JUNIOR GIRLSCURRICULUM STATEMENT

YEAR 1 2017/2018

CLAIRES COURT M A I D E N H E A DAn Independent School for Girls & Boys

R E S P O N S I B I L I T Y • R E S P E C T • L O Y A L T Y • I N T E G R I T Y

WELCOME TO YEAR 1 Welcome to Year 1! During your daughter’s time in Year 1, she will embark on many different learning experiences, enabling her to become a confident and resilient learner. This curriculum statement is designed to provide information about what your daughter will be learning and how she will be learning. CLAIRES COURT ESSENTIALS

Along with some of the most successful education systems in the world, our own leading universities and the International Baccalaureate we understand that we need to develop young minds that are able to think, learn both independently and collaboratively, be problem solvers and understand the connections between knowledge and the global world in which they will be active citizens. Our curriculum therefore reflects the way in which our children acquire knowledge and develop learning and work processes. In this booklet you will see academic subjects, subject skills and knowledge have been connected via a series of topic webs. This enables teachers to use time in an even more creative and flexible manner. To develop the skills of independent learning, enquiry and problem solving the curriculum is expressed as a series of questions which can be seen within the topic webs. Answering these questions, challenges our young learners to research and select information to construct a solution. This allows us to create independent and collaborative learning opportunities enabling a high level of differentiation which ensures that those who need extra support receive it, whilst challenging those who are making more rapid progress to remain stretched and engaged. There is a clear focus on English and mathematics because these vital areas form the critical bedrock of future learning. We retain a traditional close focus on these two subjects, in terms of time allocated within the curriculum day. Tracking and monitoring of each girl’s level of skill and understanding will enable teachers to produce a detailed learning plan to target our young learners’ optimum progress. In addition, you will see that English and mathematics also appear within each topic web.

Our assessment and marking processes also reflect this approach. Credit will be given for finding the solution, by showing that factual knowledge has been acquired and for showing evidence of using the various skills within our ‘Essentials’ approach. When we report to you we will give clear information on attainment, progress and effort, as well as the plan for the next phase of learning.

Leanne Barlow, Head of Junior Girls

THE YEAR 1 CURRICULUM We hope that both you and your daughter will have a happy and fulfilling time with us and we take great care to ensure that the transition from Reception into Year 1 is achieved without any anxiety. Our priority is your child’s happiness because we know that a happy child feels secure and will therefore flourish socially, emotionally and intellectually in the environment. DIGITAL TECHNOLOGY SUPPORTING LEARNING To support learning and progression, we make good use of the Claires Court Learning Environment – known as the ‘Hub’. The ‘Hub’ uses Google Apps for education and other cloud-based software to allow pupils to work collaboratively, share ideas and communicate within our own ‘walled garden’. It also provides a 5GB cloud based work storage area known as the ‘Drive’, the great benefit of which is that work is accessible to our learners anywhere in the world. Samsung Chromebooks, iPads and Android tablets are commonly used to support the girls’ learning, subsequently increasing the use of Digital Technology for a variety of learning experiences. PROBLEM SOLVING WEEK Making decisions, overcoming difficulties and risk-taking are essential life skills, closely linked to problem solving. Working out the likely consequences for any course of action, identifying the pros and cons, looking at evidence and considering the alternatives are all vital when solving a problem. Problem solving week aims to help develop and implement these skills independently through a variety of activities. All will build a child’s confidence in their own abilities and judgement, therefore building resilience. Our Problem Solving Week takes place in the Summer Term and is an opportunity for our girls to explore problem solving in a range of situations and contexts.

