The Curriculum

The Cambo Curriculum

At Cambo First School we strive to provide our children with an excellent education through challenging, inclusive, engaging, relevant, meaningful, creative, broad and balanced learning opportunities. We want all of our children to perform to their maximum potential; academically, physically, socially, emotionally and culturally in an atmosphere where they can grow and acquire appropriate skills, values and attitudes. We provide a caring, nurturing environment in which every child feels valued and respected. We listen to children and offer them our honest opinions in a curriculum where every child can achieve from their own starting point.

At Cambo The National Curriculum Framework 2014 is central to our curriculum and every child is taught in line with those expectations. The curriculum in our school is planned via teachers and children. It is sequenced using a creative ‘skills based’ approach. Where possible a variable mixture of whole school topics, mini projects and themed days are developed, motivating and capturing the interest of our children. Rigorous teaching of discreet subject specific skills and knowledge is delivered alongside opportunities to apply those skills in a cross curricular context. We feel that this helps our children to make links in their learning.  We aim for our children to have: ownership of the curriculum; to be inspired by their learning, to develop enquiring minds, a sense of their own identity and respect for other cultures

Our curriculum includes learning opportunities that are designed to support our values and reflect our local community and the interests of our children. At Cambo we believe that we can best achieve our aims by working in close partnership with families. We feel that the school is at the heart of the local community and we strive to maintain and develop as many links as possible with people around us.

At Cambo we aim to bring the wider world into our small rural school and to take the school into the wider world via visitors, creatives and visits ensuring that learning is engaging, relevant and meaningful. We believe our curriculum represents the world we live in and provides the experiences, skills and knowledge our children need to function as young people and adults in the 21st Century.

OFSTED 2010 stated that the curriculum at Cambo was ‘INSPIRATIONAL’

Cambo is part of the Morpeth Partnership. This group comprises of 17 schools with children from 2-19 years. We have strong links with our neighbouring schools and actively work with them to ensure that our small school is only small in number! At Cambo we ‘think big’ when it comes to the development of each child, each child’s curriculum, personal and social development and developing cultural capital.

The Governors and staff at Cambo are firmly committed to working together to raise standards of achievement in all curriculum areas; to provide a safe, secure, happy, aspirational and worthwhile education for all.

At the present time the challenge for us is to continue to improve the attainment and quality of provision for every child and to provide a school which works in partnership with, and is accountable to, the community it serves.

The School Improvement Plan aims to help us to improve outcomes, for our children, to raise standards of achievement for all and to extend our existing outstanding practice.

The National Curriculum

The 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.,SRE, 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-KS1 SATs will be made non-statutory, so schools will be able to choose whether to adminster them or not, from 2023. In Year 4 children also complete a mandatory multiplication assessment which will be reportable to parents from 2020.

We work closely with all of the schools in the Morpeth Partnership and our Curriculum content has been widely discussed and continues to be discussed .

Our goal as a Morpeth Partnership of schools is to provide an education that encourages and promotes a strong sense of identity and pride of place based on local heritage, culture and landscape of Morpeth and Northumberland. We have high aspirations for the children of the Morpeth Partnership by offering equality of entitlement as we have sequenced our curriculum to build pupil knowledge and skills.We are an outward-looking learning community who strive to ensure all children achieve their potential to become happy, fulfilled individuals and have the appropriate cultural capital to succeed in life.  

We will provide: 

  • A broad, balanced, stimulating curriculum that ensures clear progression of skills and knowledge in all subjects as our children move through our Partnership. 
  • A curriculum that is planned with themes in mind, and is adapted and designed to be ambitious to meet the needs of all children. 
  • A wide choice of enrichment activities to challenge and engage our children by bringing learning to life.  

Morpeth Partnership Curriculum Themes

Equality – we develop empathy in individuals and ensure we provide equality of opportunity and freedom from discrimination. 

Identity– we develop a pride and sense of social, moral, spiritual and cultural identity in order to shape and define who we are.

Future ready– we prepare our children for an exciting but unknown future with the empathy and resilience they need to succeed. 

Excellence – we have high expectations in all we do and seek to enable all children to meet their potential.

Collaboration  – we provide our pupils with the opportunities to develop the skills to work in teams.

