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Milford Haven Community Primary School Curriculum Vision

Relationships!

Additional

Lego Therapy Talkabout ELSA support Bucket time

Lunch

Healthy meal Check in on return Mindfulness

Afternoon

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

Morning

30x5 - Exercise Fruit/Snack Consistent morning routine

Arrival

Check in Toast and drink Enhanced Check in

Supporting emotional and mental wellbeing

Competing

Pupil Views

Initial feelings when described and asked about introducing the programme

+ INFO

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.

30x5 - What is it?

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.

Healthy Habits Council

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

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

Initial feelings when described and asked about introducing the programme

1st Team and Reserve Team for: Football Rugby Netball

School Teams

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

After school clubs:

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

Topics covered:

at Milford Haven Community Primary School

Physical Wellbeing

P3

P2

P1

KS2

FP

Emergent Writing Steps

Letters and Sounds Mapping

Fiction Language Progression Mapping and Success Criteria Support

Non Fiction Language Progression Mapping

Skills mapping for each genre - Non Fiction

Genre and Text Type Overviews

Language, Literacy and Communication Curriculum

5 x 1 hour lessons

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

2 Week Unit

Unit Overview P1 P2 P3

5 x 1 hour lessons

Practical / Collaborate / Strategy development

Week 2

Strategic Competence

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

Success Criteria where appropriate

Practical evidence captured

Mathematical Unit

Week 1

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

Develop Conceptual Understanding

Mathematical Skill development

Success Criteria likely

Unit Overview P1 P2 P3

3 Week Unit

4 x 1 hour lessons at least

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

4 x 1 hour lessons at least

At least 2 pieces of recorded work in book

Application of skills

Practical / Collaborate / Strategy development

Week 3

Week 2

Strategic Competence

Reasoning Activities

Problem Solving

Application across AOLE's

Topic lessons - Apply

Logical Reasoning

Success Criteria where appropriate

Practical evidence captured

Mathematical Unit

Week 1

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

Develop Conceptual Understanding

Mathematical Skill development

Key Messages

Computing in the Cloud

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.

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...

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.

Evidence capture

Discreet teaching of skills

Success Criteria for ICT

Meads - Seesaw, J2E, HWB, Class iPad

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.

Application across curriculum

Digital Competence Framework Structure

where do i belong?

All about me

celebrating cultures around us

voices from the past and present

Our literacy worldRVE Health and Wellbing

What makes us, us?

Exp / Hook

our special world

who am i in the world?

who am i?

Year 6

Year 3

Lorem

Year 5

Year 4

Our lives, our stories

Year 2

Year 1

Rec

Nursery

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

wales at war, the world comes closer

when the romans came marching in

Tudors: Powers, plots and princes

Our Historical world

who came before me?

Long, Long, ago in our land

Exp / Hook

once upon a time in pembrokeshire

Who wins in war?

The celts: warriors of the welsh hills

Year 6

Year 3

Lorem

Year 5

Year 4

victorian voices of milford

Year 2

Year 1

Rec

Nursery

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

Christmas in europe

christmas in australia

christmas in Wales

Our religious world

What does christmas look like around the world

Why christmas?

Exp / Hook

christmas celebrations

Christmas in africa

christmas in the uk

Year 6

Year 3

Year 5

Year 4

christmas in america

Year 2

Year 1

Rec

Nursery

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

Seaside sounds and dragon tales

from sea to summit

Postcards from Pembrokeshire

voices of wales

Our geographical worldour expressive world

Why is wales wonderful?

Castles, Creatures and CAwl

Exp / Hook

what makes a nation?

My Town, My Wales!

Year 6

Year 3

Year 5

Year 4

Wales through the ages

Year 2

Year 1

Rec

Nursery

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

Our scientific world

is science all around me?

why does that happen?

Exp / Hook

how can we explain the unseen?

what's that: exploring nature with our senses

how do we change the world?

what makes things work?

what do living things need?

Year 6

Year 3

Year 5

Year 4

what's changing around me?

Year 2

Year 1

Rec

Nursery

how does the world work?

