Twitter Wall

Twitter Wall

19/02/19

Retweeted From Aureus School

W/c 4/3/19 We are interviewing for English 📚 Media 🎞 Still time to apply: https://t.co/LU7dhiZ4y0 https://t.co/2weWHSp1rk

19/02/19

Retweeted From Aureus School

W/c 25/2/19 We are interviewing for PE 🤸‍♀️ Dance 💃 History ⏱ Geography 🗺 Science 🧬 Still time to apply: https://t.co/F7HxopHJoY https://t.co/sjoePE8wSa

18/02/19

Retweeted From We are STEAM Co.

This visit is long overdue... The Show visits the at the Powered in Didcot Must see if your local MP can swing by. His https://t.co/IGwzrHUuZy

18/02/19

Retweeted From Hannah Wilson FCCT FRSA

Excited to finally have booked to come to for our next secondary day and our first primary one. Bring on the rocket launching! 🚀 👨‍🚀 🌓 https://t.co/0mdiLbNi96

18/02/19

Retweeted From Julie Hunter

links nicely to our next value. https://t.co/29gJFPwySV

18/02/19

Another reason why children should not be playing . Parents please monitor your child’s computer game habits. Ensure age appropriate. https://t.co/mRJMSOUYB4

17/02/19

Retweeted From Bee

Edu tweeters - I would like to know your thoughts on story time in the school day. How long do you spend on this? Are any children removed for interventions during this time? Have you got evidence of the benefits of reading aloud to children? Thanks all 📚😊

17/02/19

Retweeted From Katie Burnett

Looking for a play park to take the kids this half term? Check out https://t.co/B8zDZqYGFK Please RT! https://t.co/povg0muEzV

17/02/19

Retweeted From In Didcot

This week’s post is the first in my series of ‘Meet a Didcot resident’. Pop over to the blog to meet Jack Cummings, an inspirational Invictus Games medallist. https://t.co/qM5iZK5rN2 https://t.co/O8a2Qtrm7w

17/02/19

Thank you to our utterly amazing volunteers who responded to an early morning SOS call for flat pack building. realised there was just too much to do > to the rescue. 🙌🏼 💖 🙏 https://t.co/124FK9CDwf

16/02/19

Keep an eye out for inclusion roles on the horizon...

15/02/19

Retweeted From Hannah Wilson FCCT FRSA

Happy halfterm to our committed team - you have worked your socks off since Christmas & really deserve a week of rest. Thank you for your commitment to our vision & values. & anyone missed! 🙌🏼 & our non-tweeters! https://t.co/FhAvYlkzSG

15/02/19

Retweeted From Cornwall Sport

The UK sports minister will call for schools and clubs to ensure children are "physically literate" in her first major speech https://t.co/2Ed5dMDzFG https://t.co/exj851cbkl

15/02/19

Retweeted From Access to Sport

‘Physical activity should be on same par as reading and writing... developing children to be physically literate will build a sporting habit for life’

15/02/19

Retweeted From Anna Chalkley

Call for PE school sport &#PhysicalActivity to finally get the recognition it deserves so that schools can ensure that children are physically literate https://t.co/8jbrE3L0Nf

15/02/19

Retweeted From Education Executive

"Schools must ensure children are physically literate", according to the sports minister, Mims Davies: https://t.co/B4HYNo0ByI https://t.co/TnGTl39tnZ

15/02/19

Retweeted From Kate Smith

Such a positive, resilient, and empathetic team of teaching assistants All so dedicated to making our school the best it can be. What a team!! 💝 https://t.co/QuMSNcXE9J

15/02/19

Retweeted From Hannah Wilson FCCT FRSA

Keen to hear pros & cons of a working co-deputy headship model? Read this fab blog by one half of our fab DHTs, work wife to Flexible Leadership works when everyone leans in & invests: https://t.co/bI5KWA51kw

15/02/19

Retweeted From EEF

TES: 'Engaging in conversation from a very young age is a strong predictor of later academic success', writes EEF senior associate, : https://t.co/vwfgjj4bIE https://t.co/67Wua6Jhce

