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Teaching & Learning

The Curriculum

Newnham Croft Primary School’s curriculum comprises all planned activities that are organised in order to promote the children’s learning and personal development. Its ultimate aim is to provide an education that prepares all children for life in the wider world. The curriculum encompasses not only the statutory requirements but also the rich variety of activities that are offered beyond the formal curriculum, often beyond the classroom walls and the school day. The curriculum is underpinned by an ethos of respect, support, openness and collaboration.

The National Curriculum

The National Curriculum provides our school with the framework for what should be taught and the expected standards that children should achieve within Key Stage One and Key Stage Two. There are ten National Curriculum subjects which are statutory in primary schools and, though not statutory, Personal, Social and Health Education (PSHE) is also taught. All primary schools are also required to maintain a policy on sex education and parents can choose to withdraw their children from all or part of sex education. Such requests need to be submitted to the Head Teacher in writing.

Religious Education

Religious Education is also a statutory requirement but is not contained in the National Curriculum. The school follows the Cambridgeshire agreed syllabus. Parents have the right to withdraw their children from Religious Education. Such requests need to be submitted to the Head Teacher in writing.

The Foundation Stage

The Foundation Stage describes the phase of education from a child’s third birthday until the end of the reception year when the child reaches five years old. The Foundation Curriculum is the framework on which Foundation Stage teaching and learning is based. Many of the children will have already encountered the Foundation Stage curriculum during their pre-school or nursery provision. The Foundation Stage curriculum is organised into six areas of learning and the Early Learning Goals set out what most children are expected to achieve by the end of the Reception year. The Foundation Stage underpins all future learning and prepares children for learning in Key Stage One and is consistent with the national curriculum.

Aims

It is through the implementation of this policy that we aim to fulfil our wish for all children to:

• enjoy attending school
• benefit from the cultural diversity within school
• become effective learners
• feel safe, secure and supported
• feel successful and fulfil their potential
• contribute positively to school
• be respected and respectful
• be motivated and inquisitive
• be confident and independent
• be proud of their school

Planning and Organisation

Curriculum planning is undertaken in 3 phases: Many aspects of planning are done collaboratively. Long term planning identifies which units of work will be taught in each term to each key stage. Medium term planning identifies teaching objectives and strategies – we have adopted the National Literacy and Numeracy Strategies as well as QCA schemes of work, other published schemes of work and schemes of work created in-house. Short-term plans are written by teachers, sometimes in collaboration, to identify detailed learning objectives, activities and resourcing needs.

These three phases of planning ensure that the curriculum is:

• Broad so that it provides a wide range of knowledge, skills and experiences
• Balanced so that each subject has sufficient time to contribute effectively to learning
• Relevant so that learning can link the children's experiences to applications in the world at large
• Coherent so that topics can be linked to make the whole learning experience more meaningful
• Creative so that imagination, lateral thought and artistic expression may be used to explore all areas of learning as well as developed in their own right
• Progressive so that what is taught builds in a systematic way upon what has already been learned
• Differentiated so that what is taught and the tasks that are set are matched to the aptitude and ability of each child
• Accessible so that there is equality of opportunity and inclusion for all children

Monitoring and Review

Curriculum planning, organisation and content are reviewed to ensure that the curriculum continues to reflect the needs of the school.

Responsibility

It is the joint responsibility of the Head Teacher and the Governing Body to consider, agree and monitor the implementation of the Curriculum Policy.

The responsibility to deliver the curriculum lies with the whole school staff. Curriculum Leaders provide professional leadership and management.

Timetabled teaching time, not including collective worship and breaks is: 22 hours for Key Stage 1 and 23 hours, 45 minutes for Key Stage 2.

English

Through studying English children develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Children learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts.

The study of English helps children understand how language works by looking at its patterns, structures and origins. Using this knowledge children can choose and adapt what they say and write in different situations.

The National Literacy Strategy gives us the framework with which we plan and teach literacy skills.

Mathematics

Mathematics equips children with a uniquely powerful set of tools which include logical reasoning, problem-solving skills, and the ability to think in abstract ways. Mathematics is important in everyday life and as such we aim to enable children to apply their mathematical knowledge, skills and understanding to real life situations. Mathematics is a creative discipline and children are encouraged to look for different connections and explore a variety of ways to find solutions. Children are introduced to new mathematical concepts through practical activities using a wide variety of apparatus. Mental calculation is important within both key stages and children are encouraged to explain their mathematical thinking to others using mathematical vocabulary.

The National Numeracy Strategy is central to our planning and teaching.

Science

Science stimulates and excites children’s curiosity about phenomena and events in the world around them. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. Science in our school is often linked with other subjects within topic-based projects. Children are given the opportunity to use a variety of apparatus as well as the school environment including our wild life area. They learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.

Information and Communication Technology

Information and communication technology (ICT) prepares children to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. Children use ICT tools to find, explore, analyse, exchange and present information responsibly, creatively and with discrimination. They learn how to employ ICT to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of ICT promotes initiative and independent learning, with children being able to make informed judgements about when and where to use ICT to best effect, and to consider its implications for home and work both now and in the future. All our classrooms have an interactive whiteboard facilitating interactive and cross-curricular teaching and learning. Our school also has a purpose built ICT room, housing 18 computers. All our teaching and administration rooms are networked.

