Please click on the tabs below for information on each subject.
Our vision is for all children to develop an enthusiasm for Reading, Writing, Speaking and Listening in order to achieve a lifelong love of literacy.
We follow the new National Curriculum for English and this is linked, where possible to the half-termly Project. Children are expected to apply their speaking and listening skills across all areas of the curriculum and we place high importance on them becoming confident and competent communicators. We follow the new National Curriculum for English and this is linked, where possible to the half-termly Project.
We use Read, Write, Inc as our reading programme in Reception, Year 1 and the first half of Year 2. It is then used as a catch-up programme for some children from Year 2 onwards. The programme is a ‘synthetic phonics’ programme which teaches children how to segment words into sounds and how to blend sounds into words. The children learn all the sounds in the English language and their alternative spellings. The programme is very brisk and lively and the children learn quickly and effectively.
In KS2, children have an hour for English each day, as well as a 30 minute Guided Reading session. They also visit the library every week and are encouraged to take a book home to read for enjoyment.
Across all year-groups, we place a high priority on providing rich, real and imaginative opportunities for writing; writing for a purpose, with real audiences.
Within each half-term, a range of writing genres will be linked to their project and they will also experience learning through immersing in a quality text.
At Gallions, we follow the new National Curriculum for maths. Children learn through a different maths focus each week.
ICT (Computing/Information Technology/Digital Literacy)
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
|Key Stage 1||Key Stage 2|
|Computing||Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructionsCreate and debug simple programs
Use logical reasoning to predict the behaviour of simple programs
|Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller partsUse sequence, selection, and repetition in programs; work with variables and various forms of input and output
Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web
Appreciate how [search] results are selected and ranked
|Key Stage 1||Key Stage 2|
|Informationm technology||Use technology purposefully to create, organise, store, manipulate and retrieve digital content||Use search technologies effectivelySelect, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information|
|Key Stage 1||Key Stage 2|
|Digital Literacy||Recognise common uses of information technology beyond school
Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
|Understand the opportunities [networks] offer for communication and collaboration
Be discerning in evaluating digital content
Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
High-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. Teaching of MFL will focus on learning French and will be linked to the TDA French at KS2 programme of study. Within this programme, teachers will be able to progressively develop children’s language learning skills and reinforce their literacy, supported by a wide range of resources from the Golden Daffodils/Catherine Cheater study aids (including images, videos and music). Assessment of MFL will be carried out in line with the assessments in the line with foundation subject assessments.
Across KS2, teaching in MFL will focus on developing pupil skills in the following areas:
- listening attentively to spoken language and showing understanding by joining in and responding
- exploring the patterns and sounds of language through songs and rhymes and linking the spelling, sound and meaning of words
- engaging in conversations; asking and answering questions; expressing opinions and responding to those of others; seeking clarification and help*
- speaking in sentences, using familiar vocabulary, phrases and basic language structures
- developing accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*
- presenting ideas and information orally to a range of audiences*
- reading carefully and showing understanding of words, phrases and simple writing
- appreciating stories, songs, poems and rhymes in the language
- broadening their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
- writing phrases from memory, and adapting these to create new sentences, to express ideas clearly
- describing people, places, things and actions orally* and in writing
- understanding basic grammar appropriate to the language being studied
Ofsted has said that music is central to a broad, balanced curriculum and an essential element in every pupil’s spiritual, moral, social and cultural education.
Darren Henley OBE Chair of The Mayor’s Music Education Taskforce, Introduction to the London Music Pledge.
Our school is unique amongst primary schools in the strong emphasis it places on the creative arts, particularly Music. Every child at Gallions Primary School receives a musical education above and beyond what is laid out in the National Curriculum. We understand the benefits of a musical education and our school is recognised for its pioneering approach. Last year a documentary was made about our music provision as part of a national initiative to increase music in primary schools. Have a look at the film here: www.musichelpsuslearn.com
From the moment children join Gallions they take part in weekly musicianship classes, using Kodaly inspired methods. In Year 2 our pupils begin learning a string instrument of their choosing (violin, viola, ‘cello or double bass) in small groups, using the Kodaly–inspired Colourstrings method. The relationship between Colourstrings and Kodaly creates a cohesive music provision throughout the school.
We have a number of extra-curricular music groups for the children to get involved with and there are concerts at the end of each half term for children to showcase their hard work.
- Junior Orchestra ( Years 3 & 4)
- Junior Choir ( Years 3 & 4)
- Senior Orchestra (Years 5 & 6)
- Senior Choir (Years 5 & 6)
- Bass Attack (an ensemble for ‘cellos and basses)
- KS1 choir.
- Additional afterschool lessons.
These extra-curricular activities are very well attended and each year the senior groups take part in local and national music festivals. For the past few years the Senior Orchestra has had the opportunity to perform at Birmingham Symphony Hall as part of the National Festival of Music for Youth.
We are delighted to be able to use our wonderful new purpose-built Music Centre for all our various musical activities. The dedicated teaching rooms for instrumental lessons are also spaces in which our pupils can undertake extra practice sessions and performance opportunities. We are very fortunate to be supported in our work by the Gallions Music Trust: http://gallionsmusictrust.org.uk/
Our Music Team:
Aimee Gardiner – Lead Practitioner in EYFS Music
Emma Cornet – Musicianship Teacher and Colourstrings Cello Teacher
Su Norris – Colourstrings Violin Teacher
Julie Lewis – Colourstrings Violin Teacher
Becky Green – Colourstrings Violin Teacher
Amy Goodwin – Colourstrings Cello Teacher
Katri Patel – Colourstrings Cello Teacher
Dan James – Colourstrings Cello & Double Bass Teacher
Gemma James– Colourstrings Double Bass Teacher
Ashley Roye – Music and Fundraising Manager
Religious Education at Gallions Primary School
In Religious Education, our children are taught about different faiths that form our multi-cultural community in-line with Newham’s agreed syllabus. We use the SACRE locally agreed syllabus as the foundation for planning religious education. The RE curriculum is agreed by the Standing Advisory Committee on RE (SACRE), which is made up of Newham teachers, councillors, and faith group representatives.
This ensures that each faith group has agreed that the way their faith is taught is fair and comprehensive. They have also agreed that children from their faith will learn about the beliefs of others. As a school, we like to encourage discussion and debate from all children regardless of their beliefs, and we promote respect and tolerance of beliefs of others.