CURRICULUM

CURRICULUM

We believe all children are entitled to an exciting, broad and balanced curriculum. Through detailed planning based on our thorough assessments we endeavour to create a learning environment that motivates all children and inspires them to achieve their best. Our curriculum is enhanced by specialised visitors to the school as well as trips.

The school organisation is as follows:-

Foundation Stage - Reception Key Stage 1 - Years 1 and 2 Key Stage 2 - Years 3, 4, 5 and 6

Teaching time for Reception and Key Stage 1

- 22 hours 30 minutes per week Teaching time for Key Stage 2 - 23 hours 45 minutes per week

FOUNDATION STAGE

The Foundation Stage has its own curriculum with early learning goals which most children should be able to achieve by the end of their year in Reception. The early learning goals are a series of aims within seven areas of development and learning. These areas are:-

Prime Areas

Personal, Social and Emotional

Children are encouraged to become confident and independent while learning to concentrate and to enjoy sharing in a group. They develop awareness of ways to keep healthy and safe.

Communication and Language

Children communicate with one another and develop skills in talking.

Physical Development

Children improve control and co-ordination of their bodies while learning to move and to handle equipment.

Specific Areas

Literacy

Using their phonics in their reading and writing and demonstrating their understanding of what has been read.

Mathematics

Ideas about number, quantity, measurement, shape and space are explored.

Understanding of the World

Children talk about the lives of themselves and others around them, drawing on different cultures. They make observations on how the natural world changes.

Expressive Arts and Design

Children explore ways of using their imagination and of communicating by using colour, shape and a variety of different materials and techniques. During the first term the curriculum is very similar to that which your child will have experienced in nursery or play group; play based, hands-on and active. Social and communication skills are fostered encouraging children to build bonds with their peers and become familiar with their environment. The second term introduces more teacher led activities - still practically based - building concentration and fine motor skills. During the final term concentration skills continue to be developed further and literacy and numeracy lessons, still with an active and practical focus, become a regular event in preparation for Year 1.

Our view of the curriculum is that it should provide opportunities for all our pupils to learn and achieve and prepare them for the challenges, responsibilities and experiences of life. We achieve this through teaching all the subjects in the National Curriculum; Religious Education; Personal, Social and Health Education and Citizenship; and extra curricular activities; and by systematic planning of the curriculum; by assessing and recording pupils’ progress and attainment; and planning to meet the individual needs of each pupil. We teach in mixed ability classes organised by age. Within these classes we use a variety of methods to achieve the planned learning objectives and to meet the needs of each pupil; this includes whole class teaching, group and individual work.

ENGLISH

The school now follows the new National Curriculum in years R, 1, 2, 3, 4, 5 & 6. The school uses Essential Letters and Sounds as its basis for a rigorous daily phonics programme in Years R, 1 and 2. Spelling, Punctuation and Grammar are also highly valued and are taught in line with the new national curriculum appendices throughout the school. We also aim:

• to develop a child’s ability to speak with clarity, confidence and fluency; • to develop a child’s capacity to listen attentively; • to create flexible attitudes towards reading to enable a child to respond to literature in all its richness; • to develop confident use of a range of strategies to derive meaning from reading; • to develop in each child the ability to write for a range of purposes and to express their ideas in extended writing.

READING AT HOME

All children are expected to take a book home to read at least once a week and we recommend they read daily with an adult at home. We value the contribution of parents to reading and encourage parents to be involved in the development of their child’s reading and give guidance through curriculum evenings and information leaflets on ways to do this. Our Reading Rocket Challenge encourages all children to read a range of books for pleasure. Children who lose or return damaged books that cannot be used again may be asked to contribute towards the cost of a replacement.

LIBRARY

The school has a well stocked online computerised library. All the children are encouraged to be regular users, and all classes have a weekly library period time-tabled to enable children to choose books. Books are loaned free for up to two weeks at a time. Children who lose their library books may be asked to contribute towards the cost of replacement.

There is a standard style, which is taught throughout the school. We teach cursive handwriting from Class 1. Regular opportunities for practice are given and children are encouraged to take a pride in the presentation of their work.

COMPUTING

We believe that a high quality computing education is vital in preparing children to understand and participate in a rapidly changing world. Computing encompasses computer science, which helps children understand how technology works and teaches children how to program, as well as digital literacy, which supports children in understanding and creating their own digital content. In Key Stage 1, children will learn how to program and control devices such as Beebots and have a basic introduction to block coding. Additionally, they will learn how to research and develop their presentation skills through using a variety of software and applications. In Key Stage 2, children will extend their programming skills and develop their ability in creating more complex programs as well as being able to debug effectively. In upper Key Stage 2, these coding skills will be applied to a physical system that requires a program to control it. Across the Key Stage children will explore spreadsheets, networks, email, 3D modelling and make choices about how best to present their work. Throughout these units, links to other subjects across the curriculum will be made. eSafety is a priority and is taught each half term in addition to the computing units; often, further discussions and assemblies are held that relate to being safe and respectful online.

