Curriculum News Letter summer A
KS1 (Years 1 and 2)
The curriculum for Key Stage 1 follows the programmes of study from the National Curriculum in England Framework Document July 2014
Our Key Stage 1 curriculum is made up of the following subject areas:-
Design & Technology
Personal, Social, Health Education
Literacy and Numeracy skills are also developed through other subject areas and discrete subjects are often grouped together and taught through a topic approach within our Creative Curriculum. The teachers plan the topics with the children so that the work that is done matches the interests of the children.
Other Curriculum Activities and Clubs
All classes go out of school on educational trips. These trips are usually linked to the topic or theme that is being studied at the time. In addition to external visits, we also invite visitors into school or hold themed days to support the curriculum.
The school runs a wide range of extra curricular activities which enrich school life for our children. The clubs range from zumba, golf, cookery, badminton, choir and ready set grow (gardening) to name a few.
Mathematics is taught with the emphasis on oral, mental and practical activities.
Pupils learn to count, read and write numbers to 100 and beyond. They develop a range of mental calculation skills and apply these with confidence to a variety of contexts. They use their developing mathematical language to talk about their methods and explain their reasoning when solving problems. Children also learn about measurement, shape and space.
Science is taught through a variety of themes designed to capture the interest and imagination of the children. Wherever possible, science is delivered through firsthand experience.
Investigative learning is designed to enrich and widen the children’s experiences and provides opportunities for acquiring knowledge, skills, concepts and attitudes.
Science work follows the Programmes of Study laid down by the National Curriculum: this includes: ‘Working Scientifically, ‘Plants & Animals including Humans’, ‘Living Things and their Habitats’, ‘Everyday Materials and their Uses’, and ‘Seasonal Changes’.
In the Foundation Stage, Science is part of ‘Understanding the World’.
Children are given opportunities to develop an awareness of the past both within and beyond living memory. They are encouraged to consider how the past was different from present times and to use a variety of sources to provide evidence about the past. History is included in cross-curricular themes and is also taught in subject based class lessons, especially through stories.
In the Foundation Stage, History is part of ‘Understanding the World’.
Pupils are given opportunities to investigate the physical and human features of their surroundings using a range of resources. They undertake tasks that:
focus on geographical language and questions. develop knowledge and understanding about places investigate the local and a contrasting environment.
In the Foundation Stage, Geography is part of ‘Understanding the World’.
Children are introduced to the concept of programming and are also taught to use a wide variety of ICT equipment in all year groups. They learn to use computers independently to write, draw and handle information. There are computers available for the children to use in each class area. All children have access to SMARTboards and iPads to enhance their learning. There is access to the Internet. A number of safeguards from ‘undesirable materials’ including ‘filtering’ and ‘blocking’ software are in place. Pupils are supervised at all times while accessing internet sites and are taught about e-safety.
English is taught through structured lessons as well as throughout the curriculum. It involves three main areas:- Spoken Language, Reading and Writing.
Spoken Language Pupils are taught the importance of using language that is clear, fluent and interesting. They are encouraged to listen attentively and respond in an appropriate manner. They use language to explore imaginary worlds and participate in role-play.
Reading consists of two dimensions: word reading and comprehension. Children are taught to read through a variety of methods, which includes phonics (sounds) and word recognition. They read individually, in groups and as a whole class. The school operates a home/school reading partnership where parents’ comments are welcomed and valued. Pupils have access to an extensive range of reading materials and equipment, including interactive CD ROMs, Interactive Big Books and e-books.
What is phonics?
· Synthetic phonics is a method of teaching children to read using individual letter sounds.
· Make the sound as short as possible: ‘b’ not ‘buh’ (these are known as ‘soft’ sounds). This makes it easier to blend sounds together to hear the whole word.
· Some sounds are represented by more than one letter, e.g. ‘ck’ is one sound but two letters.
· Look out for ‘tricky’ words that cannot be sounded out, e.g. ‘no, my, the’. Just say how they should be pronounced and move on.
How we teach phonics
• We use Jolly Phonics and Letters and Sounds; both are carefully structured schemes, which focus on the soft sounds.
