Key Stage 1 Curriculum
Key Stage 1 classes follow the new National Curriculum (2013).
To meet the requirements set out in this we plan topics across each year group to group the subjects around a theme, to support children’s learning.
We choose these topics based on the National Curriculum objectives for each year group, the interests and needs of the children in each cohort and the core values of our school, to ensure we meet our vision:
Every child will have the confidence, self-belief and resilience to embrace challenges and strive to achieve all aspirations. Every child will have empathy and compassion for all those around them, developing the foundations needed to become a responsible and respectful member of the community and the wider world.
The topics for the coming year, 2017-2018 are detailed in the documents below for each year group.
Our initial plans link together aspects of English and Science with Foundation subjects such as History, Geography, Art and Design Technology. These are taught within a creative curriculum which is entitled EPIC. The Maths curriculum is taught alongside these topics as a stand-alone subject, unless purposeful links can be made to help reinforce learning across different areas.
As we move through the year, these plans will be developed further with details of RE, SMSC and other coverage added as we respond to the children’s learning rates, interests and needs. We want to make sure the learning we offer is relevant and interesting as well as meeting the requirements of the National Curriculum.
Year Group Leaders monitor all aspects of the curriculum that need to be taught for all subjects throughout each term, ensuring that they cover the relevant objectives for their year groups and revisit aspects which children may have found more difficulty understanding.
Senior Leaders monitor the curriculum delivered through regular monitoring visits to classes and planning meetings to ensure we meet the requirements of the National Curriculum.
English and Maths are taught in skills based lessons each day to cover all elements of the National Curriculum objectives. English incorporates aspects of: Phonics, Spelling, Punctuation and Grammar (SPaG), Handwriting, Reading, Writing.
Maths incorporates aspects of: Oral/Mental maths, Calculation, Shape, Space and Measure.
Science and ICT based lessons cover the skills needed to meet the objectives and allow for opportunities for these skills to be applied in other areas of the curriculum.
We aim to provide the children with enjoyable reading experiences which will produce confident readers who can use books effectively for pleasure and for information. Reading schemes are used to give structured progress, particularly in the early stages. Our Home Reading scheme encourages parents to support children in acquiring the “reading habit” at home. The reading scheme includes a range of phonics reading books to match the Letters and Sounds phonics scheme used in school.
The same text read by a group of children of similar ability with the teacher and the teaching assistant. This provides opportunities for developing fluency, expression and comprehension of the text.
All children have a daily phonics session where they learn to recognise sounds and letters. They then use this to help with their reading and spelling.
Speaking and Listening
These skills are vital in all learning and social situations. We encourage the children to listen carefully to others and to speak clearly and confidently in discussions. Role playing and class presentations of work help to provide enjoyable opportunities to extend oral skills.
Children plan a range of writing including imaginative stories, poems, letters, instructions, lists and reports. Spelling, punctuation and Grammar (SPaG)and dictionary skills are taught to enable communication to be effective. Sometimes groups of children produce collaborative writing.
Opportunities for sharing good work are provided by reading this to other children or adults, or by having it displayed.
Neat presentation and handwriting skills are encouraged and practised throughout the school. We also teach computer word processing skills.
We use examples of good literature as the starting point for children’s own imaginative writing and we place great value on story telling throughout the school.
Children also visit the library regularly where they are able to exchange books and find out about how books and libraries are used.
The ability to use basic mathematical skills will advantage our children throughout their lives. In mathematics our aims are:
To enable children to enjoy mathematics in a practical way as a tool for problem solving.
To increase children’s confidence in using mathematics, in making decisions, in explaining, discussing and asking questions.
To develop children’s ability to organise, communicate and manipulate information and to predict and describe patterns.
To apply mathematical concepts, skills and knowledge to other areas of the curriculum.
Children will have the opportunities to use:
Practical resources – to aid understanding of new concepts and reinforce previously learnt concepts.
Mental arithmetic – accurate mental agility is a key life skill.
Mathematical Language – use of correct mathematical terms is encouraged at all levels and ages.
Problem solving strategies – continuously
The outside learning environment – to aid collaborative learning, discussion, reasoning, enquiry and large scale movement.
Technology – Interactive White Boards and Visualisers are in all Year 1, Year 2 and Foundation 2 classrooms, encouraging even greater enthusiasm for mathematics in our school. Computers in all classrooms, a computer suite and laptops can be used daily during Maths lessons to provide exciting and stimulating activities and to enhance the teaching and learning of all areas. A range of programmable toys are available to all children to support the learning of position, direction and movement.
We have a very wide range of ICT within the school. Children are allowed access to this as an invaluable tool to enhance their learning.
Foundation 1 has a range of ICT resources such as digital cameras, remote control toys and Story-phones. Foundation 2 classrooms have 2 PCs and KS1 classes 1 PC linked to the server, giving access to the Internet and a wide range of programs. The Internet is based on the County Broadband network ensuring safety within school. All Foundation 2 and KS1 classes have Interactive Whiteboards and Visualisers. With a range of audio, visual and control technology available for any age class to use, an exciting and ever changing learning environment is created. Children of all learning styles can access these at their own level. ICT is used across the curriculum wherever it can to support and enhance the teaching and learning in the classroom.
All children are taught e-safety as part of their ICT curriculum.
Children are naturally curious. Science provides opportunities to explore, investigate and ask questions. By using these skills the children are able to have fun and solve some mysteries using their extensive knowledge and understanding of the world around them.
