our Contexts for Learning

progression step 2

Progression step 1

progression step 3

Exp / Hook

Lorem

Nursery

Rec

Year 4

Year 5

Year 6

Year 3

Year 1

Year 2

where do i belong?

celebrating cultures around us

who am i in the world?

who am i?

Our lives, our stories

voices from the past and present

our special world

All about me

Our World Topics

Our Historical world

Our Big Question

who came before me?

Our Contexts for Learning

progression step 3

progression step 2

Progression step 1

Exp / Hook

Lorem

Year 4

Year 5

Year 6

Nursery

Rec

Year 3

Year 1

Year 2

Who wins in war?

wales at war, the world comes closer

Tudors: Powers, plots and princes

The celts: warriors of the welsh hills

when the romans came marching in

victorian voices of milford

once upon a time in pembrokeshire

Long, Long, ago in our land

Our World Topics

Our religious world

What does christmas look like around the world

Our Big Question

Our Contexts for Learning

progression step 2

Progression step 1

progression step 3

Exp / Hook

Nursery

Rec

Year 3

Year 1

Year 2

Year 4

Year 5

Year 6

christmas in the uk

christmas in australia

christmas in Wales

christmas celebrations

Christmas in europe

Christmas in africa

Why christmas?

christmas in america

Our World Topics

Our geographical worldour expressive world

Our Big Question

Why is wales wonderful?

Our Contexts for Learning

progression step 2

progression step 3

Progression step 1

Exp / Hook

Year 3

Year 1

Year 2

Nursery

Rec

Year 4

Year 5

Year 6

Postcards from Pembrokeshire

Wales through the ages

from sea to summit

Castles, Creatures and CAwl

Seaside sounds and dragon tales

what makes a nation?

My Town, My Wales!

voices of wales

Our World Topics

Our scientific world

Our Big Question

is science all around me?

Our Contexts for Learning

progression step 2

progression step 3

Progression step 1

Exp / Hook

Year 4

Year 5

Year 6

Year 3

Year 1

Year 2

Nursery

Rec

how can we explain the unseen?

what do living things need?

how do we change the world?

what's changing around me?

what makes things work?

how does the world work?

what's that: exploring nature with our senses

why does that happen?

Our World Topics

Our technological world

Our Big Question

how can technology help me?

Our Contexts for Learning

progression step 2

progression step 3

Progression step 1

Exp / Hook

Nursery

Rec

Year 3

Year 1

Year 2

Year 4

Year 5

Year 6

be smart, be safe

my life, upgraded

tech all around me

TOys that talk, move and shine

wired for the world

inventing the future

Telling stories through technology

Robot helpers everywhere

Our World Topics

Our Healthy world

Our Big Question

The World cup 2026!

Our Contexts for Learning

progression step 2

progression step 3

Progression step 1

Exp / Hook

Year 3

Year 1

Year 2

Year 4

Year 5

Year 6

Nursery

Rec

how the world plays

people and places of the world cup

countries, cultures and kicks

football, fairness and the future

world cup wonders: host cities uncovered

behind the scenes of the world cup

Let's play around the world

my first world cup

Inter Disciplinary Learning

An approach to cross curricular learning building independence and purposeful voice to learning

Week 2

Principles

Week 6

Week 4

Start delivering the knowledge and skills from ideas and mapping

IDL, Topic Creation, Contexts, Authenic Learning

Integrating cross curricular learning and IDL

Continue with skills focus from mapping and new pupil ideas

+ info

Week 5

Week 3

Week 1

Ensure all knowledge delivered to answer questionsBegin Planning IDL

Week 7

Most AOLE's should be up and running

Harvesting pupil knowledge and ideas

Celebration

Structure of each topic:

Big Question and Sub Questions in book at start of each topic.
Pupil voice collated via Jamboard and placed in book at start of topic.

IDL Project:

Project planning in book - No worksheets Y4 above, will move to Y3 above by Spring term.
Project within topic book e.g. picture/QR code, (will move to Seesaw)
Presentation within topic book e.g. QR code (will move to Seesaw)
Evaluation - about content to answer questions and skills used, not effort - in topic book.

Class Environment:

Meads - See Provision Policy recently devised with detail on areas, number of Adult led, explore for each year group.

Prioryville:

At least 4 areas in each class - Literacy (Reading), Maths, ICT and Creative. If space allows could develop Reading into a joint reading and H&W calming area.
Display board with the 6 AOLE's and 3 levels of pouches with the activity slips within at child height. To include 'Amser Sgiliau', as well as the Chilli levels on side to show most difficult challenge on top.
3 afternoon's per week - 1 hour and 15/20. 1 group - Teacher focus. 1 group - TA led. 1 group Amser Sgiliau. Rotate across the 3 afternoons.
Discreet sessions are used to teach skills in advance we know pupils will need in these topic sessions in near future.

What is Inter Disciplinary Learning?

Our approach to Topic Pedagogy

Focused Teaching

0''-9''

Scene 01

The teacher leads a group on a focused activity with a clear skill focus in a cross curricular context. At times there may be a need to deliver a specific skill e.g. IT in order for learners to be able to apply within Amser Sgiliau, Once pupils are set up and on task, this allows the teacher time to move around other groups to assess and support learning.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam. Consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt lorem ips.

