During each day the children encounter a variety of working experiences, sometimes being taught as a whole class, a small group or individually.
The teachers provide a stimulating and attractive working environment, and through carefully planned lessons, interesting displays and visits, they aim to ensure the children receive a rich, relevant and balanced education which is appropriate to their needs.
Pupils who have Special Educational Needs will have an Individual Education Plan which will be reviewed with parents on a termly basis. Children who have been identified as being exceptionally able will receive a suitably challenging programme predominately through extension activities.
The Governors' Statement on the Curriculum
The governing body have agreed a Curriculum Policy, which describes the curriculum as all the learning and experience which schools provide for pupils, ensuring that they have opportunities to grow in:
Knowledge and understanding
Competence in a wide range of skills
Personal qualities, values and attitudes
This Curriculum Policy is available on request.
The National Curriculum for children aged 5-16 was introduced in Autumn 1989 and is obligatory under law for maintained schools.
The National Curriculum includes Mathematics, English, Science, Information Technology and Religious Education as well as History, Geography, Design Technology, Music, Art and Physical Education. Our policy statements, which outline the areas for learning in each of these subjects, are available for parents to see and copies are available on request.
Each subject contains a number of attainment targets which cover a range of knowledge, skills and understanding at different levels. The levels children achieve will vary according to their individual stage of development in each area of the curriculum.
Teachers are continually assessing children's work and their achievements and progress are recorded in their individual pupil profile. Assessment Weeks are held in October and February and a more formal assessment takes place at the end of Key Stage 1 (when the pupil is in Year 2), and at the end of Key Stage 2 (when the pupil is in Year 6). We have also chosen to undertake the optional tests available for pupils in Years 3, 4, and 5.
We explore and develop skills in English in many ways, through speaking and listening, reading and writing. We wish to help children express themselves clearly. We encourage them to find pleasure in reading, for information, for interest, for entertainment and for the extension of experience and insight that poetry and fiction of quality afford.
All English lessons involve activities based around VCOP (Vocabulary, Connectives, Openers, Punctuation). In the Foundation Stage children talk part in a Big Talk where they are encouraged to discuss and contribute ideas on a particular subject. In Years 1-6, children increase their skills to complete a ‘Big Write’, where they write independently for a set amount of time.
Our prime aim in the teaching of reading is for children to see being able to read as enjoyable and purposeful. We have a reference library where children develop study skills to select all kinds of information, books in individual classrooms which children regularly take home, as well as both silent reading sessions and class story times.
Pupils are taught to use a range of strategies, such as phonics, word recognition and grammatical knowledge to enable them to understand the meaning of a text.
In guided reading pupils experience a programme of books matched to their independent reading level, and in shared reading experience a range of more challenging texts.
In writing we focus on a real purpose and a real audience for writing. The curriculum offers a broad range of opportunities for using writing for learning; from recording scientific observations to 'publishing' a book for other classes to use as a resource.
The teaching of phonics, spelling and handwriting is used systematically to support writing and to build up accuracy and speed. In Key Stage 2 there is a progressive emphasis on the skills of planning, drafting, revising, proof-reading and the presentation of writing.
Speaking and Listening
Our aims in developing speaking and listening skills are to value the talk of each child, and to provide an atmosphere conducive to purposeful talk in order that children can become effective communicators. These skills are developed through drama, as well as cross-curricular activities which involve other subject areas, and are expressed in many ways, including assemblies and other presentations.
Mathematics is all around us and is involved in most day to day activities. A grasp of mathematical concepts will help children to understand their environment and will be a powerful tool in problem solving and in all areas of their lives. It will help them to communicate ideas and make predictions.
We aim to make mathematics an enjoyable experience, and so encourage in each child a positive attitude towards the subject. Children will experience a balance of practical, written, investigative, oral and problem-solving activities.
Science is a way of working whereby, using investigation, observation, evaluation and discussion, children learn to make sense of the world in which they live.
We aim, through interesting and enjoyable first-hand experiences to provoke children's curiosity and encourage an enthusiasm for finding out and explaining. They are encouraged to work co-operatively in planning, conducting and presenting investigations. These investigations are supported by demonstrations and the specific teaching of skills and knowledge which will enhance the children's ability to work through a problem.
Information Communication Technology (ICT)
Information Communication Technology concerns the use of computers and electronic devices to store and process information. It enriches the children's learning and promotes both individual study and co-operative group work.
We aim to help pupils become proficient in the use and understanding of computers so they develop the confidence to access, store and process information.
We have a Computer Room with 20 networked computers, all of which have access to the Internet and e-mail facilities. There is at least one computer in every classroom and children regard them as normal tools and are able to decide when their use is appropriate. They are always set up with the printer ready for use.
To enable children to develop skills in control technology they have access to a variety of equipment including a Roamer and turtle.
All classrooms have an Interactive Whiteboard with Internet access.