• Children are taught to segment sounds they can hear and then blend the graphemes to help them read.
• Children are taught to recognise and name the letters of the alphabet and a range of phonemes (including long vowel phonemes e.g. ai, ee, ie, oa, ue)
• We use lots of practical activities and games to engage the children and help them remember and apply their phonic skills across all areas of the curriculum.
Children have many opportunities to write in a range of activities across the curriculum by recording their experiences and learning. They use a variety of contexts and different styles such as stories, descriptions, letters, lists and factual accounts. Pupils are taught punctuation, spelling and handwriting in a structured way to ensure continuity and progression.
Design & Technology
Pupils learn how to think imaginatively and to talk about what they like and dislike when designing and making.
This is achieved through: Focused practical tasks in which skills and knowledge are taught and developed. Tasks in which they design and make products. Activities where they investigate, disassemble, and evaluate products.
The pupils work with a range of materials and components such as textiles, food, sheet materials, construction kits and reclaimed materials.
Music Pupils are encouraged to sing, play musical instruments, make up their own musical sequences and listen and respond to short pieces of music. All children have the opportunity to take part in musical performances.
Art & Design
Children are given opportunities to develop their understanding and appreciation of art and design through the use of a variety of media and techniques. Visiting artists enhance the children’s skills and enjoyment.
Physical Education (PE)
We promote a positive attitude towards a healthy lifestyle and believe that PE is an important way of learning through action. The school has been presented with the ‘Active Mark’ award for promoting physical activity. PE focuses on dance, gymnastics and games at Key Stage 1. The children participate in two hours of physical activity a week, which may be indoors or outdoors. For this academic year the school has received some Sports funding from the Government. We have used this money to pay for a Sports coach to come into school for one day a week and to provide After-school Dance and Golf Clubs.
Religious Education (RE)
RE in our school seeks to promote knowledge, understanding, respect and tolerance of the beliefs and practices of all faiths, with particular reference to Christianity and Judaism.
PSHE (Personal, Social, Health And Economic Education)
This is an important and integral part of school. It supports pupils to gain the skills and knowledge and understanding to lead confident, independent lives and to become informed, active and responsible citizens. The school has an active School Council and pupils are asked to make decisions about school issues. The School has a Health Promoting School Award for promoting a healthy lifestyle.
‘Pupils social skills are well developed for their age. Many have good levels of confidence and modest self-assurance…. The views of pupils are valued through their involvement in the school council. Pupils have a good understanding of health and safety.’ Ofsted October 2012
Sex education is integrated into the curriculum. It is dealt with in a manner which is appropriate for young children, and in a way which encourages pupils to have regard for moral consideration and the value of family life.
Health Education is also included in topic work, and the Authority’s Health Education guidelines are used to plan this area of the curriculum.
Road Safety Education
This is included in cross-curricular themes on an on-going basis, as are other general safety issues and we also have visits from the Road Safety Team.
The School’s Travel Plan This plan aims to encourage walking, sensible and safe car use, cycling and improved road safety. The school has added a playground waiting shelter and bike/scooter racks and runs a ‘Bike and Scooter Club’ for pupils. Year 2 children take part in Scooter Awareness Training.
Visits and Visitors to enrich the curriculum
The school has regular visits from artists, musicians and storytellers. These have included M & M Productions, Quantum Theatre, the Community Police Officers, Sam Dunkley, the Chaplins Pantomime group presenting Cinderella and local artists.
School trips last year included the ‘Little Big Sing’ in Bridlington for Year 2 children, whole school visits to Uncleby Education Centre, local churches, Burnby Hall Gardens, the Library and local theatrical productions.
Collective worship follows the teaching of the Church of England and is adapted to suit the age, aptitude and ability of the pupils. We have close links with All Saints Parish Church, Pocklington.
Parents have the right to withdraw their children from RE and collective worship. If any parents wish to exercise their right, they are asked to discuss the matter with the Headteacher.
‘Pupils and parents speak highly of worship, saying how important it is – we are all together as a school family’. – Church Schools Inspection Report November 2014