Toddington St George Church of England School
Home Information Pupils Parents News Learning Platform Contact Us
Copyright - Toddington St George
Church of England School - 2017
Manor Road, Toddington, Bedfordshire, LU5 6AJ  Tel: 01525 872360
Academy Company Number  
“TSG - the place to be!”
At Toddington St George Church of England School (TSG) we have developed our whole curriculum with the aim of ‘Lighting a Spark in Every Child’. To this end we deliver a themed curriculum, with learning intentions drawn from the new National Curriculum, supported by a program of exciting and enriching learning activities.

EYFS             The Nursery and Reception Years make up the Early Years Foundation Stage (EYFS).
Key Stage 1   Year One and Two children undertake the Key Stage One programme of study.
Key Stage 2   Year Three and Four children move into Key Stage Two where they study  the first two years of the Key Stage 2 curriculum, before moving on to complete the last two years (Year 5 and 6) Key Stage 2 in a middle or primary  school setting.

An exciting stimulating themed curriculum for all
We follow the EYFS curriculum guidelines and have chosen to follow the New National Curriculum this year (from September 2014) and have developed new themes and new stand alone lessons to ensure this curriculum is met as the year progresses. Guidance is available in detail on GOV.UK).

Stages of learning
In the Early Years the whole curriculum is planned around Prime areas and Specific areas. The Prime areas are Communication and Language, Personal Social and Emotional Development and Physical Development. Specific areas include the Literacy, Maths, Understanding the World and Creative Arts. These areas are planned around a play based curriculum .The children enjoy high levels of independence in their learning alongside carefully structured and targeted class, group or individually based teaching activities.
In Years 1 to 4 we offer some stand alone subjects which are taught specifically, and then there are a series of themes through the year in which some subjects can be linked together creatively. This enables us to offer a range of exciting opportunities to learn about a place, a period in time or a location. In Year 4 we work very closely with our neighbouring middle school.
Trips, visitors and visits are a key part of our curriculum and are linked to every theme where appropriate to enliven and add to the learning experiences. The generous support of our PTA helps pay for the coaches for these trips and visits.
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Nursery + Reception
Kaleidoscopes and Rainbows
Spaceships and Aliens
Little Diggers
Spring into Life
African Safari
Marvellous Me (Healthy Lifestyles)
Marvellous Me
Fantastic Light
Arctic Adventure
Spring into Life
Marching Mini-beasts
Marvellous Me (Healthy Lifestyles)
Year 1
We’re Special
Where the Wild Things Are
Through the Keyhole
Island Adventures
On the Move
The Secret Garden
Year 2
Frozen Planet
The Time Machine: The Victorians
Turrets and Tiaras
Seaside Adventure
Our Wild and Wonderful World- Africa
Our Wild and Wonderful World- Local Study
Year 3
Local Study
Stone Age to Iron Age
Celts and Romans
Settlements and Impact of Weather (Vikings)
Seagoing Explorers
Battle for the Biosphere
Year 4
Toddington at War
Food Glorious Food
Ancient Egypt
Current Themes
How Children Learn

Stand Alone Subjects

Subjects Integrated into Themes

Literacy Skills

Phonics, Reading and Guided Reading, Handwriting, Spelling Punctuation and Grammar.

Physical Education  

(PE: Gym, Dance, Ball Sports and team games)

Mental and Oral Maths

Some Science is taught as  a stand alone subject

Computing and ICT Skills

Modern Foreign Language (MFL)

Personal Social Health Education (PHSE)

Music  Instrumental and Rhythm Skills

Religious Education

Cross Curricular Literacy

(includes the application of Reading, Writing, Handwriting, Spelling, Punctuation and Grammar with the study of key texts links to themes)

Applied and Practical  Maths

Some Science is integrated into a theme.

History and Geography


Design Technology

Integrated Information Communication Technology (ICT research and key software)

Singing, dance and drama.

High Level Thinking Skills

The teaching of themes also includes the teaching of learning behaviours and skills.

Our Theme Requirements

To make it as inspiring as possible we try to build 5 requirements into every theme.

Key Questions generated by the children to identify what they want to learn

Mind Mapping to assimilate what children already know and what they want to know and find out.

Talk partners to discuss learning and ideas

Independence in learning e.g.

Three before me (3 b4 ME) – children learn to use “my buddy, my brain or my books/top tips to help me learn” and Work in guided reading groups to help develop independence in understanding their reading and applying their reading skills themselves.

Presentation of ideas and learning to others and of learning e.g. using DT, drama and/or ICT skills

Super Starts to interest and stimulate discussion about the topic.

