English is taught within the framework of the National Literacy Strategy, which devotes up to an hour a day ‘The Literacy Hour’ to the teaching of English.
In the first part of the hour the teacher demonstrates skills in speech, reading and writing, through shared reading of a text or shared writing. Questioning is carefully targeted by the teacher and discussion of ideas is encouraged in all children.
In the second part of the hour children explore the shared ideas with different levels of independence according to ability. This part includes group work, which may be guided by the teacher or a classroom assistant, as well as opportunities for independent work on reading, writing and spelling activities.
To complete the hour the teacher goes over the main points and children demonstrate what they have learned.
A high standard of English is encouraged and expected across all areas of the curriculum in both written and oral work. The use and teaching of English at Emneth is a tool for life not just a lesson in school
While reading is taught as a part of the Literacy Hour, children need much more than this to become fluent readers. We are encourage them to read at home, and encourage parents to help them by listening to them, by reading with them, and reading to them
As well as reading every class teacher regularly sets English homework as a consolidation or preparation for lessons in school.
Maths is taught within the framework of the National Numeracy Strategy, which devotes up to an hour a day ‘The Numeracy Hour’ to the teaching of Mathematics
The Numeracy hour starts with a mental warm up then the teacher demonstrates new skills in a shared interactive session. The children then explore these skills at levels appropriate to their ablity. Mathematics at Emneth is a way of thinking not just a collection of skills. It enables pupils to recognise and use patterns in the world around them. It is a creative discipline that can stimulate moments of pleasure as problems are solved and understanding is realised.
Every class is taught mathematics daily. The content of each lesson is appropriate to the age and understanding of the children and is in accordance with the National Curriculum and Framework for Numeracy. Mental calculation has a high priority. A firm grasp of mathematical language is required. Individual pupils’ ability to talk about their methods and explain their reasoning is developed. Every class teacher regularly sets mathematics homework. This is valuable in consolidating learning, encouraging data handling, and in utilising ‘real’ mathematics. It is also a vehicle for sharing current mathematical learning with parents.
Science is about the world in which we live, and why certain things in the world happen the way they do. Science stimulates and excites pupils’ curiosity about these happenings and events. It also satisfies this curiosity with knowledge. In Science lessons, children will learn about life processes, materials and physical processes, and throughout these areas of study, children will develop skills of scientific enquiry.
At Key Stage 1, the children are taught to collect evidence, answer questions, and to link this to simple scientific ideas. Words like how, what and why, become key words in all scientific enquiry. The children communicate their ideas using language, drawings and tables.
At Key Stage 2, pupils learn about a wider range of life processes, materials and physical processes. Scientific enquiry becomes more focused. The children carry out more systematic investigations and use a range of reference sources including ICT in their work. Part of Key Stage 2 study includes their personal health.
At both Key Stages there is ample opportunity for pupils to have ‘hands-on’ experiences. Favourite destinations for such experiences include the Inspire Science Centre in Norwich, pond dipping at Welney, and the Sea Life Centre at Hunstanton. The majority of classroom lessons include “hands-on” experiences also. They vary from activities such as observing ducklings, to carrying out a soil investigation.
Learning to question and discuss science-based issues that effect their own lives, is an important part of all Science lessons throughout the school
Investigating growing conditions
Exciting developments are taking place all the time in ICT.
At Emneth The school is linked and we have a suite of computers fully networked and linked to the Internet. We also have 15 laptops that can be wheeled to classrooms and linked by a wireless connection to the Internet. As well as this, all classrooms have the means to electronically communicate on the Web.
A scheme of work is followed throughout the school which integrates ICT into all curriculum areas.The advances made in this technology are continuing to bring considerable benefits to teaching and learning for your children and we are constantly looking for ways to make ICT meaningful and useful in all areas of the curriculum..