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

TOys that talk, move and shine

Our technological world

how can technology help me?

tech all around me

Exp / Hook

Telling stories through technology

inventing the future

wired for the world

be smart, be safe

Year 6

Year 3

Year 5

Year 4

my life, upgraded

Year 2

Year 1

Rec

Nursery

Robot helpers everywhere

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

football, fairness and the future

Our Healthy world

The World cup 2026!

my first world cup

Exp / Hook

behind the scenes of the world cup

Let's play around the world

world cup wonders: host cities uncovered

how the world plays

countries, cultures and kicks

Year 6

Year 3

Year 5

Year 4

people and places of the world cup

Year 2

Year 1

Rec

Nursery

progression step 3

Progression step 1

progression step 2

Our Big Question

Our Contexts for Learning

Our World Topics

Celebration

Week 7

Integrating cross curricular learning and IDL

Week 6

Ensure all knowledge delivered to answer questionsBegin Planning IDL

Week 5

Continue with skills focus from mapping and new pupil ideas

Week 4

Most AOLE's should be up and running

Week 3

Start delivering the knowledge and skills from ideas and mapping

Week 2

Harvesting pupil knowledge and ideas

Week 1

+ info

IDL, Topic Creation, Contexts, Authenic Learning

Principles

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

Inter Disciplinary Learning

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.

Structure of each topic:

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.

Class Environment:

Our approach to Topic Pedagogy

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.

What is Inter Disciplinary Learning?

Amser Sgiliau

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.

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.

Focused Teaching

0''-9''

Scene 01

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.

Celebrating Success

Presentation, Reflection, Feedback and Sharing

Effective Self Evaluation

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.

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.

Other Opportunities for Sharing

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

Wonder Wall

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.

Presenting

A guide to good practice at MHCPS

Teaching at MHCPS

Planning

Evaluating Success

Support Staff

Next step challenges

Feedback and Marking

AFL

Differentiation

Pace

Introductions

INDEX

IDL/Topic Overview

P1 P2 P3

ICT

P1 P2 P3

P1 P2

Topic - C&E Provision

Topic - Sgiliau

Topic - Focused

Examples of Effective Planning

Planning Learning at Milford Haven Community Primary School

Our Long Term planning Maps:

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

DCF Long Term

Maths Long term

Literacy Long term

Literacy - T4W

Maths

Our Short Term Planning Agreement:

Literacy - Phonics

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.

Literacy Introduction - Developing language features

Problem Solving focused introduction

Topic - Focused group introduction

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

Maths introduction - Developing understanding of strategy.

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

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.

100%?

50%?

25%?

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?

75%?

HOW DO YOU JUDGE THE PACE CORRECTLY?

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.

YEAR 5 AND 6 AFL MAPPING

YEAR 3 AND 4 AFL MAPPING

YEAR 1 AND 2 AFL MAPPING

NURSERY AND RECEPTION AFL MAPPING

OUR AFL ROADMAP

Cross Curricular - Numeracy

Cross Curricular - Literacy

Maths

Literacy

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.

MAT

ALN

Differentating to ensure all can progress - P1

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

Cross Curricular - Numeracy

Cross Curricular - Literacy

Maths

Literacy

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.

MAT

ALN

Differentating to ensure all can progress - P2

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

Cross Curricular - Numeracy

Cross Curricular - Literacy

Maths

Literacy

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.

MAT

ALN

Differentating to ensure all can progress - P3

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

Training Documents

Example in Literacy

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.

Marking and Feedback Agreed Principles

Effective Pupil improvement

Example in Cross Curricular

Example in Maths

Our Feedback and Marking Policy - Full and on a page

Effective Feedback and Marking

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.

KS2 - Cross Curricular example

KS2 - Maths example

KS2 - Literacy example

FP - Cross Curricular example

FP - Maths example

FP - Literacy example

Feedback and Marking - Effective Next Step questioning and challenge

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

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

Questioning

Assessment

Leading activities

Activities

Introductions

Effective Use of Support Staff

Examples of TA's leading groups and preparation provided.

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

Examples of support to provide TA's around questioning.

Example of effective self/peer assessment strategy

+info

Example of effective plenary

How we evaluate learner progress

+info

Example of effective plenary

+info

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

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.

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 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.

Progress reviews

Intervention

Tracking progress

Wider aole's

Reading

LNF & DCF

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.

Assessment Vision MHCPS

Prioryville Identification:

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

Exit

Progress Review

Entry

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.

Guided Reading

Levelled Readers

Prioryville Phonics ALN

phonics Meads aln

Weekly assessments informing planning

Weekly Guided reading assessment using......

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

6 weekly assessments reviewed by class teacher

Accelerated Reader - Entry assessmnent and 6 weekly re-assessment

Individual pupil reading targets taken from assessment.

Weekly in Bocs Y Bore in rotations

Teacher assesses via Taith and keep assessments in class file

Half termly assessment during Bocs Y Bore to determine levels.

DEST - Entry assessment followed by 12 weekly assessment

Weekly tracking assessments

Weekly phonics in BYB tracking assessments (TA to complete)

Assessments in tracker half termly and progress summaries created

Half termly progress assessment