Curriculum
The 1988 Education Reform Act statesthat every child is entitled to “a balancedand broadly based curriculum”. Thecurriculum should promote the spiritual,moral, cultural, mental and physicaldevelopment of pupils and prepare themfor the opportunities, responsibilities and
experiences of adult life.
The subjects identified by the NationalCurriculum as essential to a child’s allround learning in the primary phase ofeducation are as follows:
Core Subjects
English, Mathematics, Science, ReligiousEducation, Information/Communication Technology.
Foundation Subjects
History, Geography, Art, Music, P.E., Design Technology.
Schools are also required to include a daily act of collective worship.
ASSESSMENT
In Year Two and Year Six children take part in National Curriculum Standard
Assessment Tests; these are national tests, with different testing materials
being sent out to schools each year from the DFES. The levels achieved by the children at this school in the latest end of
Key Stage One and Key Stage Two tests and assessment are attached as an
appendix to this prospectus.
Throughout the year all children will take part in a range of teacher assessed tasks and tests.
RELIGIOUS EDUCATION
The 1988 Education Act requires that Religious Education be included in the
curriculum of a school. The Agreed Syllabus for Religious Education in Surrey sets out the main aims for Religious Education.
"The aim of Religious Education is to
enable pupils to:-
• understand and appreciate the distinctive nature of religion and the
contribution of religious and spiritual insights and values to the individual's
search for meaning in life;
• develop interest in and enthusiasm for the study of religion and enhance
their own spiritual, moral, social and cultural education;
• develop the ability to make reasoned and informed responses to religious
and moral issues;
• recognise the influence of beliefs, values and traditions on culture and
community life."
The Agreed Syllabus requires that a school's religious education programme
should reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain.
Assemblies are held daily, where ideals the children can understand and
appreciate are fostered. Moral ways of behaving, relationships and concern for others are introduced as well as praising and giving thanks to God.
The Rector or Curate regularly attends assemblies at the school and the
highlights of the year are the school services held in Bisley Church The
highlights of the year are the school services held in Bisley Church, our
Harvest Assembly and Easter Parade.
Parents wishing to withdraw their child from assemblies or lessons have the right to do so and should discuss this with the Headteacher.
ENGLISH
The ability to understand and use the English language is central to the
processes of teaching and learning at the school. It is the main medium through which the rest of the curriculum is experienced and taught and one of the means by which children interpret the world around them and communicate with others.
The National Curriculum provides a common framework throughout the school and our schemes of work reflect the importance of the English attainment targets of Speaking and Listening, Reading and Writing. Since September 1998 all schools have adopted the National Literacy Strategy, with children taking part in a daily ‘Literacy Hour’. Teachers use a variety of approaches to teach in these periods, distinctly allocated to English, as well as using other subject areas as a basis for literacy teaching.
Our aims in teaching English are that all children will:-
• learn about language through using it in a real context and reflect upon its
effectiveness;
• develop the necessary skills to use standard English confidently,
appropriately and accurately to the best of their ability;
• have the opportunity to develop a wide vocabulary, an interest in words and their meaning, understand the sound and spelling system of the English
language and use this to read and spell accurately;
• be able to speak fluently and clearly; be able to listen to the spoken word
attentively with understanding, pleasure and empathy;
• be able to read and use a range of fiction and non-fiction materials
confidently; be interested in books and read with enjoyment;
• be able to plan, draft , revise and edit their own writing effectively and be familiar with the structures of different texts;
Reading
The Literacy Strategy came into use five years ago and introduced a range of required, new teaching methods. These range from whole class teaching, using very large books, to groups of children undertaking guided reading with the teacher, using sets of books. We also have colour-coded sets of books, which support children’s reading at home. The school library is well stocked and used by all the classes and for individual study by
older children.
Children select books from the library, and take home books to share and enjoy with their family. To keep books in good condition we like the children to have a folder or bag to carry all books to and from school in.