Marvellous Middles-a focus to help children continue to be interested in the theme and review/apply their  learning-perhaps a role play or a presentation of what they have found out already, or new ideas they have themselves.

Take Home Tasks - little projects to do at home with an adult to develop their understanding of the theme and use a range of key skills e.g. food technology, design technology, art, music.

WOW events: event’s to really make remembering all the children have learnt in the theme special (visits, visitors, artefacts to view).

Fantastic Finish- a great ending to remember the theme by. Perhaps a special trip, a skilled visitor to teach a new skill, a production or a class event.

Ways in which children learn-styles of learning

We have an exciting curriculum which enables young children to learn in an interesting and stimulating way.  Our teaching and learning policy encourages children to think about  

• what they know already

• what they want to find out as they learn

• the skills they can use or develop in an activity

• the evidence they have to show what they have found out

Young children love to make, create, investigate, research and play to learn effectively. They may learn by looking, watching, touching, feeling, thinking, writing, reading, drawing, talking or listening. They may be a kinesthetic, visual, oral or aural learner.

Each child needs a range of styles of work in the curriculum to help them learn to fulfil their potential.

               Teaching and Learning of specific subject areas
Literacy   Learning to Read                                                                                                            
We use the Oxford Reading Tree scheme as our base reading scheme to support children as they learn to read. The children enjoy the stories of Biff, Chip, Kipper and their dog Floppy. The stories are well structured and enable children to apply the words and characters they have learnt to new texts quickly. As they progress through the reading scheme the books have more complicated plots and the vocabulary broadens. We also use a range of books from other schemes to supplement the core reading scheme. This offers a breadth of experience for children in learning to read and offers a range of texts and genres as children become more confident readers.
Reading Every Day- in as many ways as possible
We have daily literacy lessons and also teach phonics specifically to children in Years N, R, 1 and 2 regularly through the week. Children have as many positive reading experiences as we can offer. They soon learn not only to read and love books, but also how to apply their reading skills to finding out information and researching ideas.
Children also

share and learn from big books in literacy lessons

Read non-fiction books in class reading times, read on screen and read in other subject lessons

enjoy guided reading times-reading in a group

read with a friend-peer reading

read with another year group-buddy reading
We teach writing both as a discreet subject and within a cross curricular context in our learning themes. The children write having had writing modelled and key learning intentions shared. We use a range of writing techniques as developed by Ros Wilson in the Big Write and Pi Corbett in his literacy training sessions. Inspiration can come from children’s own experiences, key texts, artifacts and paintings or photographs.
Children learn to write in a range of genre and we develop writing from an early age using mark making opportunities in many contexts in the early years classroom and during outside learning times. The children apply their phonic and mark making skills to develop emergent writing and draw ideas from a range of excellent story books that are shared in the class teaching times.
In Years 1 and 2 this moves on to a more familiar format of writing with news and diary experienced being shared, personal sentences and writing times related to and in response to a range of experiences and activities. More key texts are taught   in Years 3 and 4 and a wide range of genre is experienced. Books, diaries, newspapers, play scripts, poems are used and all classes have high quality text read to them as well as part of their theme.  
Phonics teaching is a process by which children are taught their letter sounds to help them as they learn to read and write.
At TSG we teach Phonics using the Letters and Sounds programme and we supplement this with the Jolly Phonics programme (which supports both our hearing and non hearing children very well).
We teach the Letters and Sounds programme in phases (see table below) and by the time children reach the end of Year 2 it is hoped they will have mastered Phase 5 and 6 which will be enabling them to be confident reader and writers.
Letters and Sounds teaching.
The stages and frequency of phonics teaching are outlined below but we will always move children on more quickly if they are mastering their Phonics with ease.



Year 1

Year 2

Letters and Sounds

Phase 1,2

Letters and Sounds

Phase 1,2,3,4

Letters and Sounds

Phase 3,4,5

Letters and Sounds

Phase 5,6

Weekly teaching

Daily teaching and half termly assessments

Year 1 Phonics test

Repeat test  as

necessary for those

who did not pass in

Year 1

Spelling, Punctuation and Grammar. (SPAG!)                                                
We have specific lessons and times when we teach key grammar and punctuation skills. Children are also given spellings to practice each week. We use the Scholastic spelling and grammar scheme and also use aspects of Jolly Grammar to support the learning of SPAG.

