In the Foundation Stage the curriculum is based on the 7 areas of learning:- At our school the foundation stage begins when children reach the age of three and refers to children in the Nursery and Reception Years. The foundation stage curriculum is organised into 7 areas of learning.
The curriculum has 3 prime areas and 4 specific areas. The prime areas of learning are essential for children's future learning and healthy development.
3 Prime Areas
- Personal Social and Emotional Development
- Communication and Language Development
- Physical Development
4 Specific Areas
- Understanding of the World
- Expressive Arts and Design
In Key Stage 1 - [Years 1 and 2] We aim to deliver the curriculum through cross curricular topics whenever possible. We are keen for the children to see the links between subjects rather than seeing subjects in isolation.
The National Curriculum objectives are the guidelines which under pin our planning:-
The National Curriculum is followed for Key Stage 1.
Mathematics is a key life skill and our teaching incorporates the seven strands of learning as set out in The Primary National Strategy
- using and applying mathematics
- counting and understanding number
- knowing and using number facts
- understanding shape
- handling data
We aim for our lessons to be lively and engaging, challenging learners to think. Teachers support learners to develop confidence and independence.
In studying Literacy, learners develop skills in speaking, listening, reading and writing. Our school follows some aspects of the Barking and Dagenham English project which reflects the requirements of the Primary National Strategy.
Reading is taught in school within guided reading groups and reading and spelling workshops. All learners take part in a daily ‘phonics’ lesson. The children are given opportunities to practise their reading throughout the day and are encouraged to choose books to take home and read to their parents. As with other areas of the curriculum parental support and encouragement is very important. We ask that parents set aside a quiet time to share and discuss books with their children daily. Each child has a home/school reading diary for parents and teachers to comment on the children’s reading. We hope to foster in the children an enjoyment of books and reading that will enable them to grow up into adults that ‘choose’ to read.
Writing is closely related to reading – the two activities reinforce each other. In school the writing process is modelled by the teacher and learners are given opportunities to write for different purposes and audiences. Correct letter formation is encouraged as learners progress through the school and in Year 2 children begin to join their letters. In order to develop continuity with school and home parents are asked to ensure their child always writes in school print and does not use all capital letters. A copy of our school print is included in this brochure.
Speaking and Listening
Speaking and Listening underpins learning in all areas of the curriculum. We cannot expect children to ‘write it’ if they cannot ‘speak it’.
Pupils learn to speak clearly, thinking about the needs of their listeners. They also learn to listen carefully to what other people are saying. Learners are encouraged to use their speaking and listening skills to solve problems, speculate, share ideas and reflect on what is important. We encourage parents to talk with their children as much as possible in order to develop their speaking and listening skills.
Science stimulates and excites pupil’s curiosity about phenomena and events in the world around them, satisfying this curiosity with knowledge.
The Science curriculum incorporates 4 strands of learning
- scientific enquiry [investigative skills]
- life processes and living things [humans, animals, plants]
- material and their properties
- physical processes[electricity, forces and motion, light and sound]
Learners will be shown how to apply their skills, knowledge and understanding, through investigations. They will also be encouraged to develop their skills in problem solving and thinking critically and analytically.
Design and Technology
Design and Technology prepares pupils to participate in tomorrow’s rapidly changing techniques. Through our school scheme of work the children will develop skills of designing, making and evaluating a product. They will be given the opportunities to work independently and co-operatively and be encouraged to develop their skills of problem solving.
Pupils are taught music by a specialist music teacher. They listen carefully and respond to a wide range of music. They play instruments and sing songs from memory, adding accompaniment. We take part in the Borough Music festival every year.
There will be opportunity for pupils to experiment and learn about various media [paint, chalk, pencil, clay etc] and artists. We encourage a creative atmosphere and good work is celebrated and displayed. In KS1 the children may visit The National Gallery or Tate Modern. There is an Art club available for Year 2 children.
At Village we believe that PE can be of benefit to all children in developing motor skills, imagination, co-ordination and social skills. By delivering a balanced and developmental programme we aim to provide children with a positive attitude towards health and fitness. Our curriculum offers children the opportunity to take part in gym, games and traditional and modern dance. We take part in the annual Borough dance festival. We further promote PE at lunchtime with organised games led by Mi-day Assistants.
Learners will be given the opportunity to find out about events and people from the past using a range of sources. They will be encouraged to ask and answer questions about the past and make comparisons to the present day. The teaching of history should stimulate the children’s natural curiosity and encourage them to become ‘history detectives’. Visits to the Museum of Childhood and The Ragged School support learning.
Pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. Pupils carry out geographical enquiry both inside and outside the classroom. In doing this they use geographical questions about people, places and the environment and use geographical skills and resources such as maps and photographs.
Religious education provides a basis whereby pupils can investigate different faiths. We aim to ensure that children respect other people’s beliefs and have the opportunity to explore and appreciate other view points. In the multi-faith society that our children are growing up in we believe that this respect for others is vital.
RE has a broader role in the overall development of our children especially in terms of moral, personal and social development.
Learners will experience a wide range of programmes and skills using the computer. They will learn to create pictures and use the keyboard to type sentences and edit work. They will learn how to save and print their work independently. There will be the opportunity to discuss how ICT is used in their home and in the work place and begin to develop an understanding of the internet as a resource.
Personal Social and Health Education and Citizenship
PSHE and citizenship aims to look at every aspect of lifestyle. We aim to develop an understanding of what a healthy lifestyle is by looking at how to keep clean, eat healthily and exercise regularly. Relationships are explored and emotions and attitudes discussed. Children are encouraged to be aware of themselves as responsible citizens within school and the wider community. We use Circle Time to reflect upon how we feel and how we behave, and to learn to listen to and respect other people’s views.
PSHE presents an opportunity to develop a stable base as a preparation for our children to grow and mature.
The Science national curriculum along with PSHE covers sex education which is presented in the context of family life, of loving relationships and respect for others in a moral framework