Please click on the links to access policies and planning
Spiritual, Moral, Social & Cultural Development-SMSC development is included in all areas of the curriculum. Children learn to behave well, cooperate and share with each other. They make friends, respect each other’s differences and build their understanding of different families, people and communities beyond their immediate experience. Children also learn to behave in ways that are safe, understand how to stay safe and show that they feel safe. Please follow the link for each term to see our long term curriculum plans for Autumn, Spring, Summer
National Curriculum-Children in the Nursery and Reception classes follow the Early Years & Foundation Stage Curriculum. The areas of learning are as follows:
- Personal, Social and Emotional Development
- Communication and Language
- Physical development
- Understanding the World
- Expressive Arts and Design
Please click here to read our Early Years and Foundation Stage Policy
Key Stage 1-Careful planning ensures that all children have access to the National Curriculum core subjects of English, Mathematics, Science, Computing and the foundation subjects of Design & Technology, History, Geography, Music, Art and P.E.
International primary Curriculum (IPC)-Teachers use the IPC has a practical tool to plan for children’s learning in the foundation subjects. It helps children to learn academically, socially, spiritually, emotionally and physically. Our school believes that children’s learning must respond to their current and future personal needs, their future career needs and the needs of the varied societies and cultural groups in which they are likely to play a part.
The IPC helps children to:
- learn the subject knowledge, skills and understanding they need to become aware of the world around them;
- develop the personal skills of Enquiry, Adaptability, Resilience, Morality, Communication, Thoughtfulness, Co-operation and Respect so they can take an active part in the world throughout their lives
- The IPC also helps children to develop an international mind set. Helping children to see:
- how they can get along and how they can disagree in a way that is helpful;
- how they can be proud of their own national heritage and culture and, at the same time, deeply respectful of the heritage and culture of others;
- how they can achieve more by coming together than staying apart
For effective learning to take place we use a range of teaching methods. There are times when the teacher works with the whole class in a shared session and times when children work in small groups, in pairs or individually. Children may often apply their literacy and numeracy skills through areas of the IPC.
All IPC units of work follow a process Entry Point (an exciting introduction), Knowledge Harvest (what do children already know about the theme), Explain the Theme (the ‘big idea’), Big Picture (subject knowledge for teachers), Research Activity (find out information), Recording Activity (children interpret the learning), Exit Point (celebrate learning with parents).
Thematic work -This approach uses a "theme" as a vehicle for learning across the curriculum. Based on a child's first-hand experience children are encouraged to explore and investigate. Through research, testing, analysis and evaluation children are given opportunities to use and apply their knowledge and skills to real situations. In this way children become aware of the links between curriculum areas e.g. the links between English and Science when recording an investigation.
Reading-In early years a reading scheme called Oxford Reading Tree is used so children have access to books which allow them to apply their phonic knowledge. In Years 1 and 2 reading is taught using a carefully graded "colour coded" system based on a range of exciting and attractive books which children enjoy reading. All children will take part in whole class reading, guided group reading and individual reading. Children are taught a variety of strategies to enable them to develop a love of books and joy of reading. A scheme called ‘Letters and Sounds’ and ‘Floppy’s Phonics’ are also used by teachers to support planning for reading and spelling. Teachers complete a detailed assessment of children’s reading skills before they move through the colour book banded system.
During induction parents learn about the school’s approach to the teaching of reading and writing. Children are encouraged to take books home and parents are invited to comment on their child's progress through the reading record. We have strong reading bags for sale in school at a cost of £3.00 which are ideal for reading books. Lost or damaged books need to be replaced, as many are part of sets of books. For this reason we will ask for a contribution towards the replacement cost.
Writing- Our approach to writing builds confidence and encourages children to think of themselves as writers from very early on. Children are given opportunities to communicate in a variety of written forms, from prose and poetry to an accurate account of a scientific or mathematical investigation. The structure of our language is important and there is greater emphasis on this as children develop.
Handwriting-We believe that handwriting is a craft that requires regular practice if we are to write legibly. Our style of handwriting is aimed at developing a fluent cursive style.
Spelling-We encourage all children to take an interest in word structures. Most importantly we try to build in all children an image of themselves as competent spellers. We use the look, cover, write, check method to teach spelling.
Mathematics is based on the requirements of the National Curriculum. Our planning ensures that children have opportunities for practical work, investigational work, problem solving as well as the performing of skills and operations. We also encourage children to develop and use mathematical language and develop a variety of calculating skills.
Science is based on the requirements of the National Curriculum. We aim to develop attitudes of curiosity and open mindedness as well as a systematic scientific approach to investigations. We encourage children to ask questions, put forward and test their own ideas and predictions, reflect and compare what they have observed with what they expected.
Computing is to prepare children for an increasingly technological world. We use a range of software to support most curriculum areas. From their first term in school children are encouraged to develop their computing skills particularly through word processing, data handling and information retrieval.
Design & Technology aims to develop the technological capability of our children to enable them to design and make products within meaningful contexts. We give children access to a range of materials, tools and equipment which will help them develop a specialist vocabulary as well as D&T skills. Work in this curriculum area is usually linked to the theme on-going in the classroom.
History and Geography- these foundation subjects are linked to the class "themes". We believe it is important that our children recognise the influence of the past on the present and develop pride in human achievement. We foster an interest in our local environment including the people working and living in it. Work in these areas is supported by visits, and secondary sources including maps, reference books, objects and artefacts.
Visual Arts-Displays of children’s work are an important feature of our school. Throughout the key stage children are introduced to a variety of media and techniques through which to express themselves. We invite artists into school to work alongside children.
Music/Drama -As well as listening to music we encourage children to create and perform their own compositions. At Christmas and at the end of the summer term we invite parents to performances/celebrations. Every year we invite a theatre group into school so that children can experience live theatre at first hand. We also regularly join in music workshops with other local schools.
Physical Education and Sport- Our hall is equipped with apparatus for gymnastics and games which every class has an opportunity to use each week. A grassed area, adventure playground and playground are available for games. Children are encouraged to use the expressive power of the body to communicate feelings and emotions through dance. In planning for games, gymnastics and dance we develop skills which children will use in future when partaking in more formal sports, games and activities. Each summer children take part in a Fun Sports Afternoon in the school grounds where children take part in competitive races. The school aims to ensure that the children understand and appreciate the benefits of physical exercise/activity in its various forms to stay healthy.
Religious Education is provided in accordance with the Education Act of 1988 and the Local Authority's Agreed Syllabus. The school and its governors are committed to the teaching of Religious Education as an important subject in its own right and because of the contribution it makes to other aspects of the school’s curriculum and ethos. Our children are growing up in a multi-faith, multi-cultural world where religious issues are at the forefront of modern Britain.
Collective Worship-Through assemblies and class teaching children are helped towards an understanding of the religious beliefs, attitudes and activities of different cultures. They have opportunities to experience the awe and wonder of the natural world as well as to be introduced to spiritual thoughts and feelings which are an integral part of the emotional growth process for young children.
Parents have the right to withdraw their children from Religious Education and the daily act of Collective Worship and should inform the school of their intention to do so. At present all children attend assemblies.