Curriculum
Early Years
The provision for our youngest children is firmly embedded in the principles of the Early Years Foundation Stage Framework. Children's natural curiosity is encouraged as a high level of involvement in the planning of their learning takes place. The adults in the class ensure that any line of enquiry that emerges from the questions and discussions is used to furnish further learning opportunities. Our children very quickly adapt to routines, becoming highly independent learners. A structured approach to reading becomes part of the routine during this year and parents are asked to support this at home.
Class 1
Class 1ensures appropriate transition from reception with children still being involved in learning choices. Gradually and through specific guidance and support from adults, the children become involved in more formal aspects of learning which now link to the National Curriculum. The Primary Framework for literacy and numeracy provide the basis for the teaching and learning on English and mathematics throughout classes 1 to 6. With the emphasis placed by the school on the importance of key skills in English and mathematics, this has probably been the area of most significant development in teaching and learning.
Children continue to develop reading skills through engagement in high quality texts and by linking other curriculum areas. A high emphasis is placed on the development of writing and, in accordance with educational research much of this is developed through experiences, opportunities to talk and through story telling. All children in these classes have opportunities for independent, extended writing on a weekly basis, which means that by the time they reach upper key stage 2, their writing skills enable them to engage in sustained writing across a range of genres. They are increasingly able to establish a success criteria for themselves which ensures high quality writing is the product of their hard work. Rewards are given for effort and achievement in all writing activities, which in turn encourage high levels of motivation to succeed. Our key stage 1 and 2 levels of attainment constantly reflect this hard work on the part of both pupils and adults.
We recognise that English is not a free-standing subject and wherever possible therefore, appropriate links are made with other subjects. For instance in Class 2, many aspects of English have been linked to the children learning about dinosaurs.
Mathematics (Numeracy)
The school's mathematics curriculum is again linked to the Primary National Strategy which is firmly grounded in the National Curriculum for Mathematics and follows the core teaching elements:
- Number and the number system
- Calculations
- Solving Problems
- Measure and Shape
A structured approach to the teaching and learning of mathematics is defined with an emphasis upon the acquisition of the skills of understanding and manipulating numbers. Mental mathematical strategies are at the core of this work and children will practise these skills in each numeracy lesson. Lessons begins with a mental starter intended to enthuse the children and sharpen their mental arithmetic skills. The emphasis upon mental strategies means that the children will not begin to record their work in a 'formal' traditional manner until the beginning of year 3. When teachers can ensure that children have a good, sound knowledge of the number system, then written methods as agreed by staff and presented in school policy, will follow.
Science
The National Curriculum for Science sets out four attainment targets:
- Experimental and investigative science
- Life processes and living things
- Materials and their properties
- Physical processes
Science, being a core subject, is taught regularly throughout the year in all classes. The children in Class R follow a programme defined by the 'Early Learning Goals' for pre-school and Year R children. However, the work for the reception class children is also determined by the work being undertaken in the remaining infant classes. The children at Key stage 1 following a two year rolling programme of topics which link science with history, geography, design and technology and art. In any one year the children will be taught the full contents of the science curriculum, covering the physical, biological and materials elements of the curriculum. The level of expectation and difficulty increasing as the children get older. At Key Stage 2 science is taught as a discreet subject. The contents of the programme of study are taught on a rolling programme in which the physical, biological and materials elements of the science work are covered systematically. In year 6 the children are 'formally' tested on their science knowledge and understanding when they undertake the Key stage 2 'SATs' in the summer term. As well as understanding key scientific concepts, the school's policy is also to develop the necessary skills to enable children to carry out scientific investigations and solve scientific problems through systematic and careful enquiry.
Information & Communication Technology
Information and Communication Technology (IT) forms an integral part of learning throughout the school. All computers in school have Broadband Internet access and each computer is networked, allowing staff and children to access their files from any workstation. Children increasingly work on laptops in the classroom which allows for all aspects of ICT to be linked with learning in other subjects. Thus ICT becomes a tool to support learning in other curriculum areas.
Religious Education
Under the terms of the Education Reform Act 1988 Religious Education must be part of the basic curriculum of all children attending school, even of those below statutory age. Religious Education must be "mainly" Christian in character, the E.R.A. states. As a Church School, Christianity has a particular significance for us at St. James' and we will be exploring the major events of the Church's Calendar and its implications for Christian belief and practice. Children need help to enable them to understand the importance of commitment to a set of beliefs and values and the effect this has on people's lives. The aims for the subject in this school are:
- To enable children to recognise the importance of the religious dimension to life, their own and/or other peoples.
