The Curriculum

There is strong evidence for the belief that children learn best from experience.  We strongly adhere to this approach, which is supported by the National Curriculum.

Our curriculum planning is carried out in accordance with the National Curriculum documents.  Although the National Curriculum is very much in our minds, we are concerned that it should not lead to a narrow and rigid compliance but should be a framework within which the wider aspects of the school's programme can develop.

Our main concern in all that we do is to ensure, as far as possible, that all children achieve their full potential ‑ whatever their level of ability might be.  We are committed to equal opportunities for all children regardless of race or gender and to offer the maximum possible access to the full curriculum for children with special educational needs.

Religious Education

The structure and planning of our work in RE is based on the Lincolnshire Agreed Syllabus.  Much of our work in this area arises out of themes we are considering in class topics and as part of this we study and celebrate various ceremonies and festivals. Although there is a focus on Christianity, children also study the other major world religions.

Assemblies are led each day in school by the head teacher, another member of staff, children or visitors.  The Team Rector is involved in working with children in school and  we have a service in Church at least once a term.  We also hold our end of term assemblies in church.

Parents who have a conscientious reason for wishing to withdraw their children from RE lessons and assemblies should inform the head teacher in writing.  It should be noted, however, that the general ethos of the school is Christian and removal from RE and assembly will not prevent children from exposure to such influences.

English

Speaking and Listening, Reading and Writing are the three elements of the English Curriculum.  We base much of our literacy teaching and learning on the framework outlined in The Primary Literacy Strategy.  In the early stages of literacy teaching and learning, it is important to realise that not all of the children's work will appear on paper. Initially, the focus is on activities to prepare children for reading and writing and if these are missed out or rushed there may be a lack of understanding and motivation at a later stage. 

The development of speaking and listening skills makes a significant impact on the successful development of reading and writing. Speaking and Listening skills are taught within the Literacy hour, however, it is often more appropriate to develop and apply these skills in other areas of the curriculum. 

The majority of teaching and learning of reading and writing takes place within the Literacy Hour through shared, whole class sessions and teacher guided group work.  The texts and related learning activities are carefully matched to ability and selected to give children experience of a wide range of text types, including fiction and non fiction. Cross curricular links are carefully planned to give children the opportunity to use and apply their literacy skills in other areas of the curriculum.

For reading books we have a colour coding system for individual and home reading, which ensures that each child can develop through the various stages without being rigidly tied to one scheme.  This also ensures that children can choose from a range of books within their abilities.

Children are encouraged to write for a variety of audiences and in a variety of styles – various types of story, poetry, letters, factual accounts etc.  We are especially keen to encourage children to write creatively, to encourage a love of language and to give them a valuable channel for the expression of feelings.

We place a great deal of importance on the development of competent literacy skills, recognising that success in other areas on the curriculum and outside the school depends on the individual’s ability to communicate with others, to be able to read and write with confidence and fluency.

Mathematics

Along with other primary schools nationally we embarked on the National Numeracy Strategy in September 1999.  In a similar way to the Literacy Strategy, we have been given a clear framework and teaching strategies, which aid teachers in the planning process.  The main thrust of the Numeracy Strategy is that important concepts are visited regularly at least once a term so that they are kept at the forefront of the children’s minds.

In Key Stages 1&2 the majority of mathematical teaching and learning takes place during a daily session lasting between 40-60 minutes.  Sessions usually include an oral/mental starter, direct whole class teaching, independent and teacher guided group work.  There is an emphasis on gaining understanding of mathematical concepts and skills and on developing the ability to use and apply this knowledge and understanding. Cross curricular links are planned to give children interesting and relevant opportunities to apply and use their mathematical skills, for example, measuring and calculating in science or design and technology, using money in real life situations, and handling data in a variety of curriculum areas.

We regard basic mathematical skills as being of major importance but these must be firmly linked to an understanding of the mathematics behind the more mechanical processes.  A lack of this understanding leads to major problems when children come to apply the processes to practical situations both inside the classroom and in daily life.  With the introduction of the National Numeracy Strategy have come new methods and approaches to calculation and we would urge parents, therefore, to take care as they seek to help children in their Maths work.  A visit to the teacher can often avoid confusing the child, as we are happy to advise on how we approach work in the classroom. 

