The New National Curriculum requires that children study the following subjects: English, Mathematics, Science, Design and Technology, Information Technology, History, Geography, Art, Music, P.S.H.E., Physical Education. In addition each school must provide Religious Education and an act of daily worship. Within the National Curriculum, programmes of study set out the essential learning in each subject. There are national tests for children at ages 7, 11 and 14, called Standardised Assessment Tasks (S.A.T.s). At age 7 these assessments are planned as part of daily lessons. These assessments are under review. From Summer 2016 new assessments will be introduced in line with the new curriculum.
We place great emphasis on the teaching of reading. Our reading scheme is carefully graded to give children broad experience at each level of their reading development. The children are also encouraged to use reference books and to read for information as well as enjoyment. We want the children to be good communicators and so we encourage them to speak with confidence using appropriate forms of speech. We also develop the capacity to listen with attention and understand the viewpoint expressed by others. Our main aim in developing writing skills is to enable our children to express their ideas in a variety of ways, using accurate spelling and punctuation. The literacy hour takes place in each class every day. The hour begins with shared text work, followed by sound, word and sentence work. Children are then given group tasks. The teacher works with one or two groups. The hour concludes with a plenary, where all children come together again to share and explain learning.
We aim to give children a powerful means of communication. This includes the ability to solve problems, understand numbers, shapes and relationships, and to predict likely results. We try to arouse a lively interest and pleasure in mathematics and in its creative use in everyday life. The children are encouraged to work independently and co-operatively to develop skills. A daily dedicated mathematics lesson is structured in accordance with The 2014 National Curriculum. The lesson begins with a short mental activity to sharpen skills and develop strategies. The lesson continues with direct teaching of the whole class. The focus for this session is taken from The Numeracy Strategy. The children then spend time in groups before coming together at the end of the lesson to share, explain and develop learning.
Pupils have the opportunities to develop knowledge and understanding in many areas of science. The children learn about life and living processes, materials and their properties, and physical processes through experiments and investigations. Individual and group skills of planning, decision-making, investigating and communicating results, as well as observing, classifying, recording, making and testing hypotheses, designing experiments and drawing information from evidence are vital to science – based activities, but can also be applied to everyday life.
Design and Technology
Pupils are encouraged to develop designing and making skills as well as developing their knowledge and understanding of how things work. Focused practical tasks enable pupils to develop and practise particular skills and knowledge. There are also opportunities for pupils to investigate, disassemble and evaluate simple products, applications and structures.
Information Communication Technology
Pupils are encouraged to use IT equipment to communicate ideas and handle information. The use and purpose of everyday devices are also considered through controlling and modelling. ICT is integrated into all areas of the curriculum where pertinent as a teaching and learning tool.
Children are introduced to the study of the local area as well as extending their knowledge of other parts of the world. We encourage children to appreciate the variety of physical and human features around them and how to protect the environment.
The study of history develops skills, which enable children to interpret the world around them, and which help them to understand the chronology/ relationship between the past and the present.
Children gain a great deal of pleasure and satisfaction from experiences, which provide a means of self-expression. They are given the opportunity to experience a variety of activities and use a wide range of materials. They are taught observe and record, to use their imagination and creativity and to respond to the work of other artists. They are also given opportunities to draw, paint, design and make products and to work with textiles.
Children are given experiences of gymnastics, dance, outdoor and adventurous activities, individual and team games and swimming in order to develop good body co-ordination and control.
Spiritual, moral, social and cultural development
Children are rewarded for good behaviour, as well as kindness to others. They are encouraged to think about the feelings of others and to help wherever possible, in and around school and also within the community. We also encourage children to think about the needs of others within our world community and to offer support through school projects.
In Religious education, the school follows the scheme recommended by Q.C.A., which explores aspects of the Christian church and other world faiths. We are also pleased to welcome visitors to provide us with knowledge and insight into their values and beliefs. We encourage children to ask questions, make comments and be tolerant of the viewpoints expressed by others. We would appreciate information about your beliefs so that we can be sensitive to children’s family experiences. Parents have the right to withdraw children from religious education and/or collective worship. Please contact the Head Teacher if you wish to discuss this matter.
Personal, social and health education (P.S.H.E.)
Children and young people need the self-awareness, positive self-esteem and confidence to:
- stay as healthy as possible;
- keep themselves and others safe;
- have worthwhile and fulfilling relationships;
- respect the differences between people;
- develop independence and responsibility;
- play an active role as members of a democratic society; make the most of their own and other’s abilities;
Education for citizenship at key stage 1 to 4, comprises three interrelated strands.
- Social and moral responsibility. Pupils learning from the very beginning self-confidence and socially and morally responsible behaviour both in and beyond the classroom, towards those in authority and towards each other.
- Community involvement. Pupils learning how to become helpfully involved in the life and concerns of their neighbourhood and communities, including learning through community involvement and service.
- Political literacy. Pupils learning about the institutions, issues, problems and practices of our democracy and how citizens can make themselves effective in public life, locally, regionally and nationally through skills and values as well as knowledge – this can be termed political literacy, which encompasses more than political knowledge alone.
Special curricular provision and arrangements for children with special educational needs
Children with particular learning or other special needs can benefit from specialist help. This may be because they experience particular learning difficulties or because they show exceptional ability. Special help is given in the classroom whenever possible. If a child does not make the expected progress, parents will be informed and additional arrangements will be made.
If a child continues to have problems, we will seek support from outside specialists.
Curriculum for Early Years Children
The National Curriculum is formally taught from year one onwards. When children first come to school their curriculum is organised in six areas of learning as follows: Personal and Social and Emotional Development, Communication, Language and Literacy, Mathematic, Knowledge and understanding of the world, Creative development and Physical Development. This curriculum is called the Foundation Stage.
Sex education is not taught formally in our school. However, if questions arise through science work involving animals and living things, or through other school topics, we will answer children’s question as openly and honestly as we can.