Amser Sgiliau

Independent/TA Learning

Pupils complete this activity independently. In order to allow learners to work independently, they will require: - Clear success criteria and skill -Scaffolded support as required -WAGOLL so they know what they need to produce --Resources to access the activity.

This is another activty pupils work through independently. They have a display with 6 AOLE areas and 3 levels of challenge under each AOLE.Pupils can access the AOLE of their choice and complete the task within the AOLE area in class. AOLE area should only contain skills they have been taught in order to apply across the curriculum. Same level of resourcing is required as the Independent/TA led task.

Celebrating Success

Presentation, Reflection, Feedback and Sharing

Other Opportunities for Sharing

Wonder Wall

All pupils have the opportunity to present infront of their peers, with a focus on developing listening, questioning and responding skills. In addition to this: One class in year group: Parent/Carer Assembly Second class: School Assembly Third Class: Open Afternoon for parents/carers

In a central place where children pass daily, a Wonder Wall is used to show off the different IDL projects created and allow learners time to see other ideas and learn from pupils in different year groups.

Effective Self Evaluation

Peer Evaluation Groups

Pupils use the success criteria and are provided a discussion template with question ideas and structure to reflection and feedback session. Pupils present to the group or two groups paired with and evaluate the quality of the presentation against content, answering the Big Questions and creativity in choice to present.

Following presentations by all groups and structured reflection, evaluation, discussion and review. Pupils self evaluate their projects against the success criteria and using a structured evaluation to assess against answering the Big Question and the method chosen to present.

Presenting

Teaching at MHCPS

A guide to good practice at MHCPS

INDEX

Introductions

Pace

Planning

Differentiation

AFL

Feedback and Marking

Support Staff

Next step challenges

Evaluating Success

Planning Learning at Milford Haven Community Primary School

Our Long Term planning Maps:

Literacy Long term

Maths Long term

DCF Long Term

IDL/Topic Overview

Our Short Term Planning Agreement:

(Please click to see our agreed short term planning requirements)

Examples of Effective Planning

Topic - Focused

Literacy - T4W

Literacy - Phonics

Topic - C&E Provision

P1 P2 P3

P1 P2

ICT

Topic - Sgiliau

Maths

P1 P2 P3

What types of Introductions can we use to start lessons with purpose?

In MHCPS we will use a range of introductions, which will engage and excite learners ensuring they begin making progress as early as possible into lessons. Our agreed Introduction principles: 1. We will share our Learning Objective with pupils. 2. Pupils will not be sat longer than 4 minutes without becoming involved in the introduction. 3. We will model when appropriate, but try to bring pupils into these types of introductions through collaboration. 4. We will use short activities that promote collaboration, discussion, thinking, problem solving and consolidation of previous learning. 4. We will be with the children, questioning and assessing understanding during all group focused activities in the introduction. 5.Pupils will be moved onto activities with 10-12 minutes maximum.

Problem Solving focused introduction

Maths introduction - Developing understanding of strategy.

Literacy Introduction - Developing language features

Topic - Focused group introduction

HOW DO YOU JUDGE THE PACE CORRECTLY?

100%?

25%?

50%?

75%?

WHAT TO REMEMBER: 1. Move through the activity ensuring your talk and instructions are clear for all. Check in that pupils understand before moving on.

2. Are you using AFL strategies to check in on understanding and progress of learners? Using this to move to next stage?

4. If the children have got it, get into the activity as soon as possible.

3. If the majority are not getting it, revisit with another example, don't just move on out of worry of pace. Understanding now, makes the lesson smoother.

5. Identify pupils who need your support immediately into the activity. Don't hold everyone else back.

OUR AFL ROADMAP

You do not have to use all AFL strategies in one lesson. Select the most suitable strategies for the approaches you are using. Strategies should be used to assess the learning of pupils in the moment and identify if further support is needed, if pupils are ready to move on or if pupils require greater challenge.

NURSERY AND RECEPTION AFL MAPPING

YEAR 3 AND 4 AFL MAPPING

YEAR 1 AND 2 AFL MAPPING

YEAR 5 AND 6 AFL MAPPING

Differentating to ensure all can progress - P1

MAT

ALN

Literacy

Maths

Cross Curricular - Literacy

Cross Curricular - Numeracy

Pitched at pupils working ability. Possibly heavy scaffolding, adult support or more practical activities.

Pitched at lower end of age expected standard - More scaffolded support required, possible adult support will allow access to MA activity.

Pitched at age expected standard. - Scaffolding may be required., WAGOLL could be used to stretch and challenge.

Pitched at the top end of age expected standard. - WAGOLL should be used to promote challenge. Minimal scaffolding.

Pitched above age expected standard for area pupil is MAT. - WAGOLL to set expectation/ challenge

Differentating to ensure all can progress - P2

MAT

ALN

Literacy

Maths

Cross Curricular - Literacy

Cross Curricular - Numeracy

Pitched at pupils working ability. Possibly heavy scaffolding, adult support or more practical activities.