ENGLISH Our aim in English is to focus on the fundamental skills of reading, writing and speaking and listening. These skills are taught through a wide variety of opportunities, including reading a range of genres, writing extended creative pieces and many role-play and drama experiences. READING Specific word reading and comprehension skills are developed through the curriculum and as part of daily individual reading from our progressive reading scheme. • Can I check that my reading makes sense and self-correct when it doesn’t? • Am I able to retell a story independently, and develop some of my ideas both verbally and

on paper? • Am I able to read information on appropriate websites, in books and select relevant or

interesting facts related to our topics? WRITING The girls will be taught composition, structure, vocabulary, punctuation and grammar skills through a series of creative and exciting activities. • Can I write a sentence and check that my writing makes sense? • Can I plan my writing using drawings or key-words? • Can I write using the features of fiction and nonfiction styles? • Can I write labels and captions? • Am I able to identify the beginning, middle and end of stories and apply this to my own

writing? • Can I improve my sentences by using adjectives and verbs? • Am I beginning to use capital letters, full stops, question marks and exclamation marks? • Can I write about my experiences using the features of recount writing? SPEAKING AND LISTENING We believe that speaking and listening are skills which children need to learn. This is developed through our “Essentials” approach of working collaboratively, sharing news, roleplaying, asking and answering questions and considering other people’s viewpoints. • Can I speak audibly and fluently showing awareness of the listener? SPELLING AND PHONICS Spelling is developed through a differentiated approach, focusing on the need of each child as an individual. Phonics and spelling of high frequency words are taught in a variety of ways including phonic lessons and spelling and dictation tests. • Can I segment words into sounds for spellings? • Am I beginning to choose groups of letters to represent the sounds in the words I am

spelling? • What is a rhyming pattern and can I use these to spell words that rhyme? • What are vowels and vowel sounds? • Am I able to write and spell correctly more complex words? HANDWRITING The girls are taught to use neat handwriting, forming letters correctly and eventually joining them. • Can I form upper and lower case letters correctly? • Can I write with letters and digits that are consistent in size and orientation?

READING EGGS Reading Eggs is an online program that uses animation, activities and reward games to keep children motivated to read. Children complete fun online lessons in which they learn and practise essential reading skills. Children gain confidence in reading independently and earn 'golden eggs' as rewards for tasks completed. MATHS Our aim in maths is to ensure all girls learn mathematical skills from a range of areas with fundamental skills being taught progressively throughout the academic year. Girls will have many opportunities to apply learned skills to a variety of different contexts, problems and real-life situations. We recognise the importance of repetition, and we ensure that there are multiple opportunities for this to occur including morning maths, rapid recall and online learning platforms. Areas of maths include:

• Number • Mental Strategies • Addition & Subtraction • Multiplication & Division • Fractions & Decimals • Geometry & Shape • Position & Direction • Statistics & Data Handling • Using & Applying • Reasoning

Can you read, write, count and order numbers up to 100? Are you able to recognise and use doubles, near doubles and corresponding halves to 10? Are you able to recognise and explain the difference between odd and even numbers? Can you make number sentences using symbols for addition and subtraction? Are you able to recall number bonds 1-20? Can you solve calculations using repeated addition? Are you able to count in multiples of 2, 5 & 10? Can you use knowledge of numbers to 100 to help solve mathematical problems? Can you measure length, weight and capacity using non-standard units? Are you able to use mathematical language to describe 2D/3D shapes and their properties? Can you use and interpret simple graphs and tables? Can you ask and answer questions comparing data? Are you able to recognise and calculate halves and quarters of objects, shapes and quantities? Are you able to tell the time on an analogue and digital clock, including 1hr & 2hrs before & after?

SCIENCE Our aim in science is to teach the girls the skills of working scientifically. We teach them how to ask questions, make observations and carry out tests, experiments and investigations. They will learn to use a range of sources to answer their questions, and will gather and record data. The girls will find ways of carrying out fair tests and be given opportunities to make decisions in choosing equipment, recording observations and drawing conclusions. When reflecting on their learning, the girls will use scientific evidence to hypothesise, evaluate and suggest improvements for further scientific activities. Animals Including Humans, Seasonal Change, Sound, Everyday Materials, Plants, Rocks, Living Things & Habitats PSHEE Regular lessons for Personal, Social and Health and Economic Education (PSHEE) help to promote physical and emotional well-being. These discrete sessions are supported and complemented by assemblies, form-time, whole school events, Pupil Voice, 3for3 Charity Week and a wealth of enrichment activities. These include: Residential activities, school visits, community involvement, sports, arts and music events together with a wide range of pupil leadership opportunities. PSHEE is one way in which we support the Spiritual, Moral, Social and Cultural development of pupils. Due to its cross-curricular nature, PSHEE plays a crucial role within all aspects of school life to include the weekly assemblies; a celebration assembly is held every week where the whole school comes together to celebrate individual and group achievements both inside and outside school. PSHEE teaching is based on three core themes within which there is a broad overlap and flexibility:

