All pupils are being taught the New Primary National Curriculum, introduced in September 2015.
The New Primary National Curriculum consists of English, mathematics, science, computing, design and technology, history, geography, P.E., music, art & design and, in a separate category, religious education.
The reception children are taught according to the requirements of the `Early Years Foundation Stage`. The EYFS starts in the pre-school nurseries and continues into Cherry, our reception class.
Computing involves pupils:
Each classroom has at least three desk top computers, and direct access to the internet. We have 2 trolleys of laptop computers available for use and each class has an interactive whiteboard. There are 30 iPads available for use in Key Stage 2, while 15 iPads and a few Android tablets are available for Reception and Key Stage 1.
We aim to develop children’s skills and love of literacy in the important areas of reading, writing, speaking and listening so that children can express themselves clearly and precisely in spoken and written English and read with understanding, enjoyment and discrimination. We want children to develop a love of books and literature so that novels, poetry books and information books are seen as ‘natural’ companions to the children.
The standard literacy lesson consists of whole class teaching of a text (story, poem, information). Children work in ability groups on a reading, writing or speaking and listening task. Some lessons may follow a different pattern.
Knowledge of the grammatical structures of English sentences and spelling is taught in all classes. Key Stage 1 children follow a programme of synthetic phonics. Handwriting is taught from Reception onwards. Children are shown how to form individual letters correctly and, from an early age, join the letters, in a neat script.
Phonic skills are taught at Foundation Stage, Key Stage 1 and 2 using guidance from the Primary National Strategy – Letters and Sounds and Support for Spelling.
Letters and Sounds is a Six-phase teaching programme aimed at securing fluent word recognition skills for reading and the learning of spelling. Throughout the programme children have lots of opportunities to apply their developing skills in interesting and engaging reading and writing activities.
Children engage in sessions from Monday to Thursday and are grouped according to ability.
Word structure and spelling continues to be taught throughout Key Stage 2.
Pupils have a daily mathematics lesson, based on direct, interactive teaching.
Our teaching ensures pupils become fluent in the fundamentals of mathematics, can reason mathematically and can solve problems by applying their mathematics to a variety of problems. We teach mathematics as an interconnected subject applying essential knowledge to other curriculum subjects.
Essential work on addition, subtraction, multiplication and division is taught together with number facts, using and applying mathematics, data-handling, probability, measurement, position and transformation. Number work is extended to explore patterns and relationships with numbers.
Science is based mainly on direct experience. It is a means of helping children understand the world around them.
We develop children’s scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. Pupils develop their understanding of the nature, processes and methods of science through the different types of science to help them ask and answer scientific questions. Pupils will also be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
In Art, children are encouraged to create images that are based on their own observations or stimulated by work in another subject such as English or topic work. As well as painting and drawing, children will be able to make models, print, make collages, explore textiles and work with clay.
Also children are introduced to the work of famous artists to see how other people have recorded their observations and feelings.
The school is keen to develop all children’s creativity. This is done through the wide range of activities taught in regular lessons. It is extended by visits to places such as the Sainsbury Centre for Visual Arts and an annual presentation by a puppet company or drama group.
DT is primarily about designing and making products. It also involves planning and evaluating. Children work with a variety of tools and materials and in so doing improve their skills and knowledge. As the children get older greater demands will be made on their abilities to improve and generate their own designs.
In geography, children’s knowledge and understanding of places and the effect those places have on the people who live there are developed. As with history, local studies of school, home and local community are the starting points. Different areas of the U.K. are studied, as are European Community Countries, such as France, Spain and Greece; studies of countries of the wider world are also covered. For example work on China, Kenya & India is undertaken.
Map-work skills are developed as is an understanding of physical and environmental geography.
In history, we develop a sense of the past. This starts by looking at children’s own families and local history. Important periods of history are studied such as the Romans in Britain, and the Tudor period.
Children are encouraged to be critical in their work and, ‘evidence’ such as old photographs, documents, and other artefacts, is used to develop children’s judgements.
Hazel class and Chestnut classes learn Spanish & Oak and Sycamore classes learn French.
In music, children develop rhythm and the skills of listening with discrimination. They will have regular singing lessons and opportunities to use percussion instruments. Children also hear a range of music and are taught something about composers to help develop their music appreciation. Older children have the opportunity to learn the recorder, saxophone, clarinet, cello, violin, keyboard or guitar. These instruments are taught by peripatetic teachers – see our Music page.
Personal, Social & Health Education (PSHE) helps children to develop the knowledge, skills and understanding they need to become confident, healthy and independent adults. This will include specific lessons on Sex, Drugs & Health education, as well as many aspects of other curriculum areas that relate to working together, sharing, taking responsibility for yourself and others and understanding society.
Circle Time is where children have regular opportunities to talk about their feelings, other children’s feelings, rules and conduct in the classroom and in school.
R-Time is where children have the chance to work with a different partner each week. Each pair will focus on a simple activity in order to develop their social skills.
Philosophy Sessions form a community of enquiry which helps pupils to develop thinking which is critical, collaborative, creative and caring.
Physical education is concerned with children developing control over their own bodies, increasing personal skills; and working in co-operation with and in competition against groups and teams.
The elements of P.E. are gymnastics, dance and games for all children. For children in Key stage 2 there are, additionally, athletics, outdoor activities, swimming and water safety.
Hazel and Chestnut Classes go swimming for alternate half terms. This takes place at Broadland High School where a qualified swimming instructor teaches the children in a ‘learner’ pool.
As well as games taught during P.E. lessons, opportunities are provided for the older children to take part in sporting activities.
Football & netball matches are played against teams from the local primary schools. These take place during school hours. Netball and football practice usually takes place after school, once a week, during the Autumn & Spring Terms.
The children take part in the Broadland Cluster Sports Day when individuals from the local primaries compete against each other in athletics events.
P.E. in school is taught by all members of staff who are qualified teachers, including one teacher who is a qualified Junior/Secondary School P.E. teacher.
Religious Education and Worship is given in accordance with the 1996 Education Acts and the Norfolk Agreed Syllabus. There is a corporate act of worship each day. On three days the whole school meets together. Collective worship is led by the headteacher and other members of staff. The children also help by reading stories and poems and giving dramatic presentations.
Parents have a right to withdraw their children from religious education and/or collective worship. Please see the Headteacher if you wish to withdraw your child. A room for quiet contemplation will be provided for children whose parents withdraw them from collective worship; discussions with parents will help decide arrangements for children withdrawn from religious education.
Sex education lessons are taught as a separate unit of work and certain aspects are integrated into science and health education lessons. A specific series of sex education lessons are taught to children in Year 4 and 5.
Parents are invited to view the videos and materials used for these lessons before the children see them. The governors have approved the school’s Sex Education Policy.
Parents have the right to withdraw their children from sex education lessons.