Key Stage 1 Pedagogy

In Key-Stage One (KS1), we provide a well-balanced curriculum that follows the guidance of the National Curriculum while striving to deliver a creative and exciting learning experience.  A high priority is given to supporting children to become literate, numerate and independent learners, building on from the skills developing in the EYFS. Continuity of routines is important to children moving from Foundation Stage 2 to Year 1, our teachers consider key principles for transition and apply practical ways to ensure this is as smooth and successful as possible. Children are supported in classrooms by able Teaching Assistants throughout the day. In Term One, we make sure there are elements of both play-based learning and when appropriate more formal aspects are introduced to routines. Outside learning environments offer more of a continuous provision style of learning, to support children with the familiarity of EYFS provision. 

In KS1, we aim to develop confident learners who are willing to take risks and ‘have a go’.  We believe we can teach our students’ brains to grow as long as we have the 'I can do it attitude'. We encourage a growth mindset through changes in attitude so that instead of saying 'I can't do it,' we say, 'I can't do it YET!’  The language of growth mindset is framed in our everyday teaching and learning so that each child understands that, through hard work and perseverance, we can learn, achieve and do things that we never thought we would ever be able to do.

The curriculum is planned around ‘Imaginative Learning Projects’ (ILPs) which create a learning experience that links areas of the curriculum together.  Examples of previously enjoyed ILPS are; Superheroes, Dinosaur, Paws Claws and Whiskers, Pirates, Street Detectives, and Wiggle and Crawl in Year Two. Children are engaged in their learning with half termly ‘wow’ events and then encouraged to express their learning with a celebration at the end of the ILP. Wow moments have included visitors, which show children the real life purpose of their learning and off site visits, which extend learning beyond the school walls. 

Children continue their early reading journey that begins in EYFS. They build on their phonics and de-coding abilities through a consistent approach to phonics teaching, which also uses the Oxford Reading Tree discrete phonics scheme ‘Floppy’s Phonics’. Teachers help children develop the skills to be successful readers through guided reading sessions and library visits to develop a lifelong love of reading.

Building on from the learning established in EYFS, we are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group and to facilitate this our teachers apply the Power Maths programme. Our aim is for the children to be able to confidently choose the most efficient method when solving problems or calculating the answer to a question. These lessons are structured to include the following elements; A Discover task to get children to solve a problem that aims to generate curiosity.  I Do- In the first step, the teacher models the appropriate way of performing the skills included in the new concept being taught. We Do- After the teacher models the correct way to perform the new concept being taught, the class work through some examples together. You Do- This step is where students demonstrate their initial level of understanding of the new concept being taught through independent practice. This allows for a deeper level of learning to develop.  

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