MATHS

A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Although the maths curriculum is organised into distinct strands, pupils are encouraged to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Wherever possible, they should also apply their mathematical knowledge to science and other subjects. The main focus in Key Stage 1 is to ensure children develop confidence and mental fluency with whole numbers, counting and place value. The support of parents in reinforcing their child’s learning by playing simple maths games is invaluable. In lower KS2, the focus is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value; pupils also develop efficient mental and written methods of calculation, with increasingly large whole numbers and apply their understanding in problem solving. In upper KS2 this is extended further and pupils develop connections between multiplication and division with fractions, percentages and ratio. Pupils also develop their ability to use efficient written and mental methods of calculation and are introduced to algebra as a means of solving a variety of problems. At all stages pupils are encouraged to: • develop the ability to recall and apply knowledge rapidly and accurately • reason mathematically • persevere in solving problems by breaking them down into a series of simpler steps.

SCIENCE

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about national phenomena. We follow the topics outlined in the new national curriculum together with an emphasis on working “Like Scientists” and working scientifically. Through this pupils are also encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

HISTORY

Our aim is to fire children’s curiosity about the past in Britain and in the wider world and, through finding evidence, weighing it up and reaching their own conclusions, to ensure that they begin to develop the skills to research, sift through evidence and argue from a point of view. We follow the topics outlined in the new national curriculum for history using any cross-curricular links. The children also learn about the history of our local area which is rich in interest. The children are encouraged to learn from historical sources and artefacts, drama and visits.

Through the study of geography we aim to develop the children’s understanding of our environment and how human beings use and affect it. We use the topics outlined in the new national curriculum to study the local environment and contrasting places in Britain, Europe and the rest of the world using cross-curricular links where possible. The children develop their knowledge of places and environments and they encounter different societies and cultures.

The local area is used for geographical study allowing an investigative approach through fieldwork. This is valuable experience for developing and using the skills of geographical enquiry during field weeks.

PERSONAL, SOCIAL AND HEALTH EDUCATION (PSHE) AND CITIZENSHIP

We recognise that PSHE and Citizenship is an important part of the curriculum. It is taught as a separate subject but is also incorporated into all areas of the curriculum when appropriate. Social, moral, spiritual and cultural development is promoted throughout the school, through all areas of the curriculum.

• Personal Development. The children develop personal qualities which will include honesty, politeness, good manners, good appearance and punctuality. They should respect the views of others and be able to reason and make personal choices, recognising the difference between right and wrong. • Social Development. The children should develop respect for other people, the family and the community.

A large part of this is taught through Circle Time.

They should show respect to all people irrespective of differences in their way of life. They should value religion in its different forms and they should develop ways of managing personal relationships. • Health. We are a Healthy School. Health Education is made up of several important components including; safety, nutrition, personal hygiene, exercise, sex education, substance use and misuse and environmental aspects of health education. We promote healthy eating through our healthy cooking club.

• The Pupil Voice. We have a School Council ‘Pupil

Parliament’ composed of representatives from each year group who report back to their own Class. We encourage and value the contribution children can make through participation and consultation on a range of issues which matter to them. Pupil Parliament also has a budget and raises money for the school e.g. through Supporting PAWS with cake sales. Sex and Relationships Education is a statutory requirement. It is taught as part of a topic concerned with the development of children as whole individuals, incorporating their physical, spiritual, mental and social growth. A copy of the policy is available to parents via the school office or website. Parents who wish to exercise their right to withdraw their child from this area of the school’s curriculum should speak to the headteacher.

MUSIC

Children are given opportunities to develop their understanding and enjoyment of music through performing and composing, listening to and appraising music. Through the teaching of music we aim to introduce the children to a wide variety of music across a range of historical periods, genres, styles and traditions. We encourage their active involvement in music making. Instrumental lessons are provided through the Buckinghamshire Music Centre and offer tuition on all orchestral instruments, guitar, voice and drums - most offered in school or at the centre. Playaway Music offer individual tuition - piano and ukulele club. Children also enjoy the opportunity to sing and the school productions in KS1 and KS2 each year provide a lovely opportunity for performance to an audience.

DESIGN AND TECHNOLOGY

Technology encompasses craft, design, home economics and economic awareness. It helps to develop creative thinking, practical and evaluative skills and can demand perseverance and tolerance. Children will design and make purposeful, functional, appealing products for themselves and others based on design criteria. They will use a variety of tools and equipment and use a wide range of materials and components, including construction materials and textiles. Children will develop their evaluation skills and technical knowledge (e.g. of mechanisms, structures and electrical components). Throughout the school, children will learn about how key events and individuals in design and technology have shaped the world. Children will also use the basic principles of a healthy and varied diet to prepare dishes from a variety of cultures, thinking about sustainability.