AT Cambo:

English
We place great emphasis on the teaching of reading.

We use Read Write Inc as our Phonics scheme from Reception. We believe that children must have a sound knowledge of phonics e.g. initial sounds, blends and sight vocabulary to decode/read words and become fluent readers. Our reading scheme is carefully graded to give children broad experience at each level of their reading development. Beginner reading books reflect their phonological 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. We look for ways to support reading in everyday life e.g.

  • We read with children at least once a week and encourage parents to read with their child on a daily basis, completing any games/activities sent home with books.
  • Guided Reading takes place in our mixed age classes  once a week for each year group.
  • Members of the community come into school on a voluntary basis to support reading
  • Interventions are put in place to support reading/phonics /sight vocabulary e.g. Read Write Inc, Precision Teaching
  • The County Library Bus comes to school fortnightly and the children are encouraged to choose a book to read themselves or share with a peer/adult/parent.
  • We host a book week and a book fayre annually.
  • Staff model good reading habits and share stories regularly.
  • We have developed Peer/Peer reading on Friday afternoons and whilst swimming.
  • We have a library of books in each classroom which children can use for free reading/taking home to share
  • We invite authors into school as part of book week
  • We run specific events linked to reading e.g. Read 25 books at bedtime on the run up to Christmas.
  • Teacher’s read to and with children daily
  • We celebrate reading success
  • Interventions Read Write Inc/Precision Teaching
  • Buy in re SEND interventions where pertinent and support this development via interventions with Teaching Assistants.

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. We encourage children to develop a cursive style and to show good presentation.

literacy takes place in each class daily. The lesson begins with shared text work, followed by sound, word or sentence work. Children are then given group tasks. The teacher works with one or two groups. The lesson concludes with a plenary, where  children come together  to share and explain learning.

  • Big writing takes place twice per month for all children. This allows more developed, extended writing via drafting and redrafting.
  • We use Read Write Inc as our spelling scheme
  • We use Letter join as our scheme for handwriting across the school
  • Children who have difficulties re writing/spelling/presentation are identified early and support/interventions are developed.

Mathematics
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/game to sharpen skills and develop strategies. The lesson then continues with direct teaching of the whole class. The children then spend time in groups before coming together at the end of the lesson to share, explain and develop learning.We use Pearson’s  Active Learn as a basis for our mathematics lessons and White Rose for mastery/depth work.

  • Children with difficulties identified early and support put in place re interventions eg 1st Class Maths, RM Maths
  • Homework is given once per week to support/reinforce or extend learning in classroom
  • Pearsons Active Maths/Rockstars Maths/RM Maths/White Rose used re planning and reinforcement/ extension

Science

We are working towards our PSQM Gilt award in Science. Accreditation May 20

There is a strong focus on investigation and independent learning in Science. Pupils have the opportunity to develop knowledge and understanding in many areas of science as dictated in the National Curriculum. 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. In science we focus strongly on children developing their own learning, we encourage children to take a lead as the ‘Expert’ especially in homework e.g. using concept cartoons with their parents.

SCHOOL AIMS

Our aims in teaching science are to:

  • stimulate the children’s interest and curiosity in meaningful contexts
  • acquire knowledge, skills and attitudes to develop a greater understanding of the world about them
  • develop scientific strategies and skills through enquiry-based learning, exploration and investigation
  • enable satisfactory outcomes to be reached
  • develop basic scientific concepts
  • enable the children to work co-operatively and to communicate scientific ideas to others
  • develop safe use of appropriate equipment and materials

PRINCIPLES OF TEACHING AND LEARNING SCIENCE

The essential characteristics of good science activities should include:

  • opportunities to ask and answer purposeful questions and discuss ideas
  • focused exploration and investigation to acquire scientific knowledge, understanding and skills
  • use of the outdoors to enhance scientific experiences
  • first-hand experience
  • use of thinking skills to challenge understanding
  • use of simple secondary sources of information
  • opportunities to make decisions and choices
  • making cross-curricular links with learning in mathematics, design and technology and computing
  • use of ICT to store, retrieve and present information
  • correct use of scientific vocabulary

SCIENCE WITHIN THE NATIONAL CURRICULUM

Science is a core subject of the National Curriculum. The knowledge, skills and understanding covered in science in school are those laid down in the Programmes of Study. The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future These are taught through ‘Working Scientifically’ and ‘Enquiry’ and clearly related to specific units of work from the Programme of Study.