History

History fires children’s curiosity about the past, in Britain and the wider world. Children consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, children develop a chronological framework for their knowledge of significant events and people. They see the diversity of human experience, and understand more about themselves as individuals and members society. What they learn can influence their decisions about personal choices, attitudes and values.

In history, children find evidence weigh it up and reach their own conclusions. To do this they need to be able to research, sift through evidence, and argue for their point of view – skills that are prized in adult life.

In our school history is planned and taught within topics using specific schemes of work.

Geography

Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from difference perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As children study geography they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.

Design and Technology

Children are given opportunities to work on practical tasks to develop skills, knowledge and understanding. The subject calls for children to become autonomous and creative problem solvers, as individuals and members of a team. They are given opportunities to look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They use a wide variety of materials and are taught to use different tools safely. Children reflect on and evaluate their own design and technology as well as that of others, both past and present. Through design and technology, all children can become discriminating and informed users of products, and become innovators.

Art and Design

Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a unique way of understanding and responding to the world. Children use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think. Through art and design activities they learn to make informed value judgements and aesthetic and practical decisions, becoming actively involved in shaping environments. Children learn about the diverse roles and functions of art, craft and design in contemporary life, and in different times and cultures. They also explore ideas and works of a variety of artists, craftspeople and designers.

Music

Music is a powerful, unique form of communication that can change the way children feel, think and act. It brings together intellect and feeling and enables personal expressions, reflection and emotional development. As an integral part of culture, past and present, it helps children understand themselves and relate to others. The teaching of music develops children’ ability to listen and appreciate a wide variety of music and to make judgements about musical quality. It encourages active involvement in different forms of music making, both individual and communal, developing a sense of group identity and togetherness. It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment. Music is taught by class teachers as whole class lessons.

Parents can purchase specific music tuition for children from the Cambridgeshire Instrumental Music Agency. These lessons are delivered during the school day by specialist music peripatetic teachers, external to our school. Parents should contact the school office for more information.

Physical Education

Physical education develops children’s physical competence and confidence, and their ability to use these to perform in a range of activities. It promotes physical skilfulness, physical development and knowledge of the body in action. Physical education provides opportunities for children to be creative, competitive and to face up to different challenges as individuals, in groups and teams. It promotes positive attitudes towards active and healthy lifestyles. Children learn how to think in different ways to suit a wide variety of creative, competitive and challenging activities. They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness. Through this process children discover their aptitudes, abilities and preferences, and make choices about how to get involved in lifelong physical activity.

Personal, Social and Health Education and Citizenship

The importance of personal, social and health education and citizenship help to give children the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognize 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 spiritual, moral, social and cultural issues that are part of growing up. They also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

Religious Education

Religious education develops children’s knowledge and understanding of and their ability to respond to, Christianity and the other principal religions represented in Great Britain. By exploring issues within and across faiths, children learn to understand and respect different religions, beliefs, values and traditions and their influence on individuals, societies, communities and cultures.

RE encourages children to consider questions of meaning and purpose in life. Pupils learn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious, moral and social issues. Children develop their sense of identity and belonging, preparing them for life as citizens in a plural society.

Our school follows the Cambridge Agreed Syllabus for our religious education.

English As An Additional Language And International Education

Approximately 40% of children in our school speak a language or languages other than English. These children are at various stages of acquiring English. A very limited amount of funding is usually available from the Local Education Authority multi cultural service to provide some support for children who are at the early stages of learning English. This support aims to help with the inclusion of children in regular class lessons and activities.

Nenwham Croft Primary School is very proud to have so many cultures and languages represented in school and we celebrate the way our community is enriched by our international families. Where possible we use the knowledge and expertise of our international families by involving them in appropriate curriculum activities. Teachers also aim to enhance the curriculum by building international opportunities into their planning. Newnham Croft Primary School has been awarded the British Council’s award International School Award for outstanding development

Special Educational Needs

At Newnham Croft Primary School we are determined to include all children and meet their educational needs. Some children experience difficulties with aspects of their learning from time to time. Through careful assessment we aim to identify and support pupils with Special Educational Needs as early as possible. Communication with parents is very important to us. Parents who have specific concerns about their children should discuss these with class teachers. New parents to school are asked to inform teachers if their child has previously been identified as having special educational needs.

The school’s policy for special educational needs is based upon the requirements of the Code of Practice which came into force on 1st January 2002 and which includes the rights and duties introduced by the SEN and Disability Act 2001. The Code of Practice gives advice to schools on their statutory duties in identifying, assessing and making provision for children’s special educational needs.

Teachers plan and assess work which is appropriate and relevant to the individual needs of children. Those who are identified as having special educational needs (SEN) may be entered in the school’s special educational needs register at one of two levels; school action and school action plus. We always inform and involve parents. An individual educational plan (IEP) is drawn up for each child on the SEN register. Targets within these IEPs are shared and agreed with children and parents. The county’s pupil support team advises our staff and may be involved in support teaching within school for those children who are on the school action plus level. As with all children those with special educational needs are encouraged to become increasingly independent and fully involved within the school.

• enjoying attending Newnham Croft Primary School;
• benefiting from the cultural diversity within school;
• being effective learners;
• feeling safe, secure and supported;
• feeling successful and fulfil their potential;
• contributing positively to school;
• be respected and respectul

Our whole school aims for our community include:

• valuing Newnham Croft Primary School as an important part of the local community;
• being supportive of the school;
• helping the school to broaden its horizons