Please use the link to learn more about the curriculum taught at St Margaret's.

Our timetable may change occasionally according to needs. We begin our day on Mondays, Tuesdays and Wednesdays with Basic Skills in spelling, punctuation and grammar, where we concentrate upon learning spelling patterns, basic punctuation, grammar and various literacy word or sentence level requirements. 

Also on Wednesdays, we learn and improve our fluency with our times tables, identifying the gaps we need to work on.

Shortly before our English lesson, we have 20 minute daily Whole Class Guided Reading session where we read a text together as a class and answer questions to develop our retrieval and inference skills.

Please select from the documents below.

	Devon Class Mission Homework Summer A
	Devon Class Mission Homework Spring B
	Devon Class Mission Homework Autumn A
	Devon Class Mission Homework Summer B
	Devon Class Mission Homework Autumn B
	Devon Class Mission Homework Spring A

Reading Books: Children are provided with a reading book and Reading Record. Please encourage your child to read a little each night and please sign in their reading record.  READING BOOKS TO BE BROUGHT TO SCHOOL EVERY DAY PLEASE. Please keep in the plastic bag we have provided. Further/replacement bags £1.00 each. Reading Records are checked throughout the week and books changed if required.  However, children can change their reading book at other times during the week if needed as we encourage ‘Reading for Pleasure.’ 

Library Books: Library day will be on Mondays. Your child will have a library session each week and can choose a book to read in their own time, please help them to remember to return their book each week.

Spellings: Spellings will be given out on Monday for a spelling test the following Monday. Please help your child to practise their spellings at home as this will really help them to become more accurate spellers and enhance their writing.

Lower KS2 English Objectives Year 3 and 4

[pdf 254KB]

Maths is taught daily in Devon class and a mastery approach is used:

The Essence of Maths Teaching for Mastery

• Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’. ? All pupils are encouraged by the belief that by working hard at maths they can succeed.  Pupils are taught through whole-class interactive teaching, where the focus is on all pupils working together on the same lesson content at the same time, as happens in Shanghai and several other regions that teach maths successfully. This ensures that all can master concepts before moving to the next part of the curriculum sequence, allowing no pupil to be left behind.
• If a pupil fails to grasp a concept or procedure, this is identified quickly and early intervention ensures the pupil is ready to move forward with the whole class in the next lesson.
• Lesson design identifies the new mathematics that is to be taught, the key points, the difficult points and a carefully sequenced journey through the learning. In a typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
• Procedural fluency and conceptual understanding are developed in tandem because each supports the development of the other.
• It is recognised that practice is a vital part of learning, but the practice used is intelligent practice that both reinforces pupils’ procedural fluency and develops their conceptual understanding.
• Significant time is spent developing deep knowledge of the key ideas that are needed to underpin future learning. The structure and connections within the mathematics are emphasised, so that pupils develop deep learning that can be sustained.
• Key facts such as multiplication tables and addition facts within 10 are learnt to automaticity to avoid cognitive overload in the working memory and enable pupils to focus on new concepts.

	Year 3 Maths Curriculum	[pdf 255KB]
	Year 4 Maths Curriculum	[pdf 261KB]

During key stage two children take part in career-related learning:  broadening horizons and raising aspirations – showing children the vast range of possibilities open to them through visits, talks and assemblies.  During upper key stage two children at St Margaret’s visit a careers fair, take part in an enterprise event and the ‘Wonder Woman’ topic has been introduced into our curriculum which successfully challenges preconceptions about certain careers or pathways such as women in science, technology, engineering and maths (STEM).  Furthermore, school has linked with Positive Steps and are taking part in a programme providing career-based learning, in partnership with local businesses.