Religious Education encourages a reflective approach to living, knowledge and understanding of religious beliefs and practices, and a development of personal skills in forming reasoned opinions.
We do not intend to instruct or nurture children in a particular faith, but rather to educate them so they can make their own decisions. We aim to promote tolerance and understanding of all people, whatever their beliefs.
We follow the Oxfordshire Agreed Syllabus published in 1992 and in both key stages children will study Christianity, Islam and Judaism.
Children should be aware of and respond to life experiences and the questions they raise, know about and understand religious beliefs and practices, and be able to express personal opinions about religious concepts, beliefs and practices.
We believe that RE plays a vital role in promoting the spiritual, moral and cultural development of pupils. Parents have the right to withdraw their children from Religious Education if they so wish, but a discussion with the Headteacher is suggested before any decision is reached on this matter.
Work will be provided for children withdrawn from R.E. but they would generally be expected to work independently at this time.
Much of the work in history and geography will be planned to provide links with other subjects. For most of the time these elements will be taught as part of an integrated topic. A large proportion of the work undertaken by the children will have an investigative approach.
The past influences all aspects of our lives. It shapes the customs and beliefs of the communities to which we belong. Learning about the past helps pupils make sense of the world in which they live.
Visits and fieldwork are an essential part of our planning. By studying evidence, either first-hand through artefacts or visits, or second-hand through good quality books, children will ask questions, analyse information and communicate their knowledge and understanding. Children are given opportunities to develop, apply and reinforce the wide range of historical skills such as chronology, a sense of time and differentiating between fact and opinion.
Geography is concerned with the study of places and the people who live in them. It helps pupils make sense of their surroundings and the wider world.
The school encourages fieldwork using relevant real life, outdoor experiences wherever possible. Our approach to geography, sometimes using local issues, or contrasting localities in other parts of the country or world, enables children to reflect on their own attitudes and values and to gradually develop informed and balanced views of the world.
Design Technology encourages children to use their scientific knowledge, technical skills and understanding, to solve problems by designing and making good quality products from a wide range of materials. Much of this work will be planned to provide links to other curriculum areas. Often Design and Technology activities arise from a real need, but may also be based around stories, television programmes or other imaginary stimuli.
The children will need to be able to work both independently and co-operatively, and will be encouraged to use their initiative and think creatively. They will learn from one another, their teacher and other adult helpers, from the evaluation of their work, existing products, and from information books.
Through art children learn to work and respond independently and imaginatively in ways that can enrich their whole lives. In art and craft activities children are able to express themselves, and to develop their understanding and appreciation of the world around them. They come into regular contact with work of other artists from many cultures and traditions, and so begin to appreciate that art is the response of the individual to the world.
Children are given the opportunity to work with a wide variety of materials and techniques, including printing, painting, sketching, collage, claywork, textiles and modelling. They are taught the skills they require to use the various materials, but are also able to explore and evaluate by themselves.
We believe that physical education experienced in a safe and supportive environment is a vital contributor to a pupil's physical and emotional health, development and well-being. We aim to provide for pupils' increasing self-confidence through an ability to manage themselves in a variety of situations. The children experience a balance of individual and team, co-operative and competitive activities and through partner, group and team work we engender a sense of fair play.
In Key Stage 1 Physical Education will include: games, gymnastic activities, and dance. In Key Stage 2, it includes: games, gymnastic activities, dance, athletic activities, outdoor and adventurous activities and swimming.
There is a range of musical activities available to meet the needs and interests of all pupils. These include singing and percussion work in groups, classes or departments as well as musical appreciation.
We have peripatetic teachers who provide individual/small group wind instrument lessons for junior children. A charge is made for these activities.
Children learn French from Year 3. This is taught by their class teacher using a structured programme.
Homework is one of the ways in which we seek to foster the active educational partnership between home and school. We believe that regular and well-planned homework can develop good work habits and self-discipline, encourage skills and attitudes which help children improve their educational performance, help parents gain an insight into their child’s schoolwork, and assist preparation for future class work.
We ask parents to support our homework policy and a separate and detailed guide is available.
Key Stage 2 children swim on Fridays at Carterton Leisure Centre. During the year children will have 10 swimming sessions. You will be informed when it is your child’s turn to swim. We ask for a donation to cover the cost of transport.
Children will require a swimming costume/trunks and a hat. County regulations insist that children are not allowed to wear goggles unless we receive a written request.
The school offers a wide variety of sports to all ages and abilities as part of the curriculum. These include football, netball, basketball, orienteering, tennis, rounders, cricket and other team games which encourages team-building. Each class receives one hour of training each week from a Sports Coach.
All the Key Stage 2 children have an indoor P.E. lesson every week and one outdoor session. Key Stage 1 pupils have two indoor sessions and go outside during the warmer weather. The full time Foundation Stage children have a 30 mins session with the Sports Coach each week.