The Governing Body Curriculum Policy Statement takes into account the requirements of the National Curriculum and embodies the Local Education Authority's Curriculum Policy, 'Every Learner'.
The school aims to provide a broad and balanced curriculum and to develop the work of the individual child according to his/her age and ability. We aim to enable all children to achieve levels of personal development which will permit them to play their full part in the life of the community through employment, social and recreational activities, and in public service; to assist them to acquire skills and develop attitudes which will enable them to benefit fully from the opportunities provided by secondary, higher and vocational education.
The emphasis throughout the curriculum is on working with meaning and understanding. A thematic approach provides the framework for developing the basic skills of communication using language, mathematics, science and aspects of technology, art and craft, music and physical education, history and geography. Religious education and cross curricular themes of safety, health, environmental and community education are also often integrated into the topics.
At Key Stage One we operate a two year rolling programme of topics which is followed by Year 1 and Year 2 children, and incorporates all subjects of the National Curriculum. During their Reception year the emphasis is on delivering aspects of the National Curriculum through children's stories.
At Key Stage Two we operate a four year rolling programme of topics to deliver the curriculum, thus ensuring that all children are set fresh challenges whatever their class grouping.
Foundation Stage (Reception Year)
Children are admitted in September and January. Our main objective for new entrants is to provide a happy and secure environment where socialisation and personal confidence may be established. For those children already integrated into school life opportunities to extend and consolidate their experiences are provided within a flexible curriculum. Communication both oral and written is developed; books are used extensively to develop early-literacy skills. All basic and manipulative skills are developed by participation in practical activities with the aid of a wide variety of materials and media. The computer suite is used by children from their first days in school. Physical education, dance and drama also form part of the curriculum as well as religious education.
Key Stage 1
During their early years in school, children learn to operate individually and in groups, to listen attentively, ask and answer questions, respond to increasingly complex instructions, describe events and be aware of others.
Through games, P.E., dance, drama, music and movement the children develop more control of their bodies and learn to use simple games apparatus. They learn songs, musical appreciation and handle and play a variety of percussion instruments. They learn to use books for enjoyment and reference and to recognise some words, and read them in sentences. They then begin to write independently, using simple dictionaries. They write simple stories and factual accounts of activities, observations or experiments. Some knowledge of sounds and the alphabet are taught and they are introduced to simple word processing. They begin to describe, record and check evidence, predict and estimate. They use various means of recording with apparatus diagramatically and orally, as well as more traditional note taking or story writing. They begin to organise their ideas and interpret their findings.
They learn mathematical language as well as numbers. Many begin to operate with two or three digits, and use numbers in a wide variety of practical activities including measuring, weighing and shopping. They work in two or three dimensions, using geometrical terms for shapes and their position. The children study living things, begin to label parts, understand about their care and their effects, their changes and differences. Food studies, health and hygiene are introduced. They study non-living materials, their similarities and differences, begin weather studies and observe seasonal changes. They begin to investigate the forces of magnetism, electricity and movement. Communication devices are explored at simple levels. The school grounds are used for early scientific studies and environmental work. Transport, clothes, homes and food, festivals and customs are looked at. The similarities and contrasts with those in earlier times or other places are recognised to form a basis for later historical or geographical studies.
The Beginning of Key Stage Two
By this stage children are usually more systematic in their approach to work and can sustain longer periods of concentration. They continue to share their experiences with others, develop awareness of differences in people and begin to appreciate the variety of circumstances within the world.
They are more adventurous and inventive in their physical activities and become involved in team games. Their fine muscular skills are sufficiently developed for needlework, bookmaking, more accurate model-making and pleasing art work to be explored. They start to take a pride in presentation, and the cursive script is further refined.
Increasingly complex stories are read and written. Spelling of words in families, using a dictionary, use of more complex sentence structure, increased vocabulary and simple punctuation allow greater fluency. Poetry is explored in more depth. An increasing range of literature and reference material is made available to the children for their interest and enjoyment. Children continue to explore their environment, using more sophisticated recording methods, including data bases, and construct and interpret charts and graphs. They make and test predictions, select materials, methods and tools appropriate for the task, and identify and describe variables. They investigate abstract numbers and operate in numbers of up to five digits. Their calculations involve three digit numbers and multiplication tables need to be learnt. Estimating both numerically and practically continues to be important. Children use varied metric units and are able to use those appropriate to the task in hand.
The End of Key Stage Two
By the time the children leave us we expect them to be able to work unsupervised, be constructively critical of themselves and others and capable of thinking ahead. They will control their bodies to produce sequences of movements, attain awards, work in teams, enter rallies and compete with other schools.
Children will have used a wide range of art media and be introduced to varied craft activities. Many are capable of fine detail and mixing techniques. They are able to design, plan, execute their plans for detailed and complex models, sometimes linked to the computer.
Children are introduced to varied reading skills such as skimming, scanning, note taking and using indexes. Fiction reading is monitored. They continue to enjoy reading for pleasure and are able to find and evaluate information.
They are introduced to an increasing range of literature, poetry and music. Some children write their own music and there is some opportunity for group music making. Children are able to communicate orally, as well as through writing, on a variety of topics and for different purposes. Use of words, their role in a sentence, spelling of complex words and use of more complex punctuation is taught.
Investigations are planned, variables identified and controlled, materials selected, appropriate tools and methods used in a more systematic and methodical way.
Decimal and vulgar fractions, percentages, averages, probability and ratios become familiar. Numbers are understood in millions and calculations done with many digits. Estimations continue to be important especially as calculator work increases. Patterns and formulae are explored and simple computer programming is introduced.
The major differences between groups of living things is explored, the key factors in decay and recycling, major organ systems and their processes is studied. Reproduction in plants and animals is discussed, and ideas for good health and body maintenance introduced. Environmental issues are discussed and investigated, materials are compared and their properties in relation to purpose considered. Changes of state, weather measurement, storage and transfer of energy, cause and effect of forces and further studies of light and sound take place.
Through topic work children learn of other creatures and times. They begin to understand cause and effect, similarities and differences and to appreciate how we know about the past. They develop skills in simple map work, use of reference books and other source material.