Pitched at lower end of age expected standard - More scaffolded support required, possible adult support will allow access to MA activity.

Pitched at age expected standard. - Scaffolding may be required., WAGOLL could be used to stretch and challenge.

Pitched at the top end of age expected standard. - WAGOLL should be used to promote challenge. Minimal scaffolding.

Pitched above age expected standard for area pupil is MAT. - WAGOLL to set expectation/ challenge

Differentating to ensure all can progress - P3

MAT

ALN

Literacy

Maths

Cross Curricular - Literacy

Cross Curricular - Numeracy

Pitched at pupils working ability. Possibly heavy scaffolding, adult support or more practical activities.

Pitched at lower end of age expected standard - More scaffolded support required, possible adult support will allow access to MA activity.

Pitched at age expected standard. - Scaffolding may be required., WAGOLL could be used to stretch and challenge.

Pitched at the top end of age expected standard. - WAGOLL should be used to promote challenge. Minimal scaffolding.

Pitched above age expected standard for area pupil is MAT. - WAGOLL to set expectation/ challenge

Effective Feedback and Marking

Our principles of feedback and marking are that it is given in the moment, throughout the lesson and pupils action feedback immediately. This ensures it is in real time, in context and progress can be made instantly. 1. The start of the lesson is focused on ensuring all are on accessing the task and addressing misconceptions. 2. Second stage, is support through assessing against the success criteria set and setting further challenge for pupils as appropriate to their ability.

Our Feedback and Marking Policy - Full and on a page

Training Documents

Marking and Feedback Agreed Principles

Example in Cross Curricular

Effective Pupil improvement

Example in Literacy

Example in Maths

Feedback and Marking - Effective Next Step questioning and challenge

In order to develop pupil's understanding of their learning and how to improve, or challenge learners further, we will utilse next step/challenge questions towards the end of activities to further extend. 1. Questions will be planned prior to the lesson and have a purpose e.g. explanation, creation, consolidate, challenge. 2. All questions will be written by teacher and pupils will respond in Purple.

FP - Maths example

FP - Cross Curricular example

FP - Literacy example

KS2 - Maths example

KS2 - Cross Curricular example

KS2 - Literacy example

Effective Use of Support Staff

Leading activities

Activities

Assessment

Questioning

Introductions

Examples of support to provide TA's around questioning.

Examples of support for TA's around feedback and marking, and knowing what to look for.

Examples of TA's leading groups and preparation provided.

Examples of TA's effective use during whole class activities.

Effective use of TA's during introductions and supporting AFL.

How we evaluate learner progress

Example of effective plenary

Example of effective self/peer assessment strategy

+info

Assessment Vision MHCPS

LNF & DCF

Reading

Wider aole's

Teachers will assess reading skills taught in curriculum via Taith, but will use the Oxford University Press Assessment to assess during focused reading activities to assess level, generate pupils targets and ensure correct reading spine book.

Utilising the mapping via Excel undertaken by school, each year group will have an Excel designated to them to track coverage. They will then create a digital portfolio within the progression step e.g. Secure, Beginning, Excelling. These will be used as basis of standardisation and pupils placed into categories based on evidence captured.

Teachers will plan via Taith, selecting skills as part of planning process and then assess these skills via the platform, which will allow for progress tracking and comparison against other assessments.

Intervention

Tracking progress

Progress reviews

See Reading assessment overview for progression to additional support based on assessments. All interventions will be identified via teacher and online assessment. All pupils will require entry assessment, re-assessment 6 weekly to monitor progress leading to removing or increasing support.

A detailed tracking system has been devised and is managed by the assessment lead. This will keep track of all assessments outside of Taith and track progress, as well as generate summaries of performance for classes/year groups.

Once assessment systems are tight and regular, SLT will quality assure assessments through comparing against evidence available. Pupil progress reviews will also begin to assess welfare, emotional wellbeing as well as academic performance and needs

Literacy progress assessments - Reading

An overview of the systems in place for how we assess and track progress for our pupils in reading. Literacy leads will be responsible for ensuring all provision is in place and assessments being undertaken as agreed. Assessment lead will lead on systems for assessment data being inputted to trackers and creating summaries of progress.

Exit

Progress Review

Entry

Half termly progress assessment

Weekly assessments informing planning

Assessments in tracker half termly and progress summaries created

Phonics Meads

Weekly tracking assessments

6 weekly assessments reviewed by class teacher

DEST - Entry assessment followed by 12 weekly assessment

phonics Meads aln

.......... assessment undertaken to determine level reader given to pupils.

Half termly assessment during Bocs Y Bore to determine levels.

Individual pupil reading targets taken from assessment.

Levelled Readers

Weekly in Bocs Y Bore in rotations

Weekly Guided reading assessment using......

Teacher assesses via Taith and keep assessments in class file

Guided Reading

Review Levelled reader assessment and GL PTE if lower level than expected and/or <80 (GL) undertake phonics assessment

Prioryville Identification:

Accelerated Reader - Entry assessmnent and 6 weekly re-assessment

6 weekly assessments reviewed by class teacher

Weekly phonics in BYB tracking assessments (TA to complete)

Prioryville Phonics ALN