Curriculum

The School Curriculum

“The curriculum is the heart of the school and the child is the heart of the curriculum”

The school offers a curriculum which is balanced and broadly based.

promotes the spiritual, moral, cultural, mental and physical development of pupils at    the school and of society

prepares pupils at the school for the opportunities, responsibilities and experiences of later life

The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. We have a daily act of collective worship and teach religious education to pupils at every key stage. We follow the National Curriculum which sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils. We make provision for personal, social, health and economic education (PSHE), drawing on good practice.

Values

Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives.

Our school is in full agreement with the values statement included in the introduction to The National Curriculum Handbook for Primary Teachers in England.

These are the main values of our school, upon which we have based our curriculum:

  • We value the way in which all children are unique, and our curriculum promotes respect for the views of each individual child, as well as for people of all cultures.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community. We organise our curriculum so that we promote co-operation and understanding between all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We aim to enable each person to be successful, and we provide equal opportunities for all the children in our school.
  • We value our environment, and we aim, through our curriculum, to teach respect for our world, and how we should care for it for future generations, as well as our own.

 Aims and Objectives

The aims of our school curriculum are:

  • To enable all children to learn and develop their skills to the best of their ability;
  • To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
  • To teach children the basic skills of literacy, numeracy and information technology (IT);
  • To enable children to be creative and to develop their own thinking;
  • To teach children about their developing world, including how their environment and society have changed over time;
  • To help children understand Britain’s cultural heritage;
  • To enable children to be positive citizens in society;
  • To fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for Religious Education;
  • To teach children to have an awareness of their own spiritual development, and to understand right from wrong;
  • To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
  • To enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others.

       Organisation and Planning

The Early Years Foundation Stage

Our Early Years curriculum is based upon the seven areas of learning and development in the Early Years Statutory Framework.  All the areas of learning and development are important and inter-related.  Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building the capacity to learn, form relationships and thrive.  These three areas, the prime areas, are: communication and language, physical development, and personal, social and emotional development. Alongside these are the four specific areas of literacy, mathematics, understanding the world and expressive arts, through which the three prime areas are strengthened and applied.

Each area of learning and development will be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.  The planning will reflect the different ways that children learn:

  • playing and exploring – children investigate and experience things and ‘have a go’
  • active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • creative and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things

Phonics

At Chalton Lower we teach phonics using the Sounds-Write programme across the school.  At the end of year 1 pupils take the phonics test.  A repeat test will be completed at the end of year 2 should any child not achieve the required standard.

Spelling, Punctuation and Grammar [SPAG]

We have specific lessons and times when we teach key grammar and punctuation skills.  Children are also given spellings to practise each week.

Key Stage 1 and 2

Over the six terms of the key stage, each child has the opportunity to experience the full range of National Curriculum subjects.

The National Curriculum is delivered using a combination of teaching styles.  Approaches such as whole class, group and individual work are used according to the activity in hand.  Usually the children will be taught in a whole-class situation and then prepared follow-up activities will be given to each child to allow them to work at their own level within a group.

Years 1 and 2 [2018-2019]

Subject Area Autumn Spring Summer
Art Sketching and pencil work Hedgerows   weaving and pastels Where the Wild Things Are
DT Wind Up mechanisms Puppets Sculptures
Humanities Our World Why do we Remember? Barnaby Bear Now and Then – Games and Toys Light and Dark

Sea Sides

ICT Online safety and coding

Spreadsheets and questioning

Effective Search

Creating Pictures

Making Music

Presenting ideas

Music Ocarinas Singing Pentatonic Music
PE Ball skillsAttacking and Defending DanceGymnastics

 

Attacking and Defending

Striking and FieldingAthletics/Sports Day

 

Kwik Cricket /Rounders

PSHE Year 1

Health and Well-being

Relationships

Living in the World

 

Whatever the Weather

Come and Join the Celebration

Fairies and Frogs

Never Eat Shredded Wheat

How does your Garden Grow

Happy Families

Here Comes the Sun!