- To provide the children with the opportunity to discover their own potential for spirituality "to learn what it is like to love and be loved, to care and share, to respond to the sparkle of life and its shadows".
- To explore and understand other beliefs and encourage, through an appreciation of these other lifestyles, an attitude of toleration and respect for others.
These aims will be achieved through Religious Education lessons and Assembly themes, which are based on our Values Education programme. There is a daily Act of Worship. Children in Key Stage 1 will share the major events in their own lives and be aware of the Church's celebrations. It will foster the child's awareness and help them to appreciate the wonders of God's creation. As well as following Assembly themes where appropriate to these aims, Bible Stories will be introduced including the Nativity and Moses (special babies being cared for) Noah (God's promise) Samuel and Eli (obedience). In Key Stage 2 the children will explore the background to the major events in the Church's year and begin to appreciate their role in caring for God's creation. Through comparing the similarities and beliefs of themselves and others in the Old Testament, the Gospel, in the Early Church and in contemporary traditions, they will explore what it means to belong to a community and what responsibilities this entails. It is hoped that they will have some awareness of the development of God's message to Man, from the rigid obedience demanded in the Old Testament to Christ's message of liberating love.
History
The aim of the History Curriculum is to help children to understand that past events have influenced the present, and to encourage them to value their heritage. The study of history develops skills which the children will use in other areas of learning. Progression throughout the school builds on the personal and family history of each child with children identifying main events of their life so far on a timeline. This gradually broadens with children then becoming more involved in local and national history. Eventually leading to children in upper key stage two learning about world historic events and how these have shaped the United Kingdom and the wider world. Famous people who have influenced events and thinking are studied. Study skills are developed through the use of reference books, search engines and consulting, drawing and interpreting maps. Our aim is to give children an interest in History which will be a pleasure to them throughout their lives, whilst also ensuring they have a good grasp of how they may further their enquiries.
Geography
The aim of Geography in St. James' School is to enable the child to move from knowledge of his own area, its locality, industry and social structure to a wider understanding of places in other parts of Europe, and a developing country. Links with schools in other areas are being developed to enable this to be more meaningful for the children in our care. For younger children this will take individual experiences into account, which will include trips in the locality, the use of photos, books, dvd clips and websites. Children in key stage two then begin to make comparisons between their locality and the wider country, then world. Language is emphasised, not just the specifically geographical words but also those which will enable the children to describe and explain places and occupations. Specific map work skills are taught and the children encouraged to draw relationships between the physical features of localities and the activities of people living there.
Physical Education
At St. James' School Physical Education is an integral part of the curriculum. We believe that Physical Education should aim to promote such qualities as enjoyment, committed fairness, enthusiasm and a concern for quality as well as success. Physical Education should also help to establish basic health regimes which become part of daily routine. All activities in this curriculum area can lead to increased levels of self-esteem through the development of physical confidence and help children to cope with both success and failure in co-operative and competitive physical activities. This is an area that provides opportunities to embed our values of Respect and Co-operation. We expect to offer the children experience in all of the following areas:
- Gymnastics
- Games activities
- Athletic activities
- Outdoor and adventure activities
- Dance
- Swimming
A variety of clubs are organised as extra-curricular activities. These activities are mostly available to the children in Key Stage 2.
Art and Design
The children are given the opportunity to learn about and explore artistic techniques in a wide variety of media. The work of major artists is used to stimulate and help the children in their own work. Art is also used to enhance the work of other curriculum areas and is often integrated into cross curricula themes.
Design and Technology
Most of the work in Design and Technology arises out of the Topics selected for each Year Group. The four Attainment Targets are:
- Identifying needs
- Generating a design
- Planning and making
- Evaluating
Children are taught a range of skills including practical skills such as the manipulation of a variety of materials and equipment and skills of research, planning and communication both visual and verbal. They are encouraged to continually improve personal proficiency and work confidently with ideas and materials at a level of competence appropriate to age.
Music
Music plays an important part in the life of the school. Younger children are taught a variety of singing games and are encouraged to add their own accompaniment to simple songs by using a variety of percussion instruments. In the Junior Classes the children are encouraged to appreciate music and particularly singing as an enjoyable activity. Children are introduced to part singing and musical plays are performed regularly. Every child is encouraged to play the recorder and Peripatetic music teachers visit the school every week to teach violin, 'cello, flute, clarinet and a variety of brass instruments. There are lunchtime recorder clubs to ensure a range of learning needs is met. The school choir rehearses weekly at lunchtime and is much in demand for singing at Church assemblies. The choir regularly entertains organisations within the community.
