What does your child learn at school each day? Find information about our curriculum subjects here. For more information on our curriculum, please contact your child's class teacher or our Head Teacher.
Our whole school curriculum offer
Learning And Teaching
All children receive a well-balanced, broad-based curriculum, centred around the National Curriculum subjects and Religious Education. There is a strong emphasis upon the skills of English, Maths and RE which give access to all other areas of learning.
The core subjects are English, Mathematics, Science and RE. The Foundation subjects are Design Technology, Art, Music, Physical Education, History and Geography. We also provide P.S.C.H.E. (Personal, Social and Health Education and Citizenship). Years 3 - 6 also receive one session of Spanish a week.
We believe that there are aspects of learning such as independence, collaboration, responsibility and self-confidence which are essential for children to develop, not only as pupils but as members of society. Spiritual, moral, social, and cultural developments have a high profile in our school community and sit alongside our 9 core christian values in all that we do. We promote a positive and succeeding ethos which we believe enhances self-esteem and self-motivation. The Christian ethos of our school is central to our thinking and we encourage children to be tolerant, caring and kind to one another.
Children are taught both in mixed-age and single year group classes, depending on number of pupils on roll.
Teachers plan their work in a variety of ways, ensuring that we adopt a thematic approach to learning as well as meeting the needs of the children. We work hard to ensure that our curriculum offers all our children opportunities to develop a love of learning both indoors and outside in our beautiful setting. Children may work individually, in pairs or small groups, or in whole class sessions.
All our children are taught Maths, Computing and English as specific time-tabled lessons. Almost all other subjects are taught through writing themes. Some subjects may be taught as stand-alone e.g. PE, RE or Music if they do not sit comfortably within a given topic.
Our Early Years Provision
Children in our Reception class follow Curriculum Guidance for The Early Years Foundation Stage (Sept 2012). There are 7 areas of learning and development that must shape educational programmes in early years settings.
The 3 Prime Areas are:
· Communication & Language
· Physical Development
· Personal, Social, Emotional Development
In additions to these, there are a further 4 Specific Areas through which the Prime Areas are strengthened and applied.
The Specific Areas are:
· Understanding the World
· Expressive Arts and Design
The children will have opportunities for learning and experiencing the above through a more ’play based’ learning environment. At the end of the year the children are then assessed against the development within the Early Learning Goals.
PRIME AREAS – These areas of learning most essential for children’s readiness for future learning and healthy development.
1. Communication and Language
Developing confidence and skills to express themselves and to speak and listen in a range of situations.
2. Physical Development
Developing co-ordination, control and movement, understanding the importance of physical activity and making healthy food choices.
3. Personal, Social and Emotional Development
Developing a positive sense of themselves, forming positive relationships, developing respect for others, developing social skills, learning how to manage feelings, understanding appropriate behaviour in groups and having confidence in their own abilities.
Linking sounds to letters, beginning to read and write and developing their interest in a wide range of reading materials.
Developing counting skills, understanding and using numbers, calculating simple addition and subtraction problems and describing shapes, spaces and measures.
6. Understanding the World
Making sense of their physical world and community by exploring, observing and finding out about people, places, technology and the environment.
7. Expressive Arts and Design
Exploring a wide range of media and materials, sharing their thoughts, feelings and ideas through art, music, movement, dance, role-play and design technology.
The characteristics of learning:
The characteristics of effective learning describe factors which play a central role in a child’s learning and in becoming an effective learner. They are vital elements of support for the transition process from EYFS to Year 1. The characteristics of learning run through and underpin all seven areas of learning and development, representing processes rather than outcomes. Information describing the child’s characteristics of effective learning will provide Year 1 teachers with vital background and context when considering the child’s next stage of development and future learning needs.
They are based 3 areas:
Playing and exploring
- Finding out and exploring
- Using what they know in their play
- Being willing to have a go
- Being involved and concentrating
- Keeping on trying
- Enjoying achieving what they set out to do
Creating and thinking critically
- Having their own ideas
- Using what they already know to learn new things
- Choosing ways to do things and finding new ways
Your child will access all of the learning areas through planned purposeful play that has a balance of adult-led and child-initiated activities. Each area has its own set of Early Learning Goals which cover the knowledge, skills and understanding that most children are expected to have achieved by the end of Reception.
From EYFS through to Year 6, we follow the RE Resource 'Understanding Christianity' alongside the Worcestershire RE agreed Syllabus. Please help your child to learn our school simple prayers.
We employ a wide range of teaching strategies and have a well-structured scheme of work, based on the National Curriculum for English.
Speaking and Listening
The children are encouraged to develop fluent language skills in their oral work, whilst working in groups or with the whole class. They are given the opportunity to tell stories or read poems aloud to the rest of the group, as well as a wide range of drama skills such as role play, hot seating, improvisation and scripted tasks. Self-confidence in the spoken word is important and this, together with the ability to listen, is encouraged.
Reading is taught primarily through the phonic approach using structured reading schemes as a complementary resource. Guided Reading is taught at least 3 times throughout the week. Pupils are encouraged to take their reading books home every night to share with their parents. Each child has a reading diary and a reading record is kept daily by both parents and school. Adult helpers listen to children read aloud regularly, as does the class teacher or teaching assistant. Children later read silently or in small groups in timetabled sessions. At least twice in every year the reading age is monitored as a check on an individual child’s progress. Each class also has a 'reading challenge' where children who read regularly have an opportunity to win a reading prize!
Writing skills are developed from EYFS which should enable the children, by the end of KS2, to write both fiction and non-fiction forms, for a variety of purposes and audiences. Spelling, basic grammar, punctuation and good handwriting style all have a part to play in the development of language users and are considered important factors in the skills needed by a child. Pupils from Y2 upwards have daily grammar, punctuation and spelling sessions through the No Nonsense Spelling programme.
This year, we are taking a Thematic approach to our writing. Our 'theme' will be based around a picture book which will provide a hook to our topic. Both writing and all foundation subjects will be linked to the book and therefore the theme. This is to encourages a broad curriculum that provides opportunites to write at length in all subjects.
In EYFS and Y1 our children have a daily 20 minute phonic lesson where the sounds of letters are learned. We follow the 'Letters and Sounds' document alongside 'Jolly Phonics' and Ruth Miskin letter formation rhymes. This knowledge is then applied through reading and writing.
Jolly Phonics = https://www.youtube.com/watch?v=HeSR9gR0z_U
Ruth Miskin letter formation = http://www.thebellbird.cambs.sch.uk/wp-content/uploads/2014/12/Letter-formation-chart.pdf
In Mathematics we follow the yearly objectives outlined in the National Curriculum for Maths. We aim to develop the children’s awareness and concept of number, measure and shape and data-handling. The children are taught the basic mathematical skills but are also challenged to apply them in problem-solving situations from the real world. We use the White Rose Maths Hub as a resource to guide us with Long-Term Planning and assessment.