Underpinning the National Curriculum

How do we implement the National Curriculum? At Gramacri we have specially developed Languages schemes of workin line with the National Curriculum 2014, and the Sustainability and Climate Change Policy 2022. They are tailored to Early Years, Key Stage 1 and Key Stage 2 Children and are designed to be progressive and build on prior learning, moving from word to sentence level over the years. Below there is a list of outcomes from learning with us! 

Learning outcomes:

  • Introducing Key-Stage 1 children to a New Language as well as developing transferable skills;
  • Preparing children for the mandatory language classes in Key-Stage 2;
  • increasing opportunities for climate education, as a result we ensure all children understand the world around them;
  • Increasing Environmental Knowledge to contribute in the fight against the Climate Change;
  • Improving performance in Art, and Music through lyrics, songs and creative activities and games;
  • Recognising some of the language patterns of the target language and how these differ or are similar to English;
  • Encouraging pupils to express themselves clearly and convey ideas confidently, as a result lead them to personal and social development;
  • Building up Language Skills, developing pupils’ spoken language, reading, writing as well as vocabulary;
  • Expanding Geography knowledge;
  • Creating cultural awareness as well as intercultural skills;
  • Promoting tolerance and respect for all people;
  • Have a deeper understanding of cultural differences and similarities;
  • Encouraging team-work;
  • Developing pupils’ listening skills, and the habit of reading for both pleasure and information;
  • Developing pupils’ listening skills, and the habit of reading for both pleasure and information;
  • Developing the ability to articulate and communicate ideas, and then organise them clearly and coherently;
  • Stimulating creativity through open questions, wide variety of materials and resources, role play and story-telling;
  • Giving historical perspective by placing pupils in different contexts;
  • Deepening pupils’ understanding of the world;
  • Increasing self-confidence and spontaneity;
  • The content of the schemes of work develop skills and knowledge needed to succeed in secondary school for a GCSE in MFL;

That is to say. in other words is to clarify. Firstly/secondly is National Curriculum. Further, and, moreover is fine. In addition, you know that. Meanwhile, during are easy. Subsequently, after that is difficult. Moreover, during contact us is good. Subsequently, after that National Curriculum is easy. Meanwhile, during the lesson is ready. Subsequently, after that you know it. Therefore/Firstly/secondly it is here. Further, and, moreover children learn. In addition we use it. Firstly/secondly teachers teach. Further, and, moreover, we provide sessions. In addition we know that. Firstly/secondly, it is beneficial. Further, and, moreover we offer National Curriculum. in addition it is popular. Therefore, they learn. As a result, we teach. So it is easier. Consequently. we are happy.

Our teachers will:​

  • Deliver challenging, varied and interactive lessons developing listening, reading, speaking and writing skills;
  • Use differentiated learning (resources and outcomes) to cater for all abilities. The lesson plans include ideas for support for the less able and to extend the more able;
  • Use interactive whiteboard resources with audio support; a set of storybooks, phonics book and videos available in our online library and additional resources added to each unit and lesson to stretch the more able;
  • Regularly conduct informal assessments which informs the planning, adaptation and teaching of subsequent lesson plans;
  • Assess students according to the school’s assessment policies and calendar (on request).
  • Provide a general class report every term using report statements which relate to the expected targets of each year group under the headings ‘emerging, expected and exceeding’ – red, orange and green (on request);
  • Provide a teacher assessment grid to record attainment of each target for each skill in each year group and to track progress (on request);
  • Provide annual long reports (on request);
  • Learn and act accordingly to the school’s policies;
  • Register and dismiss the children (on request);
  • Be aware of any pastoral issues or SENDs affecting the students;
  • Enforce rules and encourage attitudes specific to the school;
  • Liaise with school management.

National Curriculum
Photo by Katerina Holmes on Pexels.com
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