RE Who is a Christian? How and why do we celebrate special times?How do we show we care for others Why should we care for Earth?
Science Animals including Humans

Seasonal Changes

Materials and their properties

Seasonal Changes

Plants -structure and varieties

Seasonal Changes

Years 1 and 2 [2017-2018]

Subject Area Autumn Spring Summer
Art Printing – wallpaper Mother Nature Designer
DT Vehicles Playground Structures Eat More Fruit and Veg
Humanities Comparing Villages

Amazing Women

Local History/Victorian Life

Our Local Area

Fire and Plague

Islands

ICT Online safety

Grouping /sorting

Pictograms/builders

Maze Explorers

Animated Stories

Coding

Spreadsheets

Technology

Music Recorders Ocarinas Pentatonic Music
PE Ball skills

Attacking and Defending

Dance Gymnastics

 

Attacking and Defending

Striking and Fielding Athletics/Sports Day

 

Kwik Cricket /Rounders

PSHE Year 2 Pirates

The spirit of Christmas

The Famous five

Neighbourhood Watch

Where the wild Things Are
RE What can we learn from Sacred Books? Who is a Muslim Who is an Inspiring Person?What makes a place special?
Science Living Things

Seasonal Changes

Everyday Materials Seasonal Changes Plants – growing

Living things/habitats

Seasonal Changes

Years 3 and 4 [2018-2019]

Subject Area Autumn Spring Summer
Art Portraying Relationships Andy Warhol World War II pictures
DT Photo Frames Take a Seat Pop Up Books
Humanities Egyptians

Battle for Biosphere

Roman Empire Waterworld World War II Local Area
ICT Online Safety

Spreadsheets

Coding

Typing

Emails

Branching and Simulations

Graphing

Music Sing Up Sing OutSinging or Instrument Sing Up Sing OutSinging or Instrument Ocarinas Sing Up concert
PE Invasion GamesAttacking and Defending DanceGymnastics

 

Attacking and Defending

Striking and FieldingAthletics

 

Kwik Cricket /Rounders

PSHE Year 3

1. Health and Well-being

2 Relationships

3. Living in the World

Let’s walk the timewalk-its all Greek to me!

Order Order

Pupil Voice Project

Come and Join

Out of the Box

Let’s walk the timeline Ug

Green fingers

May the force be with you

Three Giant Steps

RE How and why do believers show their commitment?

What does it mean to be a Jew?

How should we live and who can inspire us? What do religions teach about the natural world?
Science Animals Including Humans

Living Things

Digestion and Teeth Electricity Plants -roots and shoots

Years 3 and 4 [2017-2018]

Subject Area Autumn Spring Summer
Art Matisse Collage Investigating Pattern Landscapes
DT Money Containers Packaging – healthy eating Moving Monsters
Humanities Stone Age Comparing Places Anglo Saxons Settlements VikingsMapping Skills
ICT Online Safety

Spreadsheets

Coding

Writing for different audiences

Logo

Animation

Effective searching

Hardware

Music Sing Up Sing Out Singing or Instrument Sing Up Sing Out Singing or Instrument Ocarinas Sing Up concert
PE Invasion GamesAttacking and Defending DanceGymnastics

 

Attacking and Defending

Striking and FieldingAthletics

 

Kwik Cricket /Rounders

PSHE Year 4

Health and Well-being

Relationships

Living the World

Let’s walk the timeline- Under Attack

Pupil voice

The Spirit of Christmas

From out of the shadows

A Right Royal Battle

Window in the World

When Mickey met Wallace

Rocky the Findosaur

RE How and why does a Christian follow Jesus? Where, how and why do people worship? What are the deeper meaning of the festivals?
Science Amazing Magnets

States of Matter Scientists

Rocks and Fossils Light and Shadows

Listen Up

Religious Education

As required by the Education Act 1988 RE is part of the basic curriculum for all pupils.   Parents may withdraw their child from Religious Education and/or Collective Worship. A copy of the policy can be obtained from the School Office.

