Key Stage One
KEY STAGE ONE (age 5-7)
THE KEY STAGE ONE CURRICULUM
(Year One & Two)
At Haversham the children leave Foundation and enter Year One and the class are called ‘Squirrels’. At the end of this year they enter Year Two and the class is called ‘Owls’. Throughout both of these classes they access the Key Stage One curriculum.
At Haversham we offer the children a broad and balanced curriculum, in accordance with the requirements of the National Curriculum. This comprises the core subjects – Maths, English, Science, Information Technology and Religious Education and the six foundation subjects – History, Geography, Music, Art, PE, Design Technology. Environmental Studies, Personal and Health Education, Citizenship, and Multi-cultural Studies are included in this broad curriculum, which we believe promotes ‘excellence and enjoyment’.
Work is planned to ensure that it is suitable for each year group and National Curriculum Key Stage, while taking into account individual abilities. This is done in many ways, for example, different tasks for groups or individuals, a similar starting point which leads to different work or final outcomes.
Much of our work is done through a topic or theme, working from the children’s experience and leading them to new areas of knowledge and understanding. We find that this approach excites the children’s interest and gives coherence to our work. The topics are planned over two years to cover the programmes of study, for all the National Curriculum subjects and other curriculum areas. The work is planned for individuals, groups and the whole class, depending on needs and interests.
Children are encouraged to draw on first-hand experience, to question and look for evidence, and to record carefully in many different ways. We aim to provide a rich and stimulating environment where each child is supported and encouraged to develop his/her full potential. We believe in purposeful activity and children are encouraged to be independent, responsible and self disciplined. Therefore we individualise the learning process as much as possible, to ensure every child is receiving a curriculum that matches their needs. We know and understand the teaching and learning process for young children and we plan learning in small enough steps to ensure everyone achieves.
All children are motivated to learn as we celebrate with them what they can do and what they need to learn next. Children are motivated to achieve through systems that reward hard work, and determination.
Each child is assessed regularly to ensure they are making progress. We anticipate the progress a child should make each term and then we monitor to ensure they achieve. We offer those children who appear to be struggling with their learning additional support. This may be in the form of targeted groups or through our special needs structures.
We monitor children’s wellbeing through observations, as we believe the best learners are those who are confident, happy, resilient and have high self-esteem. We ensure that we have a well trained teaching staff who are learners themselves and constantly looking for new ways to make their teaching more effective.
Haversham Village School places great emphasis on the development of listening, speaking, reading and writing skills. To communicate effectively, children are encouraged to understand and enjoy spoken and written English; to have the ability and desire to read widely, for enjoyment and information, and accurately using a range of styles.
Children’s listening skills are developed through class and group discussion, individual conversation, music, stories, television and taped material.
Children’s confidence in self-expression is promoted through drama and responding to a variety of situations and experiences, thereby ensuring that children feel able to communicate readily with one another.
Children are encouraged to handle books carefully and to enjoy sharing books from their first day in school. We aim to instil a love of books through our own positive and enthusiastic attitude to a wide range of books. The children are encouraged to take books home, because great importance is attached to reading in their own familiar surroundings. A very confident attitude to reading exists when children share a wealth of books regularly with others.
In developing the children’s phonic skills we follow the ‘Letters and Sounds’ programme, and use Jolly Phonics in Foundation alongside the Letters and Sounds progression.
The school is fortunate in having a well-resourced library, which the children are able to use on a regular basis. Children are encouraged to use the library facilities for study skills, topic work and general enjoyment.
Writing skills are developed alongside reading skills. Each child starting school comes with different strengths and experiences. The school recognises these differences and teacher assessments are used in order to plan for children’s individual needs. Correct letter formation is taught and writing skills developed to include spelling and the basic rules of grammar, with attention being paid to all aspects of written language. A variety of experiences and stimuli gives opportunities for vocabulary extension and lively language work, where the children are encouraged to write about a wide range of topics, and in as many styles as possible.
Mathematical skills are developed across the curriculum in order that children may approach this subject with understanding, relevance and enjoyment. Particular emphasis is placed on making use of the immediate environment, relating concepts to the real world and using a variety of resources.
Mathematical ideas are introduced through discussion between teacher and child, at an appropriate level, alongside practical experiences. This encourages learning with understanding and develops logical and analytical thought. Numeracy requires knowledge of numbers and number operations, an ability to solve number problems – including money and measures, and to use numbers in geometry. It demands familiarity with the ways in which numerical information is gathered by counting and measuring, and is presented in graphs, charts and tables.
Science is an integral part of a cross-curricular theme; drawing on children’s first-hand experience and observations of the world around them. We aim to develop the knowledge, understanding, skills and attitudes essential to a scientific way of working so that our children regard science as an important, natural and relevant part of our lives.