• Health and Well-being • Relationships • Living in the Wider World to include economic well-being and being responsible

citizens British values are actively promoted throughout the school and embedded within the PSHEE programme of study to ensure pupils are prepared for life in modern Britain. Pupils are encouraged to respect the fundamental British values, as defined by the government, of:

• democracy – actively promoted through the School Council, Pupil Voice activities and the house system

• rule of law – actively promoted through our Key Values and our Golden Rules • individual liberty – actively promoted through rights and responsibilities • mutual respect – actively promoted through our Key Values, Golden Rules and the

Claires Court Essentials • tolerance of those of different faiths and beliefs – actively promoted through RE

curriculum and assemblies. Promoting means actively and sensitively challenging pupils, staff or parents expressing opinions contrary to fundamental British values.

Girls will have opportunities to develop the following: Study Skills How well do I use the Claires Court Essentials? Who am I and what is my individual identity? What are my goals, aspirations and targets for the future? Who are positive female role models? Personal Well Being & Safety How do I keep my body healthy? What are my likes and dislikes? What choices do I have? How can I recognise and manage the feelings that I have? What is personal hygiene and how do I manage this? Who are the special people in my life? What behaviour is expected of me? What is the difference between keeping secrets and surprises? How do we successfully work together? What significant boundaries and relationships are important to me? How do I deal with conflict and resolve difficulties? What is bullying and what should I do if I think I have a problem? How do I cope with change, loss and getting older? Can I name all of my body parts? How do I keeping physically and emotionally safe? Who are the members of my family? Who is responsible for keeping us safe? Social, Moral, Spiritual, Cultural & British Values What is voting? What is a democracy? How do I sharing and respect the opinions of others? What are the similarities and differences between us? Contribution to the School and Wider Community What are our Golden Rules and how well do I follow them? What can I expect from life in the classroom? Can I construct and follow rules? Do I have awareness of my own and others’ needs? Which communities do I belong to? How can I improve and care for the local environment? Economic Well Being & Financial Capability What sources and uses of money are there? What is the significance of spending and saving How do I manage my money effectively? Careers Who/What do I aspire to be? What is a career? The girls will explore different career opportunities through visits from successful role models in our local community.

HISTORY During the year, the girls will learn to retell stories set in the past and find out about famous people, carrying out research to find out more. The girls will use historical terms and phrase, to indicate the past and present and the passing of time. They will learn to sequence events, artifacts and photos of places and times onto a timeline. The girl will find out about the past by talking to people, researching information books and online sources. They will ask and answer questions and give explanations about objects, events and people from the past. GEOGRAPHY In geography, our aim is to teach the girls a number of geographical skills. They will be taught to express their views and show knowledge, skills and understanding of local area. There will be opportunities to understand maps by using atlases, globes, computer mapping etc. and drawing their own maps appropriate to their topic. They will learn how to compare our country, town or area to other countries, towns or areas. The girls will experience a range of field work opportunities including trips in the local area and exploring our school. They will make observations, measure and record the features using a range of methods. COMPUTING ICT is embedded within the curriculum to support learning in each subject. The girls will learn about the following topic areas and endeavour to answer a wide range of questions, including: E-Safety Can I stay safe online? Can I use applications and communication, appropriately? Use of Digital Devices Can I access computer based learning technologies such as: Reading Eggs, Mathletics and Purple Mash? Do I know how to use computers, Chromebooks, digital cameras and tablets? Coding Can I understand algorithms? Can I program digital devices? Am I able to create and debug simple programs? ART & DESIGN TECHNOLOGY Throughout the year, girls have many opportunities to express and develop their skills and knowledge in Art & Design Technology. They are taught to develop their observation skills, use their imagination and expression, create art through use of different media, develop their ideas and reflect and evaluate. For more information please see the topic maps towards the end of this booklet.

