Key Stage One (Year 1)

Transcription

1 Key Stage One (Year 1) The school follows the statutory requirement for schools to teach to the National Curriculum orders. The core subjects are English, Mathematics and Science, and more time is spent on these areas than the foundation subjects. The foundation subjects are Information & Communication Technology (ICT), Geography, History, Design technology, Art and design, Music and PE. RE continues to be a statutory part of the curriculum, although not a part of the National Curriculum orders. The core curriculum areas provide a base for planning the children's learning; around this core curriculum the teaching staff plan a wide range of learning opportunities designed to extend academic achievement and foster individual development in each child. Thus the children are helped to extend their knowledge of themselves and the world in which they live, and to find their own place in that world. Work planned for the foundation subjects is often based on the QCA schemes of work, and the subject areas are integrated, where possible, within this planning to be delivered through a topic. Topics are organised across Key Stage 1 (5-7 years), with each area of the curriculum carefully planned to ensure that there is continuity and progression. CORE SUBJECTS English As language and literacy is fundamental to all learning, the curriculum provides for this from the Early Years right through the main school. The statutory programmes of study encompass: speaking and listening reading writing In speaking and listening, as in all areas, the aims of the National Curriculum are carefully considered. We therefore work to develop each child's understanding of the spoken word and the capacity to express themselves effectively in a wide variety of activities, with consideration of the purpose and the 'audience' concerned in each individual activity. In reading, we use a wide range of reading materials drawn from the best reading schemes and from children's story books. There is a library and, in addition, each class has a wide selection of quality non-fiction and fiction books. Children are encouraged to develop a love of reading and an enjoyment of books. Enthusiasm is fostered in a variety of ways, including: taking books home to share 'book group' sessions in class listening to and telling stories, poems, rhymes and songs writing and reading their own work sharing books with friends and adults reading a wide variety of texts such as leaflets, magazines, packaging.

2 All children at the very early stages of literacy are strongly encouraged to see themselves as readers. In doing this we aim to promote confidence and self-esteem even before their skills at reading print are developed. In writing, we encourage each child to convey meaning in written language clearly and carefully with respect and care for 'audience' and the purpose of the writing. Writing is a developmental process that children work through progressing at their own rate. We provide opportunities for Talk for Writing so that children are able to express themselves verbally before putting pencil to paper. As with reading, all children at the very early stages of literacy are strongly encouraged to see themselves as writers. This process begins with simple markmaking which would include painting, scribbling, colouring, chalking, drawing and making imprints in sand, dough, etc. Gradually the children will progress to recognisable letters, at first mixed with their own symbols and squiggles. With appropriate intervention, these will eventually develop into a more conventional script. All these stages are vitally important in the development of writing and should always be valued as the child's own written communication. Mathematics Early mathematical experiences and explorations begin in the Early Years and are developed throughout the school following the National Curriculum Guidelines. Children take part in concrete, practical activities to develop basic concepts of number, shape, space, measures (length, weight, capacity time, money) and data handling. These are reinforced by more formal activities, where evidence of learning is recorded. The statutory programmes of study include, Using and applying maths number shape, space and measure. Mathematical learning is promoted in other areas of the curriculum enabling children to realise that maths is an integral part of everyday life. Science All children are born with enquiring minds, and at Hurst Green we encourage and guide their investigations. We promote scientific 'experience' by providing a wide range of opportunities to encourage independent learning, team work and decisionmaking. We develop the child's practical skills and logical thought processes by providing activities which encourage the ability to: observe pose questions predict plan, design and carry out investigations compare and classify communicate by recording or talking interpret information critically.

3 Whenever possible, we use the outside environment to explore animal and plant life. We organise visits to and from wildlife experts. FOUNDATION SUBJECTS Information And Communication Technology (ICT) The role of Information and Communication Technology in the classroom is extremely important; therefore we ensure that each child is able to have regular access to computers and other electronic technology. Each classroom has an interactive whiteboard and a multi media computer, which is connected to the internet. The school also has a mini-suite with a number of multimedia computers and in addition we have laptops for class use. ICT provision in the school will ensure children have regular access to the computer equipment so that they will begin to develop skills necessary for them to use computers effectively and confidently throughout their lives. ICT prepares children for a world where there is rapidly developing technology. ICT skills are taught throughout the school and are built into the planning of all subjects. It is used to support all areas of the curriculum. The children will become familiar with software that produces music, drawings, writing and graphs etc. Other media such as TV, video, DVD, listening stations and control toys enhance, support and stimulate the children s learning. Design and Technology Staff introduce design and technology in the Early Years when children begin to discover ways of making things both with construction toys and recycled material. In school the children are encouraged to investigate a need, i.e., for a working model to carry out a particular task, to design that model, to make it and finally to appraise its effectiveness and to modify the original design. Children work individually and in groups to develop co-operation, to constructively criticise and to accept such criticism and finally to adapt and modify their own initial ideas. Geography Our aim is to develop the children s awareness and understanding of their local area and the broader concept of their own country and the wider world. They make observations on the weather, begin to understand seasonal changes and observe differences between two contrasting environments. They explore directions, map work, routes and the need for journeys. Our extensive school grounds and the local area and its amenities are used within our topic planning. The children are always encouraged to appreciate and to care for their environment. History In order to encourage an interest in history, we have our own mini museum. Artefacts are changed on a regular basis and are linked to work in the classes. Many