Our literacy coordinators Mrs Johnston and Mrs Cornelius will be harpy o discuss any queries you have regarding the teaching of literacy.
Children will be taught to apply arithmetic fluently to problems, understand and use measures, make estimates and check their work.
Children will be encouraged to apply their geometric and algebraic understanding.
They will also experience the cycle of collecting, presenting and analysing data.
They will be afforded opportunities to apply their mathematics to both routine and non-routine problems, including breaking down more complex problems into a series of simpler steps.
We have an agreed calculation policy that is in place across the HAST lower and middle schools to ensure continuity in learning.
We use resources from Hamilton trust and CCJ resources to plan and deliver an interesting and exciting maths curriculum. Other resources are used as appropriate.
Do contact Mrs Wood our maths coordinator if you wish to discuss this further.      
In the Early Years we have a Mathematics and number rich environment. Children use elements of Mathematics such as sorting and counting in their play. They start mark making and early recording.
In Key Stage One children are encouraged to consolidate their knowledge of number bonds to ten and the basic operations.
They start to record their work more formally. When ready, children extend their confidence with number bonds to twenty and beyond.
They quickly recall facts and start to gain confidence with multiplication tables.
In Key Stage Two children learn all tables and apply what they know to problem solving situations. Children learn more formal column methods of recording and are introduced to early algebra, fractions, and geometry, money and time problems.
Making sense of the curriculum  to help your child
Our Reception staff hold a reading meeting early in the new school year to let parents and carers know how we like to teach reading and how they can help at home.
We hold further curriculum based workshops to support parents and carers as their children learn and grow, such as phonics workshops.
In Years 1 to 4
If you wish to know how to hear your child read, how to correct them, when not to continually correct them, when to read to them instead of them reading to you, when to relax and enjoy a reading time  together……please come along to one of our Literacy evening meeting which is advertised in the newsletter.

How can I help my child with their reading?       
Home Reading Books                                                                           
Children will bring home a reading book every day and we would encourage parents/ carers to listen to them read every day. When starting to learn to read, reading the book a few times helps children recognise the words (sight vocabulary) which gives children confidence. As the books get trickier we try to encourage children to read with good intonation, making use of the punctuation in the text; at this point comprehension and discussion of the text is vital to ensure children’s understanding.
We ask parents/ carers to initial the home reading book and add a comment about how their child has got on as they have read. In this way supporting reading is a partnership between home and school.
Children need to be supported to understand what a text is all about and grasp the meaning of what they are reading.

Use a range of strategies, including accurate decoding of texts, to read for meaning

Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

Deduce, infer or interpret information, events or ideas from texts

dentify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

Explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level

Identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader

Relate texts to their social, cultural and historical traditions                                                                                                                          

How can I help my child learn phonics?                                
There are a number of games and activities the teachers can recommend and we also recommend websites that teach the sounds clearly so you are confident that you are teaching the same sounds to letter and blends of letters as the school is.   
We would recommend these sites as we use them regularly in school:                              

How can I help my child with their spellings?
Come along to the Literacy evening and we can help you out!
  Make spelling practice different and exciting!

Word Search: Create a word search using the spelling words

Air spelling: Choose a spelling word. With your index finger write the word in the air slowly, say each letter. When you have finished writing the word underline it and say the word again

Media Search: Using a newspaper or magazine; spend 15 minutes looking for the spelling words. Circle them in different coloured crayon. Which of your spellings words was used the most times?

Shaving Cream Practice: An easy way to clean those dirty tables is to finger paint on them with shaving cream. Squirt some on the table and then practice spelling words by writing them with your finger in the shaving cream

Salt Box Spelling: Pour salt into a shallow box or tray (about 3cm deep) and then practice writing your spellings in it with your finger

Scrabble Spelling: Find the letters you need to spell the words and then mix them up in the bag. Time unscrambling the letters

Pyramid Power: Sort the words into a list from easiest to hardest. Write the easiest word at the top of the page near the middle. Write the next easiest word twice underneath. Write the third word three times underneath again until you have built a pyramid

Ransom Note: Cut the letters needed to form the words from a newspaper or magazine and glue them down to spell the words

Spell It With Beans: Use Lima beans (or any other food) to spell out the words. If you glue them onto separate pieces of card then you made a great set of flash cards to practice with for the rest of the week

Design A Word: Pick one word and write it in bubble letters. Colour in each letter in a different pattern

Water wash: Use a paintbrush and water to write the words outside on concrete or pavements

ABC Order: Write the words out in alphabetical order. Then write them in reverse alphabetical order

Colourful Words: Use two different coloured pens to write the words; one to write the consonants and one to write the vowels. Do this a couple of times then write the whole word in one colour.

