The National Curriculum and its Assessment
Every pupil follows subjects planned and implemented through the National Curriculum and its Assessment. There are four core subjects: English, Mathematics, Science and Information/Communication Technology (ICT). The remaining subjects are known as “foundation subjects”; History, Geography, Design Technology, Art, Music and PE. RE is taught as a standard subject throughout the school. Personal, Social and Health Education (PSHE) is also taught across the school.
Each subject has a number of attainment targets which cover the range of knowledge, skills and understanding that pupils will have experience of as they progress through school. Each attainment target has 8 levels, and average pupils would be expected to reach Level 2 by the age of seven, and Level 4 by the age of eleven.
Children will be involved in statutory assessment procedures towards the end of the year in which they achieve their seventh and eleventh birthdays (i.e. in Year Two and Year Six) and the results reported to parents. These assessments are known as End of Key Stage National Tests or SAT’s. Ongoing teacher assessments are used to inform the end of year 2 attainments in conjunction with SAT’s. Other formal assessment procedures are carried out in Years 3,4, and 5 through the use of non-statutory QCA tests. In addition, children in Year 1 will undergo a phonic screening test.
Teacher Assessment is ongoing throughout school, and staff employ a range of activities, both formal and informal in order to assess progress.
Each academic year, it is intended to hold Consultation Evenings to provide the opportunity for discussion between teachers and parents related to individual children’s progress
Class teachers will be happy to show their topic planning in more detail. Schemes of work relating to all subject areas are also available for parents to see.
Special attention is given to continuity and progression within the curriculum.
At the end of Year 2 children will be assessed using a combination of teacher assessment and SAT’s.
KEY STAGE 2: YEARS 3 –6
The Key Stage Two curriculum follows the same ethos of catering for the individual and recognises that by the age of eleven children will have reached different levels of attainment. The curriculum is broad, in that it includes all the foundation subjects, and balanced, in that appropriate weighting is given to the core subjects of Mathematics, Science and English. We aim for all children to reach their highest possible standard in each subject area.
This is an extremely important aspect of our school curriculum.
Your child will be taught reading, writing and spelling during Literacy Hour. Many opportunities will also be taken to develop their speaking and listening skills.
We have a structured reading scheme in school which is begun in Nursery. We involve you as parents a great deal in the teaching of reading and staff will explain your role in relation to this. We also have a large selection of story books and information books to widen the children’s reading. We value your support in completing the home/school diary.
In addition, towards the end of the Summer Term, parents of main school children will receive a written report indicating their child’s progress in each subject. Included in this will be specific targets for each individual in English and Maths
In addition, towards the end of the Summer Term, parents of main school children will receive a written report indicating their child’s progress in each subject. Included in this will be specific targets for each individual in English and Maths.
EARLY YEARS FOUNDATION STAGE CURRICULUM
A lot goes on inside and outside of the school in the interest of children’s learning. The period of education from ages three to five is known as the foundation stage. We see this as an important part of the curriculum at our school and recognise is as a basis for later learning. This period is a distinct stage with its own early learning goals which cover the six main areas of young children’s development and learning – Personal, Social and Emotional Development, Communication, Language and Literacy, Problem solving reasoning and numeracy, Knowledge and Understanding of the World, Physical Development, Creative Development
The Foundation Stage children are assessed using an ongoing STEPS assessment against these areas. Parents will have the opportunity to discuss their child’s assessment with the class teacher. At the end of the Foundation Stage the children are assessed against the National Foundation Stage Profile.
KEY STAGE 1: YEARS 1 AND 2
In Key Stage 1 an emphasis is placed on the teaching of English and Mathematics.
Children follow a well-structured Curriculum from Year 1, for which back-up documents are available in school.
Each class has a planned programme of topics, which integrate aspects of the curriculum. The children will often make visits to the local surroundings and beyond to support their work.
We value children’s’ first effort at writing although sometimes very few actual letters are formed. Children are introduced to a variety of forms of writing from the earliest stages e.g. list making, writing letters, stories and invitations. These skills are developed across the school with an emphasis being placed on developing speaking and listening and a high standard of spelling, vocabulary extension and the development of a fluent handwriting style.
Mathematics is developed through a number of approaches; as a separate subject, as part of topic work, using computers and calculators, oral work and practical work. The daily maths lesson is taught across Key Stage One and Two.
