Learning and Teaching
Offa's Mead Virtual Academy
Welcome to Virtual OMA!
I am thrilled to be part of the virtual world with you and be able to continue to offer exciting ways to learn, explore and grow!
Your teachers will update your classrooms weekly with home learning, interventions and other exciting learning opportunities!
Welcome to Omar's Secret Garden.
You will find lot's of well-being and sensory activities to enjoy and help you feel relaxed and ready to learn new and exciting things!
Mental health is super important and we are here to help you with resilience, confidence and self esteem - because you are REMARKABLE!
Welcome to KS1's Virtual classroom space!
We are really looking forward to seeing all our Dragon and Unicorn children enjoying this special area!
You can explore, learn and play - it will be so much fun!
Omar the Dragon will keep a friendly eye on your activity and make sure you get Dojo points for pushing your limits and discovering what's possible!
Ms Harris and Mrs Edwards
Cornerstones Curriculum Intent:
The Cornerstones Curriculum is a creative and thematic approach to learning that is mapped to the 2014 Primary National Curriculum to ensure comprehensive coverage of national expectations. Our curriculum is delivered through Imaginative Learning Projects (ILPs) or topics, which provide a rich menu of exciting and motivating learning activities that make creative links between all aspects of our children’s learning.
Our curriculum is taught through a pedagogy that:
Excites, promotes and sustains children’s interest
Promotes problem-solving, creativity and communication
Enables and fosters children’s natural curiosity
Offers all children a memorable experience at the start of every topic
Promotes innovation and entrepreneurialism Enables children to reflect on and evaluate their learning
and actively encourages and welcomes parents to take part in children’s learning and experiences.
We believe children learn better when they are encouraged to use their imagination and apply their learning to engaging contexts. Our curriculum provides lots of learning challenges throughout the academic year that require children to solve problems, apply themselves creatively and express their knowledge and understanding effectively across the curriculum.
How it Works
Children progress through four stages of learning in each ILP – Engage, Develop, Innovate and Express. To find out more about these stages please click on the link through to Cornerstones website.
Each class teacher sends a curriculum map home to parents at the start of each term to outline the topic and provide a starting point for discussions about learning at home. These maps are published on the class pages of the school website. To learn more about our curriculum offer, please read through our curriculum intent, implementation and impact statement and refer to the individual subject statements. Each subject area is also explored in more detail within our Teaching and Learning Policy.
Our English Curriculum Intent
At Offa’s Mead Academy, we want every child to develop into lifelong readers, writers, and communicators. We strive to ensure that all our pupils receive a well-rounded learning experience when reading, writing, speaking and listening which will equip them with the fundamental tools to achieve in the academy and beyond.
We follow the National Curriculum and have tailored our school curriculum to meet the needs of all of our learners. A range of high-quality texts has been carefully chosen to enrich the teaching and learning in every year groups and provide memorable and enriching experiences for our pupils.
At Offa’s Mead Academy, our English curriculum is designed to ensure that our pupils secure the necessary reading, writing and linguistic skills to become enthusiastic and independent writers, articulate communicators and widespread readers.
At Offa’s Mead Academy we use the 5 part mastery flow model in mathematics which is designed to ensure long term retention and improve understanding of mathematical concepts. Every child, regardless of prior ability, begins in the representation stage where their teacher guides them through understanding the big idea. This is to ensure even the most able pupils have a secure conceptual understanding. This teacher led stage is delivered through the use of manipulatives and is often not recorded in books, but will be evident in the later stages. As a child starts to become fluent in a concept, the teacher will direct them towards an appropriate independent practising task. Fluency in the concept is absolutely vital and so children will stay in the practising stage until they have completely mastered the big idea. This will involve varied fluency questions that become increasingly more challenging. Once their mastery is clear, children move into explaining their understanding in probing questions during the thinking stage, linking the big idea to other mathematical learning and explaining misconceptions in the explaining stage and exploring the big idea in more depth during rich tasks in the solving stage.
At Offa’s Mead Academy we use a mastery flow model to teach Science. This begins with a representation stage, where we can assess the children’s prior knowledge and challenge children’s misconceptions. The child will then move through the flow, so they can be fully challenged or supported depending on their knowledge and ability. Where possible a practical activity will engage the children in the science topic and will begin with a leading question to encourage thinking and enquiry skills. The skills of scientific enquiry are taught through every science topic and lessons are taught weekly to ensure that all children have a rich and varied science curriculum.
Here, at Offas Mead Academy, the aim of PSHE is to help children to acquire and develop knowledge and understanding of the world around them in order to help them develop as young citizens. In an every-changing world, it is important that they are aware, to an appropriate level, of different factors which will affect their world and that they learn how to deal with these so that they have good mental health and well-being.
PSHE is taught throughout the school in such a way as to reflect the overall aims, values, and ethos of the school. At Offas Mead, PSHE plays an important role, along with all other curriculum areas, in promoting the spiritual, moral, social, and cultural development of our children.
PSHE is taught weekly, with follow up sessions taking place during weekly assembly. Each half term has a unit theme: Identity, society and equality, Mental health and emotional wellbeing, Careers, financial capability and economic wellbeing, keeping safe and managing risk, Relationship and sex education, Physical health and wellbeing and Drug, alcohol and tobacco education. These are taught to an appropriate level depending on the age of the children, in line with the Gloucestershire Healthy Living ‘Pink Curriculum. These units are linked to safeguarding, the school values, British values, rights and responsibilities, and Growth Mind-sets so that the children have depth and breadth within this area of the curriculum. Children are given opportunities to develop these skills further in roles within the school such as Pupil Leadership team, eco-team and Librarians. They are also encouraged to utalise what they have learnt and apply it into real life situations e.g. raising awareness of ecological change and creating their own eco fayre. Raising money for the local food bank and RSPCA.
Lessons involve class discussions and group activities and evidence of the work completed is gathered into a class book so that the focus is on the discussions and the children’s understanding of what is taught and not on the written aspects.
As needed, support is provided to children when they find particular topics more challenging and specialist interventions are given to those children.
Our school values and inclusion of safeguarding within our curriculum is vital as first and foremost, we want our children to be safe and happy so that they can excel in all aspects of school life. Our PSHE curriculum provides them with a chance to reflect and learn about these crucial elements.
Our children and staff value well-being, mental health and good citizenship. Through our curriculum, we believe that we prepare children for the next stage in their education as well as preparing them, during this vital stage of their life, for the adult world.