Memory Game: Make pairs of word cards. Turn them all over and mix them up. Flip over two cards, if they match you get to keep them, if not you have to turn them over again. Try and match all the pairs.

Finger Tracing: Use your finger to spell out each of the words on your mum or dad's back. Then it's their turn to write the words on your back for you to feel and spell

X-Words: Find two of the spelling words with the same letter in and write them so they criss-cross

Ambidextrous: Swap your pen into the hand that you don't normally write with. Now try writing out the spellings with that hand

Secret Agent: Write out the alphabet, then give each letter a different number from 1 to 26. (a = 1, b = 2, c = 3 etc) Now you can spell out the words in secret code

Missing Letters: Mum or dad to write out one of the words loads of times on a piece of paper, but each time they have to miss out a letter or two. Then you have to fill in the missing letters. After you have checked them all try it again with another word.

Listen Carefully: Ask your parents to spell out one of your words then you have to say what the word is they've spelt out

Acrostic: Use words that start with each letter in you spelling word. Your more likely to remember it if it makes sense!

How can I help my children with their Maths?                                                           
Our Maths evening will help but do use some of these opportunities to
practise with your child to consolidate their maths understanding.                                                

Practise quick recall of number bonds to ten/ twenty, doubles/ halves

Practise quick recall of multiplication tables

Play board games such as snakes and ladders

Practise counting money and shopping,practise telling the time and solving problems with time

Do some cooking and measure the ingredients

Talk about numbers such as ‘How many people in this row/ block/ stadium?’

How can I help my child with their learning in other areas?
Just a few ideas are given here –do look at our Parents and Carers top tips leaflets if you would like a range of ways to help your child and to inspire them as they learn.
Enjoying activities and events with your child ;talking about them ,sharing ideas, sketching where you have been, collecting items for a scrap book or photo book, looking at websites to do with places you are visiting are all great ways of supporting your child.
Library visits and using the internet.
Support your child’s interest in the theme, for example if they want to find a book at the library/ research on line/ make something.
Checkout the curriculum leaflet that comes home so you are aware about what your child is learning and talk with them about what they are enjoying learning.
AS each new theme start teachers will send home a curriculum leaflet explaining key learning. This will also include ideas about things you could do to support your child.
Take Home Tasks
Each half term children will be encouraged to complete a ‘take home task’. These will cover a variety of areas such as art or food technology. Teachers will try to give a choice to support children following their interest.
Our exciting school curriculum is based on a busy, exciting long term plan for each subject area which covers the requirements of the National Curriculum. It also includes great learning opportunities that offer children many ‘over and above’ learning experiences which the school is known for. These plans are then broken down into half termly priorities (medium term plans/schemes of work) which are built into creative themes where possible. Each week planning ensures this learning achieved. Curriculum leaflets, explaining what will be learnt in each theme, can be found on class pages on the website and previous curriculum leaflets can be seen on the Newsletters section of the website.

Curriculum leaflets for Parents are on class pages for Early Years (Ducklings, Swans and Kingfishers) and these follow the guidance in the national EYFS curriculum guidance

Stand Alone subjects In certain subjects (Maths, PE, aspects of the  Literacy, Science and Music curriculum, RE and  Modern Foreign Languages) these are taught as ‘stand alone’ subjects and follow the curriculum guidance as described below.

Themed subjects We endeavour wherever possible to link Humanities (Geography, History, some aspects of RE), some Science ,Art and Design  within  creative themes that will excite and inspire the children. Some practical, applied Maths and aspects of Design Technology and Science can also be taught within these themes.
Our School Curriculum
Useful Links for the following subject areas can be viewed by clicking on the links below:

Maths   School Calculation Policy              Policies section of website


             Hamilton Maths Planning SOW

English (Literacy)   

             Letters and Sounds (Phonics)

             Jolly Phonics and Jolly Grammar

             Oxford Reading Tree       

             Hamilton Trust Literacy Plans

ICT/ Computing

               Suffolk Computing                         see policies section of website

Modern Foreign Languages             › Bitesize › KS2    

 Music                                                             National Curriculum, Music Express

The following subjects are developed around thematic planning and the National Curriculum guidance for each of the subjects is a good place to view the requirements for each year group.

Click on the link for National Curriculum ( Art and Design, Design Technology, Geography, History, Science . RE is aligned to the local SACRE and RE syllabus,PSHE ( primary-personal-development) and SRE is taught via the Cambridgeshire PSHE programme and Healthy Schools programme.