ART AND DESIGN

Art and design stimulates creativity and imagination. It provides children with the ability to communicate ideas and feelings in a visual and tactile form. We give the children the opportunity to use colour, form, texture, pattern and different materials and processes. We introduce them to the work of artists, craft workers and designers in the locality as well as from a variety of periods and cultures in order to develop their appreciation of the richness of our diverse and cultural heritage. Areas such as drawing, painting, collage, printing, textiles and sculpture are covered throughout key stages. We use art to support and enhance work in other curriculum areas and we use display to highlight the quality and content of children’s work.

PHYSICAL EDUCATION

We aim to promote positive attitudes to physical activity with a competitive element and a healthy lifestyle by teaching children to improve their natural abilities through the participation and enjoyment of a range of physical activities and the development of skill, confidence and self esteem. Children attend lessons at the Aqua Vale Swimming and Fitness Centre where they are taught swimming, water safety and survival skills. If your child is unwell and you want him/her excused from a physical activity please contact the school, either by telephone or with a note. PE specialists are used throughout the school, to promote the delivery of high quality PE.

RELIGIOUS EDUCATION

This is a County school, which is not linked with any religious denomination. Our aims are that children should know and understand the nature, role and influence of religion in the world and through this challenge our pupils to question and explore their own and others’ understanding of the world. We believe that R.E. helps pupils with their literacy, creativity, personal development and critical thinking. We follow the requirements of the Buckinghamshire Agreed Syllabus.

Parents have a right to withdraw their child from RE lessons. Parents wishing to exercise this right should speak to the Head Teacher and discuss this issue. In the process of this discussion, the parent should be shown the policy and the Agreed Syllabus to show the educational value of RE. Whilst it is neither the school’s practice nor wish to exclude any child, if it is the parents’ wish then alternative activities will be arranged.

COLLECTIVE WORSHIP

Assemblies promote the ethos of the school and children’s social, moral, spiritual and cultural development. They are based on weekly themes which raise awareness of and appreciation for other faiths and beliefs as well as Christianity; and promote the school’s values.

Parents are invited to class assemblies and special assemblies held to celebrate festivals such as harvest. Parents who wish to exercise their right to withdraw their child from assemblies should approach the Head Teacher.

FRENCH

At present French is taught to Year 3, 4, 5 and 6 pupils.

TEACHING AND LEARNING

At Waddesdon Village Primary School, teachers work hard to deliver exciting learning opportunities for all the children to be engaged with. Children enjoy the challenges set by the teachers and with discussion decide on how learning is developing and are used as lead learners to support their peers. We believe that assessment is at the heart of effective teaching and learning; this is used when planning to inform future teaching and learning and therefore standards are raised.

In our assessment procedures we recognise the individuality of all children, taking a positive view and recognising that praise and success are great motivators in the learning process.

ASSESSMENT AND REPORTING

Throughout your child’s time at Waddesdon Village Primary School, we will carefully monitor their progress to ensure they reach their full potential. At the beginning of their time at Waddesdon, reception children are assessed against the knowledge and understanding typical for children at the start of reception year to capture a starting point. As previously, teachers will continue to undertake on-going assessment during reception, but from 2016, the Early Years Foundation Stage Profile will no longer be compulsory. Nationally, assessment using levels has now stopped. Instead, learning without levels has generated age related expectations that children within a particular year group are intended to reach. New, more challenging KS1 and KS2 tests (SATS) are taken by children in year 2 and 6. In the academic year 2015-16, an absolute measure of progress (i.e two levels of progress required between KS1 and KS2) was replaced by a relative measure. KS2 test outcomes are now reported as a scaled score, where the expected score is 100. Pupil progress will be determined in relation to the average progress made by pupils with the same baseline.

Assessing a child’s progress is an integral part of the learning process and enables the teacher to plan their pupil’s next steps. We believe that children thrive on high expectations and clear aims; targets are therefore set with the children. All children are continually assessed by their class teacher. Whole school assessment weeks are no longer carried out, with teachers doing more formal assessments when appropriate. There is a school policy for the sampling and assessment of children’s work and a school marking policy to ensure a consistency of approach. Any records, reports and test results we have are available for parents to see. We value the partnership which we have with parents and an evening is set aside at the beginning of the autumn term for them to meet with their child’s new teacher. Further Parents’ Evenings are held in the Autumn and Spring terms and a full written report is sent out at the end of the school year. This also includes any formal assessments made.

SPECIAL EDUCATION NEEDS AND DISABILITY - including the most able children.

We believe every pupil has an entitlement to develop their full potential. Educational experiences are provided which develop pupils’ achievements and recognise their individuality. Diversity is valued as a rich resource, which supports the learning of all. In this school, we recognise a child’s right to a broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents and personal qualities. Our Special Educational Needs Co-ordinator (SENCo) is responsible for ensuring that provision is made for special attention to be given to children who experience learning difficulties. Provision varies according to the needs of the individual child. There is an agreed procedure that is standard throughout the county. Parents are kept informed and are consulted at every stage. If we feel your child would benefit from having some form of extra support a meeting will be arranged with you, and an Special Educational Needs Support Plan (SSP) will be