We believe this is the most important thing we teach. Language provides the main instrument of learning throughout the school curriculum. The English teaching encompasses a wide range of activities and experiences which involve speaking and listening, reading and writing in an integrated approach. We aim to give the children a wide range of English activities which can be used in all areas of the curriculum and to teach the elements of the language that make for good communication skills in both the written and the spoken word. These elements include those of spelling, punctuation, and good level of presentation. Above all English in the National Curriculum emphasises the need for enjoyment and pleasure in language.
Mathematics provides one way of viewing and making sense of the world. It is used to analyse and communicate information and ideas and to tackle a range of practical tasks and real-life problems. Within the guidelines of the National Curriculum, mathematics is dealt with under five broad headings: Number; Algebra; Measurement; Shape and Space; and Handling Data. We use a wide variety of resources, choosing from each the most suitable elements. Wider experiences can be provided through the use of computers, practical mathematical equipment, calculators and further resources. We aim to give the children opportunities to enrich their level of understanding through cross-curricular links to help them to make sense of an adult world and create and expand upon their own mathematical ideas.
Our foundation curriculum is based around a two-year cycle split across the lower school (years 3 and 4) and the upper school (years 5 and 6). A topic will provide a meaningful context for us to use the skills laid out in the National Curriculum in a cross curricular way. Where possible, we begin our topics with a local link to make this meaningful for the children. For example, John Flamsteed, a famous resident of the area provides a link to our ‘What Lies Beyond’ topic.
Our policy on sex education is in line with the government expectations. We do involve health visitors in our teaching. They, and all members of staff involved, work to written guidelines and meet before the project begins to clarify the scope of the work. We also offer parents the opportunity to view materials and to ask questions about our teaching at a meeting prior to the project beginning. (The full policy is available from school or our website.)
Our policy on drugs and substance abuse education reflects the need to educate children in the dangers of drug and substance abuse as part of our wider study of choices.
Would we make children aware of other drugs, their effects when misused, or street names for substances.
Moral, Spiritual, Cultural and Social Development
As well as teaching academic subjects the school also works towards developing children's moral, spiritual, cultural and social development. These things cut right across school life. Obviously assemblies and RE have a part to play. Other areas having a part to play are those where children's feelings and opinion are explored; music, drama and personal and social studies fall into this category.
Our range of out of school activities is important too. Over a year this will include choir, art club, indoor games, hockey, tennis, netball and football. These all promote personal commitment and dedication, reliability and independence, teamwork and responsibility.
Throughout the school children are given responsibility for a variety of jobs to further develop their community spirit and their sense of responsibility. They might be monitors, or stallholders at a fair or raise money for charity. And over all school life lies the ethos of being part of a community, having responsibilities and duties to it and being entitled to recognition for services given and achievements attained.