Children in Y1, Y2, Y3 and Y4 follow the National Curriculum 2014.

Children in the Early Years follow the Early Years Foundation Stage Curriculum and the related Early Learning Goals.

In Reception there is a gradual transition between the two with approximately three quarters of the work by the end of the year being based on the National Curriculum.

Science is also taught as a block annually during Science, Technology. Engineering and Maths week (STEM) throughout the school. Each year group are set challenges that are planned to ensure progression.

LINKS WITH OTHER CURRICULAR AREAS

The teaching of literacy, numeracy and ICT is promoted strongly in science as part of this school’s drive to raise standards in English and Mathematics. Science is used to extend and enable the pupils to practise the skills of language and literacy and numeracy.

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. e-Safety is integral to all learning and is drip fed throughout the year in assemblies and focussed lessons.

Cambo First School aims to assist pupils in achieving attainment targets set out in the national curriculum. By the end of each key stage pupils are expected to know, apply and understand the matters, skills and processes specified in the national curriculum.

In accordance with the national curriculum, Cambo First School aims to ensure that all pupils:

    • Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
    • Are able to analyse problems in computational terms and have repeated practical experience of writing computer programs in order to solve such problems.
    • Can evaluate and apply information technology, including new or unfamiliar technologies, analytically, to solve problems.
    • Are responsible, competent, confident and creative users of information and communication technology

In key stage 1 pupils will be taught to:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
  • Create and debug simple problems.
  • Use logical reasoning to predict the behaviour of simpleprograms.
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • Recognise common uses of information technology beyond school.
  • Use technology safely and respectfully, keeping personal information private; identifying where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

In Y3/4 pupils will be taught to :

  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solving problems by decomposing them into smaller parts.
  • Use sequence, selection and repetition in programs; working with variables and various forms of input and output.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web; and the opportunities they offer for communication and collaboration.
  • Use search technologies effectively, appreciating how results are selected and ranked, and be discerning in evaluating digital content.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Use technology safely, respectfully and responsibly, recognising acceptable and unacceptable behaviour and identifying a range of ways to report concerns about content and contact.

In order to give pupils the best opportunity to learn these skills, Computers are based in each classroom and the group room

Geography

Geography teaching at Cambo is about developing an understanding of our world, through experience, investigation and learning from secondary sources. Geography helps children to gain a greater understanding of the ways of life and cultures of people in other places. This will help to enable children to take responsibility for their role in society and to develop a caring attitude towards others, animals and plants in our environment.

Geography is concerned with the study of places, the human and physical processes, which shape them, and the people who live in them. Children study their local area and contrasting places in the United Kingdom and other parts of the world. The study of the local area forms an important part of the geography taught at our school and activities are planned to build upon the children’s knowledge and understanding of the local area.

Aims

Through our teaching of geography we aim to-

  • develop children’s geographical understanding and competence in specific geographical skills;
  • help children acquire and develop the skills and confidence to undertake, investigation, problem solving and decision making;
  • stimulate the children’s interest in and curiosity about their surroundings;
  • create and foster a sense of wonder about the world;
  • inspire a sense of responsibility for the environments and people of the world we live in;
  • increase the children’s knowledge and awareness of our changing world, so that they will want to look after the Earth and it’s resources and think about how it can be improved and sustained;
  • begin to develop respect for, and an interest in, people throughout the world regardless of culture, race and religion;
  • develop a sense of identity by learning about the United kingdom and it’s relationship with other countries.

We also hope to

  • improve pupils skills across the curriculum, especially in Literacy, Numeracy and ICT.
  • develop thinking skills
  • develop pupils as active citizens in the 21st Century
  • promote awareness and understanding of spiritual and moral issues.

Entitlement

Geography is a foundation subject in the National Curriculum. The fundamental knowledge, skills and understanding of the subject are set out in the National Curriculum programmes of study.

All pupils are entitled to access the geography curriculum at a level appropriate to their needs arising from race, gender, ability or disability. Fieldwork may have to be adapted to individual requirements.

