from 5:00pm to 8:00pm
KS1 offers more formal learning based on the objectives from the National Curriculum. We place a great deal of emphasis on English – reading, writing, speaking and listening. Continuous provision sessions are delivered during some afternoons which involve planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. The purpose of an effective continuous provision is to offer children a constant environment that is safe for them to explore whilst challenging their learning. It should allow children the freedom to explore and become independent in making choices. An important part of our curriculum is to support children in becoming active learners; continuous provision allows children to demonstrate this aspect and practitioners can closely observe this during their play.
Synthetic phonics plays a crucial part in the life of a KS1 child. Phonics instruction is explicit and systematic. It is explicit in that sound-spelling relationships are directly taught. Students are told, for example, that the letter s stands for the /s/ sound. It is systematic in that it follows a scope and sequence that allows children to form and read words early on.Phonics is a method for teaching reading and writing of the English language by developing learners’ phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.
Our English lessons are based around Talk for Writing, an initiative developed by Pie Corbett and supported by the world-renowned author, Julia Strong. Talk for Writing is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.
At The British School we take a practical approach to mathematics. Hands-on sessions engage children who are tactile or kinesthetic learners, who need movement to learn best. They also engage students who are auditory learners, who talk about what they’re doing, and visual learners, who have the opportunity to see what everyone else is creating.
Deputy Head of EYFS and KS1