Our curriculum is based around the 2014 National Curriculum. Maths is taught using a programme called Primary Advantage Maths, which was created in Hackney schools and is based on Singapore maths. Children move from using concrete resources to understand key concepts (e.g. multi-link, Dienes, plastic shapes) towards working with pictorial representations (bar model, pictograms, clock faces) towards working in the abstract (algorithms, algebra, word problems etc). Our English curriculum is based around core texts which children study each half-term. Over the year, each year group focuses on a core text for a half-term which inspires a range of different writing genres. Handwriting, spelling, grammar and punctuation is taught throughout these writing genres within the context of writing. The texts studied are appropriate to the age of the children and include classic text from our literary heritage, like ‘The Tiger Who Came To Tea,’ ‘The Highwayman’ and ‘Beowulf.’
In EYFS, we teach children to read and write through a synthetic phonics programme called ‘Read, Write Inc.’ Click here to find out more about Read, Write Inc.
The teachers at Glade Academy employ a variety of teaching methods including group work, whole class and individual. Learning programmes are targeted to meet the needs of the individual children, where appropriate. If you would like to discuss more details of your child’s work, talking to the class teacher is recommended. Why not attend one of our story cafes, meet the teacher sessions or parent workshops to find out more?
All teachers are involved in whole school regular planning sessions. A number of teaching assistants are employed throughout the school to provide valuable assistance and support to teachers and children. A teaching assistant is allocated to each class. Classes are organised in a variety of ways. Depending on numbers in the year group, they may be mixed age or single age group.
Our curriculum is organised to incorporate the demands and needs of the National Curriculum. The National Curriculum has four Core subjects. These are Numeracy, English, Science and ICT. There are also six foundation subjects; Design Technology, History, Geography, Music, Art, PE and PSHE. Foundation subjects are taught through a cross curricular creative curriculum. They are enquiry based and each half-termly topic takes the form of a question (e.g. Were the Vikings really vicious?) which is then broken down into separate lessons, each focusing on a different strand of the National Curriculum but linked to an enquiry question (e.g. what was it like to live in the heptarchy?).
Glade Academy is committed to providing a high standard of education but also to allowing children to enjoy and participate fully in their learning. We use our Glade Hand Learning Curriculum to practice the skills needed to become a good learner. These skills include Group work, Listening and Speaking, Actions, Determination and Empathy. We finish the academic year by talking about our aspirations for the future.
The pupils at Glade Academy are given a lot of responsibility for their own learning. As they progress through the school they are introduced to “Learning objectives” where children discuss what they are going to learn about and why, and also “Success Criteria”, where they children think about what they will need to do in order for their work to be successful. This allows the children to think carefully about the reasons for learning and gives them extra clarity over what they are expected to do. This, of course, results in increased learning and motivation in the children. We encourage the children to select their own level of challenge, following advice from the teacher, so that all pupils have an equal opportunity to be challenged and succeed. This takes the form of traffic light activities, where a green task is a chance for the children to further challenge themsleves. We encourage the children to self-review their learning so they can identify their own successes and next steps for learning. When used in conjunction with teacher and peer assessment, this helps them to develop responsibility for their own learning.