PHYSICAL EDUCATION All pupils are encouraged to lead a healthy, active lifestyle and take part in all Physical Education lessons that are offered to them. There will be at least four areas of activity covered throughout the term. Two double lessons will be designated to Physical Education and Games each week and one single lesson to swimming. AUTUMN TERM

• Gymnastics: safety in gymnastics and linking basic skills and actions. • Swimming: water confidence. • Ball skills: basic ball familiarisation skills, throwing and catching activities, striking.

LENT TERM

• Dance: body management and movement patterns in relations to a stimulus. • Ball skills: throwing, catching and rolling in small sided games. • Swimming: water confidence and basic strokes. • Indoor Athletics: mobility, control and judgement, jumping, throwing and catching. • Hockey: basic ball control, dribbling, passing.

SUMMER TERM

• Athletic activities: running, jumping and throwing. • Ball Skills: striking, fielding and basic tennis skills. • Swimming: to develop confidence, a variety of strokes and swim unaided on front and

back. MUSIC All pupils receive one music lesson and participate in a music assembly once a week. Pupils will learn how to sing in tune, performance skills, how to accompany songs and stories focusing on tempo and rhythm. FRENCH At Claires Court we believe the learning of French is more than just the study of a language; it is the study and celebration of a wonderful country, its people, its culture and its traditions. Girls have one 35 minute lesson of French each week, taught by either a subject specialist or a native speaker. The language is taught through the four key skill areas of speaking, listening, reading and writing, using a highly communicative approach. There is a big focus on communication so pair work, group work and games are commonplace during lessons. Lessons will frequently use interactive whiteboard software and many of the interactive and online learning resources to reinforce vocabulary. These websites are also made available to pupils so that they continue or extend their own learning at home. There is also some focus on French cultural traditions. Our approach with language learning is designed to produce confident linguists who can enjoy the benefits of being able to communicate in another language and who are open to other cultures and ways of life.

INFORMATION SKILLS The aim of the Information Skills lessons is to show girls how to find, evaluate and use information sources in the School Library and beyond and to support the development of cross curricular learning skills. The aim is to enable them to use information effectively, to promote independent learning and to encourage and develop leisure reading.

“If you are going to get anywhere in life, you have to read a lot of books” Roald Dahl SPRING TERM Who are authors and illustrators? What do they do? What are the different parts of a book? How you will learn… Pupils attend one lesson in the Lower Junior Library, learning through practical activities, discussion and project work.

School Librarian: Mrs P Copeman: pac@clairescourt.net Library Assistant: Mrs L Kirkup: lak@clairescourt.net

ASSESSMENT AND REPORTING Check-ups and informal tests in most subjects take place from time to time, culminating in our main school examinations in the Summer Term, which include Progress in Mathematics (PIM) and Progress in English (PIE) assessments. All the data collected will help us analyse your daughter’s performance in school. There are three parents’ evenings and work viewings a year; one each term. Regular, written reports are issued throughout the year. However, parents wishing to discuss their daughter’s progress with staff at any stage of the year are encouraged to make an appointment via the School Office. HOMEWORK At Claires Court Junior Girls, we have a project-based homework to aid the girls in their development of key learning skills including, independent thinking, creativity and thinking critically. This gives more opportunities for extending pupils’ minds and allows them to lead their own learning linked to their topic. At Claires Court we recognise that our pupils work hard and have long days at School. Homework is not intended to add extra pressure or anxiety. Its role is to reinforce the learning that has taken place at School. Homework is a discipline we want the girls to get into a routine of doing. Some homework activities do not always involve writing and may take the form of a game, where you can enjoy playing the various metacognitive aspects of the topic with your daughter. Time should be limited to 20-30 minutes in total. Homework builds on the expectations the girls would have been used to in Reception. In addition to daily reading, phonics tins twice a week, maths tins twice a week and spelling four times a week, the girls will be set a reading activity, spelling sentences and Mathletics once a week. Year 1 marks the start of the Homework Grid (project linked to topic) with an expectation of 3-4 tasks being completed per term. In addition, every girl will have a homework book which will be used to target specific learning for individuals. This will be used as and when the teacher identifies an area for further consolidation or practise. This could include mental maths skills, handwriting, problem solving etc.

