Our school curriculum provide an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils knowledge, understanding and skills as part of the wider school curriculum.

An all-inclusive ‘curriculum paradigm’ is representative of Greysbrooke School’s ethos, as we believe that everything that happens in school reflects our culture, and hence everything that happens in school (including unstructured times such as breaks) or through school (e.g. residential experiences) is part of the curriculum.

In addition to the delivery of subject knowledge and acquisition of skills, our curriculum also promotes wider elements such as visits, assemblies, and performances. Spiritual, moral, social and cultural experiences are maximised with ‘awe and wonder’ opportunities celebrated.

Greysbrooke Curriculum Design

Below is a list of the outline curriculum plan for each year group, as well as some information about the Read, Write, Inc Phonics Programme we adopt at Greysbrooke.

For any more information relating to the curriculum, please feel free to speak to your child’s class teacher.

Read, Write Inc Phonic Programme

Read, Write, Inc Phonics is an inclusive literacy programme for all children learning to read in KS1, it teaches synthetic phonics.

Children learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and writing focus. Reading is the key that unlocks the whole curriculum so the ability to efficiently decode is essential. The R.W.I. sessions are expected to occur Monday – Thursday (Monday – Wednesday in Reception) these sessions are protected as much as possible as the continuity and pace of the programme is key to accelerating the progress of children’s reading development. Each week the children will take part in a ‘big writing’ session where they will be able to develop their independent reading and writing skills learnt during R.W.I.

In R.W.I. we aim to:

  • Apply the skill of blending phonemes in order to read words.
  • Segment words into their constituent phonemes in order to spell words.
  • Learn that blending and segmenting words are reversible processes.
  • Read high frequency words that do not conform to regular phonic patterns.
  • Read texts and words that are within their phonic capabilities as early as possible.
  • Decode texts effortlessly so all their resources can be used to comprehend what they read.
  • Spell effortlessly so that all their resources can be directed towards composing their writing.

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