Writing Children are taught the skill of handwriting. In the early stages this will involve them in vital pattern work; moving on to print script, with the emphasis on correct formation. Children are gradually introduced to cursive script (joined writing). We use published handwriting programmes to support all stages of a child’s handwriting development.
To assist parents, there is a page at the back of this brochure, which shows the model used at the school for the formation of each letter and number.
Teachers create many opportunities that motivate and stimulate children in order for them to communicate readily and effectively in writing; gradually developing correct grammar and spelling as they move through the primary phase.
Speaking and Listening
Children talking purposefully about what they are doing is an important way of learning and a vital communication skill.
The ability to listen in a range of situations is carefully developed and use is
made of a range of audio equipment.
MATHEMATICS
The National Numeracy Strategy was launched in primary schools in September 1999 and all schools are required to involve children in a daily mathematics session of between 45 minutes to 1 hour.
During these daily lessons children have opportunities to develop a clear sense of number and the number system and learn number facts by heart.
Children are taught to calculate both mentally and with paper and pencil, drawing on a wide range of strategies, explaining their methods and reasoning, and using correct mathematical terms. They learn when it is
and is not appropriate to use a calculator.
Children learn suitable methods for measuring and making sensible estimates of measurements and become competent in interpreting given and collected data.
They develop an understanding of 2-D and 3-D shape and of probability and how to classify events according to their degree of likelihood.
Use is made of a range of ICT capabilities to support pupils learning of mathematics.
Progression_in_Calculations_3_2.ppt
SCIENCE
Science is considered as a way of looking at the environment, building up a store of knowledge about it and developing the necessary skills to observe, experiment and record one’s findings. Science work at the school follows the structure of the National Curriculum. The fundamental skills, knowledge and concepts of the subject are set out in the document and are categorised into the following attainment targets:
1. Experimental Science
2. Life Processes and Living Things
3. Materials and their Properties
4. Physical Processes
We aim for children to develop their natural curiosity about themselves and
their world by providing opportunities for children to acquire, practice and develop scientific skills and strategies.
HISTORY
History is our record of what happened in the past and why. It is a means of understanding the present in the context of the past. It involves studying men, women, children and events in different societies, cultures and countries.
We aim to promote an enthusiasm for History and develop a curiosity about the past, appreciating the relevance of past events to the present world. Children will be taught to recognise, describe and analyse change by studying the thoughts, beliefs, emotions, problems and actions of past generations and how they related to each other and their environment.
Through this process a progressive development of historical concepts,
knowledge, skills and attitudes will be attained.
Learning is by means of direct teaching, using artefacts, pictorial and written sources, buildings and people. Use is made of visits to accessible locations and visiting speakers are invited to the school to impart first hand knowledge on aspects of History.
GEOGRAPHY
The study of Geography is concerned with places, the human and physical processes which shape them and the people who live in them; children are helped to make sense of their surroundings and the wider world.
Geography teaching at the school has three main aims:
• to help children develop geographical knowledge and understanding;
• to introduce children to geographical enquiry;
• to help children to develop a sense of identity through learning about the
United Kingdom and its relationships with other countries.
Through fieldwork and exploring their surroundings children learn to follow
directions, make maps and plans of real and imaginary places. They use pictures and symbols and globes, and maps and plans, with a variety of scales.
Considerable use is made of secondary sources such as photographs, books, video and CD ROM.
Children study their local area, Surrey and other localities in the United Kingdom, as well as Europe and other parts of the world. The study of the locality forms an important part of the Geography taught at our school, throughout both key stages, with activities planned to build upon current knowledge and understanding.
DESIGN AND TECHNOLOGY
Design and Technology is a practical subject which involves children in
designing and making products that work.
Children are taught to develop awareness, skill and understanding in the use of a wide range of material and equipment.
The subject also involves children in drawing upon knowledge and skills from other curriculum areas, particularly Science, Maths, ICT and Art.