As Mathematicians we will link our timelines and changes in history to the understanding of time, looking at minutes hours and days. We will look at the months of the year seasonal changes linked to weather. We will also learn about money and its worth. What is the currency in the UK? Is it different to other countries? Our data handling will be linked to comparing the differences between the class such as eye colour and recording in tallies, block graphs and pictographs.

The Big Idea: Who am I? Where do my family and I come from and where do we live? We will look closely at our own lives and those of our friends and families. We will use the Claires Court Essentials to develop awareness of ourselves as learners. We will also develop positive feelings about ourselves and how we relate to others. We will investigate our local area promoting a sense of community.

Marvellous Me

Autumn Term

As Language Specialists we will use drama and role play to retell familiar stories then re-write or create our own versions of these tales. We will use our own experiences to create narratives and use writing, story maps, role play or puppets to tell stories. As writers we will begin to form lower case letters in cursive script. We will explore different types of writing, using speech bubbles, instructions, letters and posters.

As Artists and Designers, we will

develop our ability to colour mix and colour match. We will apply these skills and look at

proportions of our faces to create portraits of

ourselves. We will create portraits in the style of Picasso and

make clay figurines. We will also create weather

stations in DT when looking at weather and

seasonal changes.

Across the Curriculum Computing: we will learn how to log on and off of the

Chromebooks. We will research historical photos of

our school and the local area. Music: we will learn how to use our voices in songs and

chants and listen to and understand a range of music. PSHEE: we will look at female role models. Who do we look up to? We will also continue

to develop our understanding of the importance of hygiene. RE: we will be learning about special places and reflect on how they make us feel. We will also be learning about

Christmas and Diwali celebrations.

In Geography, we will develop our

geographical awareness by looking at journeys we take

both in the local area and the UK. We will use

maps and mapping techniques and take

walks around the local area of Maidenhead.

We will name the main countries in the UK and

look at where our friends and family may live around the world.

As Scientists, we will learn about our bodies

and how they have developed from when

we were born up to now. We will look at our

senses and how they help with our learning.

We will develop our scientific investigation

skills through questioning and

practical investigations. We will also be looking

at weather and seasonal changes using

close observational skills.

As Historians, we will be looking at our living history,

how have our lives changed from when we

were born to now? How is the world around us

constantly changing, for example, how do our

routines and lives compare to our parents and

grandparents? What does our family tree look like? We

will look at differences between past and present

and talk to different generations about their

experiences to inform our learning. We will also look at our school history to link to

our big ideas about community and local area.

As Mathematicians we will develop our ability to measure in non-standard units questioning how long a dinosaur might be in cubes? We will develop our knowledge and understanding of shape and space through investigation of different houses and homes and continue to develop our understanding of time.

The Big Idea: If you were able to travel back in time, where would you go? Who would you visit? What would you see? What would the people be like? There are endless possibilities of time travel! Let’s get into our Tardis every week and time travel to a different era, exploring our own curiosities and interests along the way!

Tardis Travel

Lent Term

As Language Specialists we will use drama to immerse ourselves in time travelling stories. As readers we will read a range of texts linked to dinosaurs and we will explore houses and homes through traditional tales. As writers we will develop our non-fiction skills by writing recounts about our experiences and different events in history.