15/02/19

A special visitor came to join our Poppy class celebration this week, they all had a lot of fun! Thank you to our parents and carers for joining in the celebration 🇬🇧🎺🎉 https://t.co/lTqKeRzTmo

Mastery English

Mastery English: Phonics, Reading and Writing 

We teach English through our Whole School Cornerstones scheme which outlines which National Curriculum objectives will be taught in each topic. These ensure that over the course of the year the objectives for each year group are covered, and where there is a mixed class we aim to cover all relevant objectives by the end of the Key Stage. We apply the principles of a mastery curriculum to our English lessons:

The Principles and Features Characterised in our English Curriculum:

  • Teachers reinforce an expectation that all pupils are capable of achieving high standards in English.
  • The large majority of pupils progress through the curriculum content at the same pace. Differentiation is achieved through additional support and encouraging children’s individual flair and fluency.
  • Interventions focus on gaps in knowledge and developing a growth mindset in order to ensure all children achieve.
  • Teaching is underpinned by using high quality texts and high quality examples from the teacher which focus on skills to be taught. These texts are then analysed in depth with the children in order for them to learn and apply those skills.
  • Grammar and punctuation skills are practiced and consolidated until all children have a firm understanding of how to apply them in to their own work.  

Read, Write, Inc. Phonics is our inclusive reading and phonics  programme aimed at pupils reading at expected levels for end of Year 2 or below. It also teaches synthetic phonics. Pupils  learn the 44 common sounds in the English language and how to blend them to read and spell. The scheme includes both a reading and a writing focus. RWI sessions are timetabled daily, as the continuity and pace of the programme is key to accelerating the progress of pupils’ reading development. The scheme aims to teach pupils to:

  • apply the skill of blending phonemes in order to read words.
  • segment words into their constituent phonemes in order to spell words.
  • learn that blending and segmenting words are reversible processes.
  • read high frequency words that do not conform to regular phonic patterns.
  • read texts and words that are within their phonic capabilities as early as possible.
  • decode texts effortlessly so all their resources can be used to comprehend what they read.
  • spell effortlessly so that all their resources can be directed towards composing their writing.

Teacher generated planning is minimised as the planning is integrated into the teacher’s handbooks and follows set routines. Each group leader has a printed format for planning ditties or storybook lessons.

Reading for Pleasure

At Aureus Primary School, we are passionate about reading.

We are a group of adults who read for pleasure and want our children and wider community to acquire that love as well. We believe that reading unlocks the imagination, provides an escape to other worlds, improves wellbeing, fosters relationships and teaches empathy for others. 

Research shows a direct correlation between reading for pleasure and higher educational outcomes.

In order for children to connect with their wider communities and relate to others, it is important for them to connect with what they read. We believe that by fostering a love of reading through free choice of literature, children will become more engaged with what they read.

Our goal is to ensure that children leave our care as literate citizens who have a wealth of experiences to enable them to share knowledge and opinions, but most importantly, pass on their love of reading to others.

We will achieve this through:

  • Creating a book corner and a class library for each class
  • Having a variety of good quality texts and genres available for children to access
  • Listening to children’s interests and favourite stories
  • Daily reading of books and stories at the end of the school day
  • Incorporating regular book sharing times where children self select books to read to each other
  • Holding informal book clubs after school and at lunchtimes
  • Promoting which book each staff member is reading on email signatures and doors
  • Developing an attractive and well-stocked library which caters to a wide range of interests
  • Ensuring each classroom has a stock of books and has book suggestions displayed for the children to try
  • Communicating with authors about their books
  • Modelling a love and passion for reading and books
  • Holding themed ‘book days’ and celebrating World Book Day
  • Inviting parents into the classroom to share their favourite books
  • Creating a Book Buddy opportunity for volunteers to read with children
  • Allowing children to choose a story book to take home and share with their families
  • Making reading visible around school
  • Creating displays about reading in the libraries
  • Regularly visiting our local and regional libraries