Organisation of the Curriculum
The National Curriculum is composed of:-
Core subjects – English, Maths & Science
Foundation Subjects –
Design & Technology
Additional subjects – PSHE (Physical, Social, Health, Economic)
Modern Foreign Languages
More time is given to the Teaching and Learning of the core subjects of the National Curriculum than to the delivery of the Foundation subjects, Religious Education or the Additional subjects.
Work is planned to meet the needs of each child and is delivered according to their ability. Some children need clearly defined
programmes of work monitored closely by an adult in either a one-to-one or small group situation.
Other children will be expected to conduct their own research using library and computer skills.
The curriculum is organised to ensure complete coverage for each child as s/he passes through the school.
This is achieved through thorough planning
¨ Long term
¨ Medium term
¨ Short term
The Children are taught in a variety of ways:-
¨ one to one
¨ small groups
¨ whole class.
Encouragement is given to work hard and achieve potential. The opportunity is always there for a child to progress at their own rate and pace.
Literacy and Numeracy
The school ensures that these areas of the curriculum are soundly taught. Skills relevant to literacy and numeracy cut across the whole curriculum and thus receive frequent practice. Through thorough planning, exciting resources and excellent teaching, children are encouraged to find learning fun. There is positive liaison between class teachers to provide continuity of work between classes. Homework plays an important part in the school strategies to keep standards high in these two areas.
We place a high value on the acquisition of reading skills. We have several reading schemes, our main schemes being Oxford Reading Tree and Story Chest, giving us a choice and range of books at each level of ability. Reading is taught both within and outside Literacy lessons. There is a strong focus of the teaching of Phonics in Foundation Stage and KS1. A number of resources are used, including, Letters and Sounds, Phonics Bug, Phonics Play and Oxford Reading Tree.
There are many skills required before a child learns to read and many factors which make for success or failure. Teachers will be able to suggest more specific ways in which parents can help if this is needed and we have home or shared reading schemes where you can share with your child in the enjoyment of reading. This will be explained on entry to school and by the teachers as the child progresses through school.
We aim to develop a deep interest and enjoyment in reading through teacher and parent encouragement and through making available a wide variety of texts.
From the pre-reading to the fluency stage, every child is encouraged to see reading as a worthwhile and enjoyable activity. Sharing the following approaches:-
Reading to children:
Sharing the delight of all kinds of literature,
Reading with the children, sometimes the adult will read the whole story, sometimes the child will join in and sometimes the child will read to the adult. It must be a shared time of reading and telling about the story characters – for example, what might happen? etc.
Reading silently for a given purpose and then discussion with others about what has been discovered,
Children read independently, at their own pace and for their own purposes.
Speaking and listening
We believe children should meet a range of situations and activities which are designed to develop their competence, precision and confidence in speaking and listening. The development of oral skills will make children more aware of language, how it works and changes according to circumstances.
We aim to develop the children’s growing confidence and competence as speakers and listeners by developing accuracy and precision in describing experiences, expressing opinions and articulating their feelings. The following are examples of how this can be seen in the daily life of the school…..
¨ being able to ask and reply confidently and adequately to questions which become increasingly complex
¨ being able to listen carefully to the instructions and ideas of others
¨ demonstrating an increasing ability to evaluate and reflect on spoken language
¨ being able to use language to suit different audiences and purposes
¨ being able to work with other children to develop oral skills in a variety of situations in order that they may learn to express themselves accurately and fluently.
Writing and Spelling
Children begin writing simple sentences under their teacher’s guidance and, as their word knowledge develops, they learn to extend their written work, developing drafting skills, working with dictionaries and learning necessary grammatical rules.
Children learn to use writing for a variety of purposes: factual, creative, descriptive, imaginative. They learn to see writing as having a number of elements: decision making, planning, drafting, presentation and evaluation.
Children are taught to write clearly and legibly, following a precise, defined policy for handwriting.
The school also has a policy for spelling. Children are expected to learn to spell words which are sent home on a weekly basis.
The school is very proud of its Dewey coded library. We believe children should be taught library skills and be helped to foster the habit of reading. Every opportunity is presented to the boys and girls to enable this to take place and they have access to a wide range of fiction and non-fiction thus enhancing the library usage for both children and staff.
The school is delivering the renewed framework for Numeracy to all its pupils.
Our teaching of mathematics is based on practical experience and problem solving. The mathematics scheme is broadly based and includes computation, shape, time, weight, measurement of capacity, area, money and logic work. We expect children to learn their number bonds and multiplication tables.
In the course of learning mathematics, children have to gain knowledge of many things. They have to show care, thought and
logic to check what they have done and to record clearly. We wish our children to appreciate the thought processes involved in finding the correct answer are as important as gaining the right answer.
First and foremost, we lay a positive foundation for mathematics so that the children enjoy what they are doing and really feel that ‘maths is fun’.
¨ to stimulate the child and provide the appropriate experiences to make mathematics interesting and enjoyable
¨ to encourage the child to think in a logical manner
¨ to help a child to understand the relevance of mathematics
¨ to guide the child to an appreciation of the nature of number and an awareness of the basic structure of mathematics
¨ for the child to be aware of mathematical pattern and to be able to identify relationships
¨ to develop mathematical skills and knowledge and promote the skill of rapid recall of basic facts
¨ to maintain and increase confidence in maths shown by the ability to express ideas fluently, to talk about the subject with confidence and to use the language of mathematics.
At Wincham the Children have opportunities for quality education which provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is vital to the world’s future prosperity, therefore, all children are taught essential aspects of knowledge, methods and uses of science through :-
- Identifying variables
- Fair testing
The children are encouraged to develop a sense of excitement and curiosity about Science and are given opportunities to develop skills of concentration, logical thinking and problem solving.
Throughout their study of Science, children are helped to develop and use a variety of communication skills and techniques involved in obtaining, presenting and responding to information.
They are given the opportunity to express their feelings and ideas to other children and their teacher orally and through
drawings, simple charts, models, actions and the written word.
They are encouraged to respond to their teacher and to the reports and ideas of other children and become involved in group activities.
They are introduced to books, charts, pictures, videos and to the use of computers to supplement their first hand experience.