The understanding of scientific concepts is as important as the acquisition of knowledge and facts; children’s curiosity and enjoyment being the motivation to learning.
We consider that science is about observation, prediction, collecting information, raising questions, and planning investigations to answer these questions. It is about recording our discoveries, both verbally and non-verbally, and drawing conclusions.
The teaching of history begins with the present and through stories, collections, artefacts, observations and educational visits, leads to an awareness of the past and a sense of chronology. By examining evidence and raising questions, the concept of change and an understanding of the effect on people and places are developed.
We aim to give children a real sense of place by developing a framework of knowledge and understanding about their immediate environment, their country and the wider world, which enables them to locate and use geographical information.
Children will have the opportunity to gain an understanding of what it means to live in one place rather than another and begin to appreciate the complex economic, social, political, cultural and physical relationships, which influence the development of contrasting environments.
INFORMATION & COMMUNICATION TECHNOLOGY
It is our aim to encourage children to become confident and successful in the use of Information and Communication Technology.
Each Year Group has access to a variety of computer programs covering different aspects of the curriculum. Each class has interactive whiteboards installed, and access to visualisers, alongside laptops for the children.
DESIGN AND TECHNOLOGY
It is our aim to give children the opportunity to develop both their design and making skills and their knowledge and understanding. The children are encouraged to use these skills in order to solve real problems they may encounter in their immediate environment. Working individually, or in groups, children learn to manipulate basic tools safely, to select appropriate materials, and finally to evaluate the end results.
Children are encouraged to behave as artists in order to develop their creativity, observational skills, spatial awareness, self-confidence, decision making and critical analysis. Provision is made for the exploration of different media for drawing, painting, print making, collage and three-dimensional work. Offering the right tools, media, space and time gives children the freedom to express themselves with confidence. They also study the work of famous artists.
All children are encouraged to participate readily in a rich music curriculum, which encompasses singing, listening, moving and responding to music. There are opportunities to compose and play accompaniments using tuned and untuned percussion instruments. Musical activities are consciously used as a valuable learning resource throughout the curriculum.
The physical education programme encompasses gymnastics, games and dance.
The school is well equipped with large apparatus, which encourages children to develop confidence, self-awareness and their enjoyment of participating in physical activities.
During indoor and outdoor activities, children are introduced to a variety of small apparatus to promote games skills. It is through the sharing of physical education apparatus that children are encouraged to work co-operatively with consideration for others and the ideals of gamesmanship are introduced.
The dance programme is instrumental in developing children’s inventiveness, creativity and self-confidence.
RELIGIOUS EDUCATION AND COLLECTIVE WORSHIP
Religious Education features as an integral part of the school curriculum and is taught within the framework of the Milton Keynes Agreed Syllabus. It provides for an awareness of both Christian beliefs and those of other major world religions. We aim to contribute to the spiritual and social development of children by fostering a reflective approach and an appreciation of the experiences, beliefs and religious practices of mankind.
School assemblies are non-denominational and play an important part in school life. They provide the opportunity to reinforce our philosophy of care, respect and tolerance. There is a daily session of collective worship that is either whole school or class based. Parents who do not wish their child to attend assembly should contact the Headteacher.
SPIRITUAL AND MORAL EDUCATION
Spiritual and Moral Development applies to every area of the curriculum and to all aspects of school life.
The whole ethos of our school seeks to provide a practical context for morality and spirituality, to be experienced rather than just talked about. We promote equality of opportunity and good relations between persons of different racial groups.
Our Single Equality Policy is committed to creating a learning environment which takes into account the needs of all children and sets challenging targets.
PERSONAL SOCIAL AND HEALTH EDUCATION
Children will be encouraged to become aware of their own identity and be given opportunities to share with others, thus developing a sense of community and belonging. They will also learn simple, but crucial, skills enabling them to lead a safe and healthy life.
Health education is provided throughout the school. We do not give formal sex education but when questions arise we answer truthfully as appropriate to the age of the child. The Governors will discuss any changes to this policy.
Our Drugs Policy aims to enable children to make healthy informed choices by increasing knowledge, challenging attitudes and developing and practising skills.
During their time at Haversham Village School, the children are encouraged to look after the environment in which they live and work, and to appreciate the beauty and importance of living things. Our beautiful grounds are a valuable and enjoyable resource in which pupils can benefit from a variety of learning experiences.
It is a whole-school focus to raise standards by combining excellence in teaching with enjoyment of learning.
‘Pupils enjoy learning greatly because lessons are well-planned and excellent relationships contribute to an exciting climate for learning’
OFSTED September 2010
The aims of home learning are :
• To support and consolidate children’s learning
• To give extra help and support to children with special needs
• To enable each child to have the opportunity to read to an adult on a daily basis