A great emphasis in Science is on the practical work that is carried out, none more so than in Foundation Stage where the children are taught through play and hands-on experience. As the children move into Key Stage 1 they continue to experience a range of exciting practical activities. Science incorporates specific key skills that enable children to successfully carry out an investigation of their own. These skills are taught through careful, progressive planning.
Teaching is enhanced by the extensive range of exciting teaching and learning resources, the surrounding environment and the visit of outside agencies, such as theatre groups. All of these features enable the children to continue their thirst for knowledge through exploiting every opportunity in Science.
From Foundation Stage we encourage children to ask questions and discuss the past, making comparisons with their world as it is now. Artefacts, books, photographs, internet sites and re-enacting simple everyday situations from the past all help to raise awareness of the passage of time and develop the children’s understanding of simple vocabulary such as ‘before’, ‘after’, ‘past’, ‘present’, ‘then’ and ‘now’. The lives of significant individuals in Britain’s past who, have contributed to our nation’s achievements and influenced the way we live today, are investigated. Key historical events and people are studied and festivals that may be associated that are commemorated throughout the year are taught to broaden children’s understanding of their nation’s history.
We aim to develop children’s geographical knowledge, skills and understanding as well as a fascination about the world and its people. Activities are based on direct first-hand experiences which focus on the immediate locality of the school and go on to explore contrasting localities at home and overseas both in physical and human terms. We aim to support children in developing knowledge of the world, the United Kingdom and the immediate locality. The children are taught geographical vocabulary to refer to human and physical features. The use of resources such as aerial photographs, atlases, maps making reference to compass directions and plans with basic symbols in a key, support geography teaching.
The purpose of Art is to stimulate the children’s imaginations and creativity. We provide a variety of visual, tactile and sensory experiences for them. The children are able to express themselves using a variety of mediums including drawing, painting and sculpture. Many skills and techniques are taught, including colour mixing from a basic palette, choosing the correct materials for a purpose and access to creative trolleys enable children to select from a range of materials to apply skills in child initiated activities. Techniques in using colour, pattern, different textures, lines, shapes and forms enable children to create a variety of pictures. A range of artists and sculptors work is explored and used to stimulate children’s own work. The children are encouraged to work on collaborative projects as well as on individual ones.
Design and Technology
Design and Technology allows children the opportunity to design and develop purposeful, practical skills using a basic range of tools and materials. The design process begins with investigation and evaluation of completed products from a range of designers. This enquiry based process then feeds in to the children’s own designs with an appreciation of the need for good design. Through focused practical tasks the children are taught techniques such as cutting, forming and joining which are applied when creating their own models.
Music is a powerful and unique form of communication that can change the way pupils feel, think and act. We aim to develop pupils’ understanding, knowledge, skills and enjoyment of music through an active involvement in composing, performing, listening and appraising. The children are encouraged to appreciate the richness of musical traditions in a variety of cultures, including our own and such instruments as African drums are played. Children’s level of concentration and audio skills are improved through listening to, repeating and creating rhythms. Singing practices are held weekly assembly and the children have music lessons where a range of percussion instruments are used and musical notation is introduced. We currently have a very talented music specialist who offers extra-curricular opportunities such as learning to play the ukulele, recorders and keyboards. Our music Advanced Skills Teacher (AST) also runs a ‘Chamber Choir’, ‘Movers and Groovers’ and the ‘Year 1 Warblers’ and outside performances are organised with these choirs.
The purpose of physical education is to enable all pupils to work towards becoming independently active within the school and community, as well as increasing children’s confidence and well-being.
It is important for all children to have the opportunity to develop their physical skills. We aim to provide these opportunities via a wide variety of activities. Through planned lessons, for Gymnastics, Dance and Game Skills, in the hall, on the field, the playground and during after school clubs a wide variety of sporting opportunities are offered.
The school offers a range of after school clubs which are run by sporting agencies. These include fun games, table tennis, archery and fencing.
Religious Education is based on the Buckinghamshire County Council Agreed Syllabus. We seek to contribute educationally to the development of pupils as individuals and members of society by fostering a reflective approach to life in the context of a growing understanding of the experiences, attitudes, beliefs and religious practices of mankind. The main religion studied will be Christianity, but children also have the chance to learn about festivals and customs in some of the major faiths. They are encouraged to empathise, discuss, compare and analyse some of the key ideas which lie behind these traditions. Whole school, year or class assemblies are held each day which give opportunities for children to share experiences and feel part of the wider school family. Assembly schedules are shared with parents via newsletters. These include a wide range of opportunities for visiting religious leaders to lead assemblies and for special festivals to be explained as they occur in the calendar to raise children’s awareness of significant events in the context of many different cultures. All children are expected to participate in Religious Education and Collective Worship unless their parents have made a formal request to the Headteacher for their child to be withdrawn.
Spiritual, Moral, Social and Cultural Development (SMSC) and Personal, Social and Health Education (PSHE)
Spiritual, Moral, Social and Cultural Development and Personal, Social and Health Education help to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives and to become informed, active and responsible citizens. Through sessions in class, the children are given opportunities to share, discuss and extend their own ideas, attitudes and values. In doing so, they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. They learn to understand and respect diversity and differences so that they can go on to form effective, fulfilling relationships that are an essential part of life and learning.