Sex and Relationships Education Policy [SRE]

Relationships Education best describes the teaching and learning we offer to the young people in our school, helping them to understand their own and others sexuality and to develop skills for relationship and informed decision making.  We believe that SRE is the entitlement of all young people and we are committed to deliver it within the context of a broad and balanced programme of health education, supporting them in learning about different faiths and cultures and underpinned by values promoting equality and respect.

PSHE

The school uses the the 3 Dimensions scheme of work to cover our work in Personal, Social, Health and Economic Education.  There are three core themes of health and well-being, relationships and living the world.

Reading

We use a range of reading schemes – Story World, Oxford Reading Tree, Project X, Jelly and Bean.  However we also use a variety of other approaches to develop the child’s reading skills.

We very much value the parental help we receive in hearing your child read at home.  This makes a real contribution to the children’s progress.

We always welcome parent volunteers to hear children read in school.

English and Language Development

High priority is given to language development as this is the key to formulating and communicating ideas and concepts.   Children are encouraged to ;

Describe, explain and sustain a dialogue

Develop fluency and coherence in speech

Develop comprehension and understanding using creative approaches such as drama

Develop listening skills

Be aware of the importance of literature

Participate actively in simple discussion

Initiate conversation

Mathematics

There is a strong emphasis on mental maths, especially in the early years.  In addition to this the children learn about numbers, measure, shape, space, pattern and handling data.  Using and applying mathematical skills in a wide variety of practical activities is an important part of our approach to the children’s mathematical learning.

Science

Children learn to enquire and hypothesise about the world around them.  Through investigating and questioning they will be encourage to report and record their finding through oral and written work.

ICT

Computers are used as a tool in the process of learning in subjects across the curriculum.  Younger children are taught to word process, draw, store and interpret data.  Older children enrich their learning with materials which they access through the internet.  The children have access to the Chalton Virtual Learning Environ and are all issued with passwords which you should keep safe.  Our E-Safety Policy reflects how the children will use this resource and the internet safely. They also use ICT to store and edit their work.

ART

We aim to provide the children with as wide a range of media as possible with which they use to observe nature and the works of various artists to see how different things are represented at different times and in different values.

Design Technology

Children learn design and make artefacts, and systems using a range of materials.  They are encouraged to discuss and evaluate their work.

French

Children in years 3 and 4 take part in learning songs and poems in French.  They are encouraged to participate and to learn basic vocabulary.

Humanities [History and Geography]

These subjects help children to develop and understand our world and their own place in society.  We aim to increase the children’s awareness of our inheritance and other cultures and provide opportunities for research and exploration.

Music

The school uses ‘Sing Up’ and the Espresso scheme of work.  Our approach is to make it fun and exciting for the children.  They will make their own music through singing, rhythm work and the use of instruments.

Physical Education

We aim to develop co-ordination and a positive and enjoyable attitude to physical activity.    This will be achieved by developing an understanding and appreciation of various forms of games and physical activities including dance and movement.

Personal, Social, Health and Citizenship Education [PSHCE]

All the children take part in PSHCE where they are encouraged to discuss and understand their relationships and attitudes to each other and learning.  They look at the seven units of work from the Social Emotional Aspects of Learning programme and the Values Education.  The children learn about road and water safety.

Homework

Children are provided with a Learning Log which is sent home every week on a Friday with details of their homework.   The children are encouraged to present their homework in their own style after accessing information from books and the internet as appropriate.

The children will be sent home spellings to learn every week.

In addition we ask you find a few minutes every day to listen to your child read and then to sign the diary.

Monitoring and Review

Our Governing Body’s curriculum committee is responsible for monitoring the way the school curriculum is implemented.