We have set out as much information as we can below, but if you have any further questions regarding our Curriculum, please contact Rebecca Boasman at the School Office who will pass on your query to the relevant staff member.
It is important to us that all children should feel safe and secure as they experience for the first time a prolonged period of separation from home. Values such as honesty, being fair, being truthful and taking care of people and possessions are encouraged. Feelings and behaviour are explored through story, RE, drama and discussion.
In the Foundation Stage children cover the following areas of the curriculum:
- Communication and language
- Physical development
- Personal, social and emotional development
- Understanding the world
- Expressive arts and design
For us the consistency of relationships in all aspects of school life is important in shaping children’s regard for themselves and others.
The children learn to respect different cultures and customs through art, music, play, stories and RE. The curriculum develops an awareness of the lives and work of people both in the school and in the wider community. It also develops an awareness of change over time through talking about their own growth and family events. Children learn to read and write through meaningful activities.
Key Stage 1 and 2
The children learn in an attractive and safe environment to:
- Develop independence
- Cooperate with others
- Respect the feelings, beliefs and the way of life of others
- Develop confidence and self esteem
- Be well motivated
- Develop self discipline
- Make decisions for themselves
- Be caring, tolerant and considerate towards each other
- Develop their own moral code
- Communicate with their peers and adults
By curriculum we mean all the subject areas taught to your child in school. The MAIN subjects taught are called the National Curriculum Core Subjects. These are: English, Maths, Science, ICT, History, Geography, Design and Technology, Art, Music, Drama, Physical education, Personal, Social and Health Education and Relationships and Sex Education.
Please see curriculum tabs for each subject area for more information.
Every child has the chance to participate fully in school activities irrespective of gender or race. The school has policies on Racism and Equal Opportunities which are available on request.
We increase the amount of homework that we give the children as they move through the school and use the National Homework Guidelines for Primary and Secondary Schools. This is in line with the DfES guidelines that were issued in 1998.Years 1 and 2. 1 hour a week on reading, spelling, other Literacy work and number work with occasional assignments in other subjects.Years 3 and 4. 1 1/2 hours a week on Literacy and Numeracy with occasional assignments in other subjects
Year 5 and 6. 30 minutes a day with a suggested weekly schedule, continuing on emphasis on Literacy and Numeracy and other areas of the curriculum.
Homework is given to children each Friday for the following week. Please could your child return it to school on the next Thursday. The children are encouraged to complete it neatly and independently where appropriate. You are welcome to help/support your child with their homework. Please could you add a comment to say how you have helped, in order to show the teacher your child’s true understanding.
A variety of teaching styles are used to deliver the curriculum. Sometimes the whole class is involved, in discussion or instruction, as in Literacy or Numeracy lessons, in specific skills teaching in subjects such as ICT, or in a whole class activity such as P.E. or drama. At other times teachers work with a group of children, who may be at a similar level, a mixed ability group or with individual children, whichever teaching method may be most appropriate for the children’s needs. Children also learn from each other through co-operating in groups and working independently on set tasks. Assessment for learning is a key approach that we adopt at Culworth. We encourage our pupils to be reflective in their learning. We provide opportunities for our children to ask questions, probe deeper and learn independently with guided support. Teachers and staff ask open questions, which inspire children to be deeper thinkers, giving adequate time for students to fully consider their responses.
Teachers usually plan work for their class using a theme that covers the concepts they want to teach. These themes have been devised through whole staff agreement and form a Planning Policy, which is followed by each class. Each theme covers the appropriate curriculum areas, whilst other subjects such as English, Maths and I.T. are taught alongside the current theme. Teachers base the work on practical activities and first hand experiences using, where appropriate, a wide variety of methods for the children to record what they have discovered - written reports, graphs, poems, tape-recordings, pictures, prints, models, charts, etc.
Careful records are kept to inform us about children’s progress and on areas for future development in all curriculum areas. Progress is discussed with parents at two parents’ evenings in the Autumn Term and Spring Term and a full report is sent in the summer term.
Foundation Stage Profile
During their first year of school, Reception children are assessed through observation and discussion, ensuring they are meeting the requirements of the Curriculum Guidance for the Foundation Stage. These assessments are recorded in Tapestry (an online portfolio) for each child and are shared with the parents.
Standard Statutory Tasks
The children in Year 2 are assessed using the Statutory Standard Tasks during the year. The children in Year 6, at the end of Key Stage 2, are assessed using Statutory Standard Tasks in accordance with the Government Policy. Phonics assessments take place for all children at the end of Year 1. Year 4 pupils also partake in the Multiplication tables check.
CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
Any child with learning difficulties in any area of the curriculum will receive extra support from both the class teacher and classroom assistants, working in a small group or individually on specific tasks aimed at tackling areas of difficulty. The special needs coordinator gives advice, helps set up programmes of support and monitors Special Needs across the school. Occasionally we might ask for extra support or advice from the local authority’s Pupils Support Service (IPS) and if this occurs parents are always consulted.