Expectations

During the Foundation Stage, children will work towards the geographical aspects of the Early Learning goals for Knowledge and Understanding of the world.

By the end of Key Stage 1, most children will be expected to-

  • describe the main features of localities and recognise their similarities and differences;
  • recognise where things are and why they are as they are;
  • recognise changes in the environment of localities and how people affect the environment;
  • find out and express views about people, places and environments by asking and answering questions and by using their own observations and other geographical skills and resources;

By the end of Key Stage 2, most children will be expected to-

  • explain the physical and human characteristics of places and their similarities and differences, and know the location of significant places and environments in the UK, Europe and the World;
  • explain patterns of physical and human features, and recognise how selected physical and human processes cause changes in the character of places and environments;
  • describe how people can damage and improve the environment and recognise how and why people may seek to manage environments sustainably;
  • undertake geographical enquiry by asking and responding to questions, identifying and explaining different views and using a range of geographical skills, resources and their own observations.

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.

  • We use our local environment via Forest Schools in most if not all areas of the curriculum and have a Level 3 Forest School Leader who works across the age ranges.

History
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 using a variety of source material.

History at Cambo is about events that have taken place in the past, whether it is 100 years ago or last week. It is also about people: people from this country and from other countries around the world. It is about people’s actions, the reasons for them and the evidence that remains of them. It is about changes that have occurred and the causes and consequences of these changes. History is about the relationship between the past and the present. Skills developed through historical enquiry have a wide application to everyday life and historical awareness promotes responsible citizenship.

Aims
History at Cambo First School aims to provide pupils with a thorough understanding of the past of both Britain and the wider world. We aim to ensure that children are able to think critically when examining evidence and can develop their own opinions, which they can then back up with their historical knowledge.

FOUNDATION STAGE:

  • To develop a sense of time through events in stories and in children’s own lives and their family relationships using appropriate vocabulary.
  • To develop an awareness of time and change. Learning about seasons and life cycles through photographs and artefacts.

KEY STAGE 1:

  • To develop an awareness of the past using common words and phrases relating to the passing of time.
  • To develop an awareness of history and a sense of chronology through the study of the lives of people and events in the more distant past. Identifying similarities and differences between ways of life in different periods.
  • To know where the people and events they study fit within a chronological framework.
  • To understand the methods of historical enquiry through using a variety of sources to compare lives, past and present, and question events in the past.
  • To use a wide vocabulary of everyday historical terms.
  • To ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events.
  • To understand ways in which we find out about the past and identify different ways in which it is represented.

KEY STAGE 2:

  • To continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study.
  • To extend the depth of historical enquiry and broaden the range of study.
  • To be able to make connections and note contrasts and trends over time.
  • To interpret and communicate historical knowledge in a variety of ways, through art and drama as well as the written word.
  • To increase awareness of events, people and societies from the past, in order to gain a better understanding of the present.
  • To ensure there is progression from key stage one through teaching and combination of in depth and overview studies about British, local and world histories.
  • To note connections, contrasts and trends over time and develop the appropriate use of historical terms.
  • To regularly address and sometimes devise historically valid questions about change, cause, similarity and difference.
  • To construct informed responses that involve thoughtful selection and organisation of relevant historical information.
  • To should understand how our knowledge of the past is constructed from a range of sources,

History in the Curriculum
The new National Curriculum (2014) provides guidance by outlining the subject content that should be taught within each Key Stage. The History taught in Reception is governed by the Early Years Foundation Stage document. The whole school plan aims to ensure that learning is progressive and that historical skills are central to learning. It is important that links are made between aspects of History being studied, so that the pupil’s knowledge is not episodic and they have a good chronological understanding. This will also ensure children can compare and contrast events and note trends over time. Placing each period of History studied onto a timeline enables children to locate themselves in relation to other periods studied and current events.