4 of the young child's first experiences of history are explored through good stories and the use of artefacts. We encourage visitors, visits to museums or suitable places of historical interest to support children s learning where and when appropriate. We aim to encourage an interest and awareness of sequences of events, and how familiar things have changed over time. We feel it is important to use careful planning of the curriculum topics, in order to develop children s curiosity about the past. THE CREATIVE ARTS The creative arts are an exciting part of the curriculum as they provide real experience and often bring concepts and ideas 'alive'. Through these we aim to promote a rich inspiring environment which helps children learn and understand through their own expression and emotion. We give children learning opportunities in Dance, Music and Art by direct involvement. Art Young children begin to show understanding of their world by mark-making, drawing and painting. Art is an integral part of the school day, where the children will have opportunities to investigate in art and design, using a variety of media, and working in two and three dimensions. They will widen their knowledge of techniques and tools by printing, collage, pattern making, as well as free painting and modelling activities, textiles, etc. The children will also engage in close observational drawings which encourage them to really look and observe form, shape and detail of the object being used. They will look and talk about the work of well-known artists from a variety of periods and cultures. They will review their work and modify it as they see the need for change, as well as evaluate their own and others' work. Music Songs, rhymes and music making are a fundamental part of young children's development. This is fostered throughout the school by encouraging children to enjoy joining in with nursery rhymes, action and traditional songs including simple hymns. All children experience creating their own music using percussion and tuned instruments as well as the computer. They listen to and appraise music from a variety of genres and cultures. The whole school have regular singing practice where they learn songs which may be performed at assemblies or on special occasions. Whenever possible we arrange for musicians to visit and perform at school.

5 Physical Education (PE) The School is well equipped for both indoor and outdoor physical education. In the Early Years, the children experience both structured and free outdoor play. In Reception, Year 1 and Year 2 classes each child is timetabled for regular PE activity. This may take the form of gym, dance or games. We gained the PE Active Mark for Schools. In accordance with the National Curriculum orders, the children are encouraged to develop a wide range of simple movements. At all times, safety is of paramount importance and children are helped to recognise and follow safety procedures. They are also encouraged to practise and perform simple skills, to improve performance as they work alone or with others and to begin to understand some of the changes that happen to their bodies during exercise. Gym Children at Hurst Green are taught how to develop the use of body parts through the practising of individual actions. They are shown how to use and carry a variety of apparatus safely and, when ready, to create movement sequences by linking together a series of actions. Games Our tasks at this early phase of education are:- to encourage the children to participate freely to understand the concept of fair play and co-operation as a small team member in competitive and co-operative situations to teach good basic skills in sending and receiving objects to develop hand/eye co-ordination to develop the practical skills of travelling, stopping, turning and jumping. Dance Dance provides the child with the opportunity to express thoughts and feelings in a physical way. It often stimulates language development by the bodily exploration of words and ideas. We are very conscious of health and safety and encourage the children to be aware of safety standards. RELIGIOUS EDUCATION (RE) The school follows the Surrey RE syllabus and our aim is to make each child aware of our own religious traditions and beliefs as well as that of other cultures and societies, and to appreciate nature. An act of worship is held every day and literature, drama, music and art are all used to explore religious concepts; this act of worship is non-denominational. Parents have the right to withdraw their children from RE and acts of worship, and should see the Headteacher if they wish to do so.

6 PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE) AND CITIZENSHIP Personal, Social and Health Education (PSHE) and Citizenship are very highly regarded at Hurst Green School. Our PSHE co-ordinator has been accredited with the PSHE CPD certification. Children are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum. By contributing fully to the life of their school and community, they learn to recognise their own worth and become increasingly responsible for their own learning. All children are encouraged to 'care' and 'share' and to develop their individual personalities alongside the ability to co-operate with others. Within school each child learns to become a group member, as well as an individual, by learning to work, play and form relationships within the group, to tolerate and to be tolerated, to accept help and to give it. Good manners grow from this understanding of the needs of oneself and of others. The Golden Rules, that we have devised with the children, reinforce all these ideals. We have a Sex Education policy. The approach we use with young children is to answer any questions simply, clearly and briefly, and to inform parents/carers where appropriate. We successfully renewed our Healthy Schools status in 2010 and were awarded Enhanced Healthy Schools status. We participate in local and national schemes in support of this. HOMEWORK Homework centres around reading as children who read at home make better progress than those who don t. Every child is asked to share a book with their parent/carer five times a week. Key Stage 1 children also take home spellings each week. Keeping You Informed Of Your Child s Progress We hold termly consultations for every child in the school, giving an opportunity for parent/carers to discuss their child s progress with their teacher. At the end of the academic year we produce an annual report on each child s progress. We do like to keep the lines of communication open on a day to day basis and encourage parents/carers to do likewise. Teachers are usually available at the end of the school day if you need a quick chat about how your child is getting on.

7 SPECIAL EDUCATIONAL NEEDS At Hurst Green School we aim to address the individual needs of every child. Work is differentiated and assessed by class teachers and others. Children with special needs are identified as early as possible and the necessary steps taken to implement the correct stage of the Code of Practice. (This is the national procedure for monitoring any child with special needs.) Parents/carers are fully involved at all times. All the children in our school take part fully in the activities that make up the school day. Advice from outside agencies will be sought as necessary e.g., Educational Psychologist, Learning and Language Support Service, Speech Therapist etc. Any child identified as having specific needs or an exceptional talent in a specific area will participate in an appropriate group to ensure they receive the extra help they need. Children with Disabilities Hurst Green School maintains an Equality Policy combined with a Disability and Accessibility Action Plan to ensure that, where practical, pupils with a disability are provided equal opportunities for learning and access to the curriculum and to ensure that these pupils are not treated less favourably. Arrangements to include pupils with disabilities fall in line with the Surrey County Council admissions procedure. Where the disability is severe the school will act in accordance with professional advice in the provision of reasonable adjustments to accommodate pupils into the main stream education.