Throughout each key stage children are given the opportunity to work with:
• Construction Kits
• Sheet and reclaimed material
• Textiles
• Food
• Mechanical and electrical components
• Graphic media
INFORMATION/COMMUNICATION TECHNOLOGY
The National Curriculum at Key Stages One and Two demands that children
should develop specific ICT skills and then use these skills in the other curriculum areas.
Children are taught:
• Communicating and Handling Information
• Controlling, Monitoring and Modelling
We aim to promote I.C.T. as an essential part of life and as a core aspect of the school curriculum, and enable all children to have experience using currently available technology for a wide variety of purposes.
All classrooms have multi-media computers, Interactive Whiteboards and
classrooms can access the Internet via educational control and adult supervision.
PHYSICAL EDUCATION
Physical Education is about developing children’s enjoyment, confidence and skill in physical activity and introducing them to the pleasures of sport.
It is a practical subject which gives all children, irrespective of age or gender, opportunities for participation, enjoyment and success.
Physical education promotes personal, social, intellectual and physical skills and at our school is used to foster cooperation, tolerance and self-esteem.
We aim to promote an enjoyment in undertaking exercise in all children that will be continued into adulthood, as part of a healthy lifestyle.
The National Curriculum emphasises that all children should plan, perform and evaluate their work as part of the physical education programme but the main emphasis is on participation.
There are specific programmes of study which outline six areas of activity that all children should be involved in throughout each key stage. These six areas are:
• Dance
• Gymnastic activities
• Games
• Outdoor and adventurous activities
• Athletic activities
• Swimming
At Key Stage Two competitive interschool sporting activities take place, when various teams are selected to represent the school at Surrey Heath Primary Schools Sports Association events. Our older children also attend sporting festivals organized by Winston Churchill School.
In addition to the selected teams, by the end of Key Stage Two all children will have had the opportunity to join clubs offered from a variety of sporting areas (e.g. netball, football, athletics, rounders, cricket).
ART
Art is concerned with the creative and aesthetic response to the visual and
tactile qualities of the natural and constructed world. Art education has two
strands: creation and evaluation. The creative element involves children in using materials and equipment to represent objects realistically and imaginatively; to express ideas and feelings. The evaluative element enables children to develop skills in evaluating their own work and that of
other artists and to understand the value and significance of Art in society.
We aim to develop confidence, sense of purpose, pleasure and achievement in artistic expression in all pupils. Children are given opportunities and experiences that involve them in observational and
imaginative art and craft activities.
Through these experiences they are able to explore a range of techniques,
materials and media, develop their abilities and learn to respond to their
world in a creative way.
MUSIC
Music is important to the children and the life of the school and is promoted as an important means of expressing ideas and feelings. Children are encouraged to enjoy musical activities while providing
them with the skills and confidence to perform for a variety of audiences.
Children learn to develop listening skills, develop a sense of rhythm and melody and notate their own musical compositions using symbols. They are introduced to a range of music from different times and cultures.
Music teaching throughout the school involves the class teacher and music
specialists. Children often perform to their parents and visitors in celebration assemblies and concerts. From Year 3 onwards children also have the opportunity for instruction on a range of wind instruments and the guitar. This instruction is optional and is provided by visiting music teachers. Children are also encouraged to join the school choir and the orchestra.
SEX AND RELATIONSHIPS EDUCATION
The Governors and staff believe that sex education has a far wider purpose than the acquisition of factual information and should be concerned with the development of attitudes and the value of family life.
It is part of a broader programme of ‘Personal, Social, Health Education and
Citizenship’. Some education takes place when the teacher answers the questions of individual children honestly and sensitively. Further education takes place within planned, cross-curricular programmes.
In addition to this we follow a more specific programme towards the end of Key Stage Two, which involves videos, visits from the school nurse and
discussions so that boys and girls become aware of each others’ development and begin to appreciate that both genders have shared sexual responsibilities.
Parents are always kept fully informed andcan view videos at a meeting