Curriculum, Organisation and teaching methods

CURRICULUM, ORGANISATION AND TEACHING METHODS We aim "to give all pupils the opportunity to achieve their highest potential" The school is committed to delivering a broad and balanced curriculum in line with the National Curriculum. We aim to enable every child to master the important skills and knowledge they will need in the future. We place particular emphasis on the basic skills of literacy and numeracy within a broad and balanced framework to enable your child to reach his or her full potential. We like every other state primary school, follow the National Curriculum in accordance with our legal requirements. This is a nationally set programme for the pupils, in which your child will be formally tested as to what they know, understand and can do at the ages of 7 and 11. At each of these ages, you will be informed as to how your child has performed in the tests and you will be given a clear idea of how this compares with other pupils of the same age both in this school and nationally. The core of the National Curriculum is the study of English, Mathematics and Science. These subjects will be taught and experienced by the pupils from the Reception class onwards. Alongside this core are the six foundation subjects of Art, Design Technology, History, Information Technology, Geography, Music, Physical Education and Religious Education. Personal, Social and Moral Education and French are also covered in our curriculum. This list divides the curriculum up into specific subject areas, but good primary teaching involves the pupils in many areas at once. For example, a pupil may be doing a science activity, but also be using mathematical and reading skills, as well as recording results using writing skills. The science activity may also involve historical and geographical knowledge. The teaching staff of the school will plan for, and therefore, be aware of, the different components. Every day each pupil takes part in an hour of English (known as the Literacy Hour) and also an hour of Mathematics. These generally take place in the mornings, but not always. Pupils from Year 3 upwards are 'set' for mathematics according to ability and are allocated to the appropriate teaching group. We aim to give each pupil a broad and balanced curriculum, relevant to and catering for individual needs. Such a curriculum will be kept under review both by the Governors and the teaching staff of the school, so that it stays fresh and effective, capturing the best of the pupils' enthusiasm and thirst for knowledge. The curriculum is about all the intended learning that takes place during the school day. We use a variety of teaching strategies to deliver the curriculum ranging from whole class, setting, groups, investigations/research and individual. At our school we provide a curriculum that caters for the development of the whole child so that all aspects of physical and intellectual growth can develop. At Bamford our curriculum planning follows a two yearly cycle. This ensures that all pupils receive a broad and balanced curriculum and that regardless of which class within an age group the child is in, they will receive the same curriculum and entitlement. For example, children in Year 1 and 2 will follow the same 'topics' but the work will be differentiated according to the children's ability. The same follows for children in years 3 and 4 and also years 5 and 6. Literacy skills - these include reading, writing, speaking, listening and communication skills. Enquiry skills - these include mathematics, science, environmental studies, history, geography, religious education, information technology and communication skills. Aesthetic skills - these include drawing, painting, craft, design and technology, music, drama, movement and communication skills. Physical skills - these include manipulation skills, fine motor skills, handwriting, agility, body control, physical education, movement and communication skills. Social skills - these include learning to be part of a group, class, school and community, learning to share, take responsibility, self-discipline, self respect and respect for other children and adults. Knowledge - absorbing knowledge through direct experience is most effective. Gaining knowledge is not only about learning to become competent in a subject such as mathematics, it is about developing the ability to apply this skills with vision and imagination. It is important to remember that because the school aims to meet the individual needs of the pupils, the activities and work of each class will be appropriate on an individual basis. Children do not all learn at the same speed, so children in the same class may often be working at different levels. What follows is only a brief indication of the main curriculum areas. More detailed policies on each area are available through school.