Science

Science is one of the three core subjects of the National Curriculum, along with Mathematics and English.  The content of Science in the primary school is extremely broad and ranges from children being involved in observing and caring for living things to investigating the effect of water on building materials.  Children are encouraged to work together on investigations to develop the scientific knowledge, skills and understanding which are the foundation for all work in this area.  They are also encouraged to gain knowledge from visits, books, use of ICT, videos and television programmes.

Our main aims in Science work are:

                        *           To enable children to enjoy discovering the world around them;

                        *           To develop scientific skills e.g. the ability to hypothesise and predict;

                        *           To encourage children to interact in groups;

                        *           To promote children's information seeking skills;

                        *           To enable children to work with a variety of equipment safely.

We have access to a wide variety of materials and equipment in our resource centre.  Work is mainly topic based and develops alongside other curriculum areas.

Information and Communications Technology (ICT)

This is one of the newest areas of the primary curriculum but it is increasingly important.  We have a suite of 17 PCs in the school library which are used by all but the very youngest children on a regular basis.  We also have 2 PCs in each junior classroom and three in the infant library. Two laptops which are compatible with the network are also available.

Children from the very youngest to the Year 6 children have extensive experience in the use of these machines for word processing, information retrieval, data handling, simulations, control systems and much more across the whole curriculum including access to the Internet.

This area of work includes the use of other ICT equipment such as the tape recorder, data projectors, television and video in the course of their work in the classroom with an increasing degree of independence and always with safety in mind.

History

History is studied through topics with clearly defined historical elements included, differentiated for the age and ability of the children.

Foundation Stage children work in a very wide context, learning to gain a sense of time and their own place within it.  The youngest children have a limited sense of time so the focus is very much on the events of their own lives.

During Key Stage 1 pupils learn about people's lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.

During Key Stage 2 pupils learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in their own area, in Britain and in other parts of the world. They look at history in a variety of ways, for example from political, economic, technological and scientific, social, religious, cultural or aesthetic perspectives and use different sources of information to help them investigate the past, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways.

Geography

As with History, the study of Geography is through topics with clearly defined geographical elements included.

Foundation stage children start from where they are.  They explore their own part of the world, starting from home and the school and using their own experiences.

During Key Stage 1 pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.

During Key Stage 2 pupils investigate a variety of people, places and environments at different scales in the United Kingdom and abroad, and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions, and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.

Art and Craft

The creative aspects of the curriculum have an important place in our programme.  We aim to give children experience of using as wide a variety of media as possible.

In two-dimensional work children use various types of paint, crayons, pastels, dyes and other materials on a variety of surfaces.  They learn to use various tools in a safe and creative way.

Three-dimensional work involves the use of various materials including clay, wood and even household "junk".  Again there is an emphasis on learning to use tools and equipment safely.

Teachers set great store by the imaginative display of children's work as a way of showing them that their best efforts are appreciated and as a way of leading by example.

Children also learn to appreciate the work of great artists and are encouraged to note techniques used by them.  These techniques are then applied to their own work.

Design and Technology

Children are encouraged to explore materials (including food) to increase their knowledge and understanding of their properties and uses. Skills are developed and practised in focused practical tasks and then the knowledge and skills are applied to make a product for a specific purpose, often to solve a problem.  Children are guided to develop strategies for planning, designing and evaluating their own products.

Much of this work is cross curricular; there are obvious overlaps with science and art and craft activities.

Music

Children throughout the school have regular opportunities to be involved in music.  Much of our classroom music teaching is based on singing; all teachers have participated in a programme of training provided by The Voices Foundation.

Pupils are encouraged to listen carefully and respond to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating compositions. Part of children's work in class includes study of the lives of great composers and listening to their music.

The school has an infant and junior choir as well as the specialist help of visiting instrumental teachers ‑ currently violin, cello and recorders.

Physical Education

Although we have a small hall and no playing field, the children are involved in a wide variety of physical activities.

Our hall is well equipped with gymnastic equipment which is regularly in use in class time.  There are also opportunities for dance for older children and the younger children use creative movement broadcasts.

Games take place in class groups with boys and girls having the opportunity to gain skills for a variety of different games.  School football and netball teams meet outside school hours where those with a particular interest are encouraged to develop these skills further.

The Year 1 and 2 children go swimming throughout the year on Wednesday mornings as we believe that it more effective to teach children appropriate survival skills at this age.  Parents are currently asked to pay a contribution towards the cost of pool admission and transport costs.  The remainder is met from the School Fund.  Y6 children who have not reached the expected standard are given the opportunity of a term’s work in a small group to achieve this level in the Summer Term.