History is the study of people’s lives, lifestyles, events and places from both recent and more distant past. The children learn about change in Britain and the wider world through the use of artefacts, books, videos anmd visits. They respond to stories and other infromation to help them ask and answer questions.
At Key Stage 1 the children learn how the past is different from the present by looking at their own lives and comparing it with artefacts no longer used. They also hear stories about famous men, women and children in History.
At Key Stage 2 the children use different sources of information to help them investigate the past, recall dates and write descriptions of events. The subject is taught within a topic allowing links to other curriculum areas.
Local History is an important source of information in all classes.
Geography begins in Key Stage 1 with investigation of the school and its buildings, widening to the area around the school and a contrasting locality. Comparisons are made and an encouragement to have a respect for the environment integrate the ideas of ‘good citizenships’.
At Key Stage 2 studies broaden, beginning with the local area and working towards distant places where the importance of environmental issues are emphasised. Skills are developed through the use of atlases, globes, maps, plans, videos and aerial photographs.
|Design and Technology enables pupils to be inventive in designing solutions to problems and so bring about changes and improvements in existing situations,. It also prepares pupils to take part in tomorrow’s fast changing technologies
Here at Emneth we reflect the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the other world religions. We aim to do this through using a range of artefacts, stories, music and collective worship, which act as channels of communication.
With the young child religion starts with making sense of themselves, feeling that they are a valued member of a group and giving them the opportunity to respond and relate to others.
With the older child it is a chance to explore ultimate questions and also to encourage to question and challenge, and to think for themselves.
Collective worship takes place daily and we aim to promote the spiritual, moral and cultural development of pupils. It is a time to reflect within a spiritual atmosphere with the hope of stirring on emotion.
With the help of the Teacher and Classroom Assistant the children explore how things work, what products are used for and the needs of the people who use them. Pupils may work on their own or as part of a group on a range of designing and making activities, using a variety of tools, equipment, materials and components. They will draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways.
Music is a powerful form of communication that can influence the way pupils feel, think and act. It allows them to express themselves through their performance and also to respond to a variety of music. Music also helps to develop pupils’ social skills including working collaboratively, listening to others, and making judgments about musical quality.
Throughout their lessons, pupils will sing a variety of songs, ranging from action songs in Reception, to two part songs in Year 6. They will learn how to play a variety of instruments, and how to use them with increasing control and imagination. As they progress, pupils will become involved in group music making, and they will be encouraged to work with increasing personal involvement, independence and creativity.Pupils will experience music from different times and cultures. Opportunities exist for pupils to develop skills and experiences such as joining recorder, brass or woodwind groups.
Physical Education is about children learning about themselves and their bodies.. At Key Stage 1 children get involved in dance, games and gymnastics. These activities continue at Key Stage 2 along with athletics from Year 3 and swimming at the Marshland High School pool for all of Year 5. Each class has on average two PE lessons a week throughout the year, with the school field and the playground being used as much as possible (weather permitting). Games activities take place outside and the children also make use of the Trim Trail which has been built on part of the school field. Dance and gymnastics take place in the school hall using a variety of equipment.
There is an after school netball club and opportunities for after school football coaching are organised during the year. Our children get the opportunity to to compete against other local schools in a variety of tournaments; netball, football cross-country, rounders, swimming, athletics and cricket.
|In Art and Design we develop our creative and imaginative response to the world around us. Children use colour, form, texture, pattern and different materials and processes to communicate what they see feel and think. They work both individually and collaboratively producing works in two and three dimensions.|
They will also explore ideas and meanings in the work of artists craftspeople and designers and begin to understand the value of art within their environment.
At key stage one children use a range of starting points for their work e.g. themselves, stories, other artist’s work objects from the local environment. They are introduced to a range of materials and processes and are taught safe and appropriate use of tools.
At key stage two children develop their creative skills through more complex activities. They will improve their control of materials, tools and techniques and become more confident in expressing their ideas. They will increase their awareness of the purpose of art, craft and design in different times and cultures.