Teaching and Learning
A variety of enriching teaching approaches are encouraged:

  • Teacher presentations role-play and story telling.
  • Question and answer sessions, discussions and debates.
  • Individual and group research and presentations.
  • Investigating artefacts, maps, photographs, paintings and other documents as sources of evidence.
  • Critical analysis and evaluation of sources of evidence.
  • Computing- interactive white board and internet resources, CD ROMs, TV and other visual and audio resources.
  • Well-stocked Topic and Artefact Boxes for each area of the History curriculum.
  • Access to other Artefact Loan Boxes from the Museums Services e.g. Hancock Museum
  • Fieldwork, visitors and visits to museums and sites of historic interest.
  • Special Events: History Days or Weeks such as Black History Month,
  • Greek/Roman Feasts, Battle Re-enactments, Olympic Games, WW2 days
  • Drama
  • Library SLA

Emphasis is placed on the development of enquiry skills and empathy, as well as on factual knowledge. A creative approach to the History curriculum by both teachers and children is encouraged. Links are recommended between History, Literacy, Citizenship, Science, Technology and other curriculum areas wherever possible. This makes it more likely that a rich humanities curriculum can be delivered, as well as providing a more creative, enjoyable approach to teaching and learning.

Creative Arts

We are a Gold Arts Mark School and have been for over 10 years. Our last assessment was 2019

Children in Y3/4 all have Explore and Discover Art Awards

Children in Y1/2 are working on their Discover Award 19/20

The Arts are used as a vehicle for curriculum development wherever possible  in topic work. 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 to 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.

  • We use Charranga as a method of supporting music in the curriculum for non specialist teachers.
  • We employ a peripatetic teacher to work with the children individually/in groups re keyboard, guitar, violin.
  • We employ a music teacher to work with Class 2 on Recorder/ukulele during lunch times
  • We have whole class tuition of violin/music/singing  across the school once a week for 1.5 hours. This session is led via a music specialist.
  • Children play instruments in assembly/concerts/services
  • Children work towards arts award Discover and Explore
  • We have at least 1 specialist in the arts each half term linked to children’s planning and requests for support.
  • We have at least one visit per term linked to the arts to support learning
  • We work with the children to produce a drama at christmas and in the summer for the community
  • We take part in events within the community/Local area e.g. working with an artist to depict and create  areas of Wallington which meet mental health  support-September 19. Morpeth Big Sing 2020.

Physical Education

We hold a Gold School Sports Award -School Games gained in 2019.

For the last five years we have held a silver award.

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.

  • We are part of the Morpeth and Ponteland School Support
  • We ensure that we have specialist support inPE for each area
  • teachers work with Coaches to develop their own knowledge, skills [CPD]
  • Festivals/Competition diary per annum for all children.
  • 2 hours per annum as a minimum
  • after school clubs at least 1 per half term
  • enriched with OAA / CANOEING/PADDLEBOARDING/CYCLE TRAINING
  • Community events eg Wallington dragon trail/picnic in the park
  • annual community sports day

Spiritual, moral, social and cultural development

We hold an International Award

We hold Healthy Schools Status

We are a flagship Food in School’s -School. We hold an individual Silver kite mark for our work in this area 
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 Northumberland RE syllabus., which explores aspects of the Christian church and other world faiths. We are  pleased to welcome visitors to provide us with knowledge and insight into their values and beliefs. We also ensure that visits are incorporated into our learning. 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.)

RELATIONSHIP and SEX EDUCATION (S.R.E)

Children and Social Work Act 2017,age-appropriate S.R.E is now compulsory.    Sex and Relationships Education is statutory in Primary schools from September 2020, the Personal, Social and Health Education (PSHE) policy including SRE is being reviewed to reflect the changes that are to come. SRE will be found within the PSHE scheme of work/ long term planning. It is also included in the science curriculum. A variety of resources will be used e.g.Jigsaw – The mindful approach to PSHE , ‘SEAL’ and ‘Lucinda and Godfrey’ etc The SRE content builds children’s self-esteem, enhances their own sense of self regard to their body image, develops caring and healthy relationships and assertiveness skills in keeping themselves valued, safe and respected. Most of the time, SRE will be delivered by the children’s class teacher within the weekly PSHE lesson. Visitors and visits will be incorporated into all learning where possible e.g. Sarah Donnison [Encompass/Endeavour initiative] visited school to work with the children on healthy relationships in 2019 and the children visited Newcastle Staying Safe Centre to develop keeping themselves and others safe through practical situations and role play.

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
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.