A typical lesson is structured like this:
Oral work and mental calculation (about 5 – 10 minutes)
The main teaching activity (about 30 – 40 minutes). Teaching input and pupil activities, work as a whole class, in groups, in pairs and as individuals.
A plenary to round off the lesson (about 10 minutes). Work with the whole class to address misconceptions and identify progress, to summarise the key ideas, to discuss next steps and where appropriate to set work to do at home.
Children develop their scientific skills and concepts in a practical and experimental manner. Particular emphasis is given to scientific investigation, life and living processes, materials and their properties and physical processes.
Our aim is to prepare the children for the central role that ICT will play in their future lives.
Computer skills are taught throughout the school and ICT is used to enhance all curriculum areas. We have first class facilities comprising of a fully equipped computer suite.
Other aspects of ICT that the children will be taught will include the use of digital camera, tape recorder, television, and DVD’s.
Apple Mac computers are used to teach creative ICT such as animation, slide shows and digital music composition.
Teachers help the children to become aware of the different faiths of the world and draw attention to the unique place of Christianity in British life. Teachers do not teach any particular belief but help children to become more aware of the spiritual part of human life.
Parents may request that their children be excused from attending assemblies or religious education lessons. Our assemblies are mainly Christian and children often take part in them. Parents are invited to class assemblies throughout the year.
History and Geography
We want our children to develop an awareness of their environment and to respect this as well as developing a concept of time and knowledge of what has happened in the past.
The children will have the opportunity to learn about the past from a range of historical sources.
Studying the local environment as well as locations further afield will develop the children’s geographical skills
Music, Art and Craft
All children are given the opportunity to make music and enjoy singing. A variety of creative materials are available for the teaching of art skills with many activities linked to a chosen topic or them.
All children are expected to take part in the curriculum activity.
Swimming is an integral part of the curriculum. Children are given an allotted time to swim and they are asked to bring towels and swimming costumes.
Our PE teaching will include the teaching of skills relating to agility, body awareness, games and dance. Children should be suitably dressed for PE in T-shirt and shorts. Appropriate footwear will be needed for outside activities. A drawstring bag may be purchased from school as we have very limited cloakroom space. Children are discouraged from bringing large holdall bags that are unable to hang on a peg.
Sex and Relationship Education
Our aim is to prepare our children to cope with the physical and emotional challenges of growing up, and to give them an elementary understanding of human reproduction.
We provide a framework for effective Sex and Relationship Education as part of our P.S.H.E.
Our sex education is based on the Lucinda and Godfrey scheme which is recommended by the School Nurse. The units are:-
Foundation – introducing Lucinda and Godfrey
Y1 – First Day at School
Y2 – The Smell Monster
Y3 – The Birthday Party
Y4 – Telling Someone
Y5/6 – Growing and Changing
The nurse will answer any questions that the children may have. Parents are asked for permission for their child to take part in these sessions, and if concerns arise the school nurse is always willing to discuss these. Parents have the right to withdraw their child from any or all parts of a school’s programme of Sex Education other than the elements which are required by the Science National Curriculum.
All the children have the right to be treated equally in accessing education irrespective of gender, disability, ethnic difference or social disadvantage. Our expectation of pupils is not influenced by any of these factors. We will recognise and value different cultures and religious traditions amongst them.
In response to the MacPherson report the school will have in place racial incident monitoring procedures.
Throughout the year children will be taken on educational visits to broaden their experiences. In order to finance such visits and activities it is necessary to ask for voluntary contribution from parents to cover costs for transport, insurance and entrance charges etc. Should a voluntary contribution not be made, no child is ever excluded from a trip.
If children do not make the expected progress, we need to discover the reasons for this. This will have been discussed with you to see if you know of any problems. A register is kept to record children who need to be given support in their learning. This register includes children requiring learning, medical or behavioural support. Our Inclusion Leader (SENCO) will be happy to discuss your child’s individual needs. Staff will also arrange suitable programmes of work or activities for children in need.
We can talk with our Learning Support Specialist Teacher who offers help with English or Maths depending on the needs of the child.
In addition we provide for the needs of our gifted and talented children through a range of approaches outlined in our Gifted and Talented policy.
Teaching Assistants will support children either in class, or on occasions withdrawing these for small group or individual work. Our teaching assistants work in partnership with the class teachers and they jointly plan and assess the work.