As Artists and Designers, we will

explore materials and their properties by building a range of

structures. We will ask how they can be made

stronger? We will look at the work of Lowry

when we travel back in time to look at Victorian houses, build clay fossils and use observational

drawing techniques when looking at

dinosaurs.

Across the Curriculum Computing: We will collect, sort and present data about fossils and dinosaurs. Music: We will compose simple pieces of music to represent the ways different dinosaurs move, from the big slow movers to the small sprinters. PSHEE: We will think about making New Year's Resolutions and set our own goals; how our Claires Court Essentials can help us achieve them? RE: We will look at the celebrations and traditions surrounding Easter.

In Geography we will travel back in time and look at what the world was like in the time of dinosaurs. We will look

at the different continents and how they were different

millions of years ago. We will look at the local area in different periods

of time and find out how the physical and human features have

changed?

As Scientists we will identify and explore the properties of everyday materials and consider

their suitability for particular uses. We will travel back in time to

find out what was used instead of plastic. What could be a material of

the future? We will explore what fossils are

and how they are made. We will also look at trees and how they can be classified and

aged.

As Historians we will travel back in time to the land of dinosaurs. What did they eat? What did they look like? How did they live? We will travel

back in time to Victorian England and look at the

features of houses. Where will our tardis take us? We will also develop

our understanding of chronology through

timelines and look at the differences between the

past and present on return from our time

travelling.

As Mathematicians we will continue to develop our fluency in number by using the 2 times tables in the story of Noah’s Ark. We will also solve animal word problems involving adding and subtracting. We will also link length, height, weight, capacity and measure to animals and the seaside and classify their differences using data handling.

The Big Idea: From the microscopic world of insects and mini-beasts to the gargantuan world of great apes and killer whales, we will explore life on Earth and marvel at the fascinating species that live alongside us. We will ask questions such as: Which species has been on our planet the longest? Can animals speak to each other? Do animals laugh? We will explore all creatures great and small!

All Creatures Great and Small

Summer Term

As Language Specialists we will look at a variety of classic animal themed texts and poetry to develop a range of writing skills such as The Hodgeheg by Dick King-Smith and poetry from Roald Dahl’s Dirty Beasts collection. We will also look at non-fiction books to help us to further understand the fascinating world of animals and create our own non-fiction books about mini beasts.

As Artists and Designers, we will

create paper mache mini-beasts. We will also

look at the work of Megan Coyle and

create animal collages inspired by her work.

We will also gain inspiration from the

natural environment and look at animal

patterns and colours, using them in clay

sculptures.

Across the Curriculum Computing: We will create animal comic strips using video and camera technology. Music: We will listen to The Jungle Book, composed by George Bruns and to The Carnival of the Animals, composed by Camille Saint-Saens. PSHEE: We will look at the positive relationships we form with others and how these can be nurtured. RE: We will look at the story of Noah’s Ark and Jesus, as well as the celebrations and traditions in Islam.

In Geography we will be looking at

indigenous animals from the world's seven

continents. We will investigate how a

creature's habitat and climate may vary

depending on where in the world they live. Which animals live

mainly in cold climates? Which

animals can be found largely in hot climates?

As Scientists we will: identify domestic,

common and exotic animals and classify

reptiles, birds, amphibians and

mammals. We will name herbivores,

omnivores and carnivores and look briefly at the diets of

animals. We will look at the life cycle of various animals and investigate habitats in and around

the school.

As Historians we will investigate the story of the British Zoo and how it has

changed over time. We will answer questions such as: when and where was the

first ever zoo opened? Where was Britain's first zoo?

How have zoos changed over time? We will consider the impact zoos may have

had on protecting endangered species. We

will also look at how experiences of places to visit have changed over time. We will investigate

animals that are extinct or in danger of becoming

extinct.

R E S P O N S I B I L I T Y • R E S P E C T • L O Y A L T Y • I N T E G R I T Y

Claires Court Junior Girls1 College Avenue, Maidenhead, SL6 6AW

Tel: 01628 327500www.clairescourt.com

*this booklet is correct at the time of going to print and details may be subject to change 06/17.