Curriculum Policy

Our Vision

Imagine a place, where together adults and children can flourish as highly successful learners; a place where discovery, exploration, creativity and challenge are embraced as chances to grow; where risks and mistakes are used as learning tools that are often gateways to successful learning. Our school is a place where we can all learn to be ourselves, be treated with respect and kindness. Everyone shares an enthusiastic love of learning, a desire to achieve their very best and a determination to work hard to achieve this. Each day there are smiles, laughter and celebrations of success as their dreams are actively followed. Listen to the buzz of excitement as people learn from each other, hear them asking questions, finding solutions and learning skills that will prepare them to make a positive difference in society. See that positive values, kindness and generosity are shown to people locally and worldwide and respect and care are given to our planet as we encourage others to do the same.

Our Aims:

To be recognised as an outstanding school that provides a stimulating, creative and dynamic learning environment that strives for excellence and values achievement.

To develop the skills of the learner within a happy atmosphere.

To prepare children to play an active role in their community.

To be a safe learning environment in which children feel secure, and where self-esteem, confidence and respect, both for self and for others, can be promoted.

To motivate and engage children as lifelong learners through inspirational teaching and creativity in the classroom ensuring all children are challenged to achieve their potential.

To be a learning community in which individual needs and talents are valued and success is celebrated.

To support our children in developing healthy lifestyles.

To make our school a place where children enjoy being.

Children should leave Warden Hill Infant School with their understanding deepened, their minds enriched, and their hearts inspired, so that they love learning and embrace the challenges of the future.

Mission Statement

We believe our school creates an environment where all are proud of their achievements and respect for oneself and others is at the heart of our community.

At Warden Hill Infant School the curriculum is broad and balanced with a strong creative focus. Our curriculum is designed in terms of experiences and activities that will promote the continued growth of each child through the acquisition of knowledge, concepts and skills. We try to give children, teachers and teaching assistants more opportunity to explore their own creativity. Our aim is that our pupils leave school with the knowledge, skills and ambition to succeed through life in Modern Britain.

Aim

We endeavor to create Quality Education by developing a whole curriculum which will:

help pupils to acquire knowledge, skills, understanding and practical abilities to the highest standard of which they are capable

promote the social and personal development of pupils develop positive attitudes and values follow the programmes of study for Key Stage One as laid down in the

National Curriculum 2014 Foundation Stage pupils follow EYFSP develop academic and social and

emotional skills

Underlining these aims is the principal that each child, irrespective of gender, ability or cultural and ethnic background will be given equal opportunity to the whole curriculum.In pursuance of these aims we teach children to become independent learners and to become responsible members of school society helping them to love learning and to enjoy coming to school.Our school recognizes the importance of and actively encourages the involvement of parents and the wider community in the learning of the child.

Curriculum Policy Statement

QUALITY EDUCATION is the fundamental aim of our school.To promote this goal we will provide a warm, welcoming and stimulating environment in which children can grow and develop not only academically but also socially, emotionally, physically, spiritually and morally.

The Ethos of our School

A fundamental principal runs through all aspects of our school life, an emphasis on the needs of the individual child. We believe the parents should actively be involved in their child’s school life recognizing they have a right to know about their child’s education and to be involved.

Children learn from experiences. The child’s power to think, to feel, to do, to know and understand and to represent and express themselves are developed when exposed to these experiences.

They learn to think by imagining, solving problems, reflecting, recalling, reasoning and by negotiating.

They learn to know and understand by using and applying knowledge and skills, by predicting, selecting and discriminating.

They learn to do by enquiring and finding out, by making choices, by talking, by listening, by dancing, by singing and playing, by developing concentration, by communicating and explaining, by developing dexterity and physical control, by observing, sorting and classifying and by using and understanding the purpose of books and the written word.

They learn to feel by the encouragement of their expression of wonder, happiness and enjoyment, respecting their need for security, confidence, independence, strength, responsibility, value and respect.

They learn to represent and express themselves in play, in talk, on paper, in stories with a variety of media, tools and equipment in a range of contexts.

The curriculum is central to the process of education. It is the means by which the aims of our school are translated into planned programme of the learning experiences, through which pupils are enabled to develop as fully as possible during their infant school life and are helped to prepare for their adult and working lives in society.

The curriculum we offer will provide:

Breadth: by providing a broad range of experiences that ensure that learners are able and confident to communicate effectively with others; make informed choices and gain an understanding of the world.

Balance: by giving each area of learning and experience appropriate attention in relation to others and the curriculum as a whole. Balance should be viewed over the entire period of education through the effective management of continuity and progression.

Relevance: by enabling the learner to see the curriculum as being

relevant to both present needs and future aspirations. Relevance is related to the needs, expectations and aspirations of the learner; parents/carers; teachers; communities.

Differentiation: by being carefully matched to learners developing abilities, interests, attitudes, special needs and stages of development.

Continuity: each stage of education will build systematically on the foundations already laid and maximize learning. Pupils should be encouraged to look forward to the next stage and the new situations they

will meet should be those which challenge and offer new opportunities appropriate to their age, stage and maturity.

Progression: if further learning is based on the assessment of what pupils know, understand and can do. This will prevent needless repetition and will help ensure challenge and raise standards of achievement.

Coherence: The preparation of schemes of work for individual classes and year groups across a term, a year and a key stage will reflect the detail of the overall curriculum guidelines.

Curriculum Principles

The Entitlement of the Child - The Basic Curriculum is not intended to be the complete curriculum but will be part of a fuller curriculum which aims to respond to all educational needs of all pupils, particularly the development of positive attitudes and personal values and of the moral and spiritual areas of learning and experience.

The Child as an IndividualOur school must attribute the utmost importance to the needs of the individual child as a developing member of the society. Within these terms the child should be central to the curriculum, it’s design, it’s content and it’s implementation.

Equal OpportunitiesEach pupil, irrespective of gender, ability or cultural and ethnic background, should experience a balanced broad, differentiated curriculum which is equitable both as regards access to learning opportunities and in relation to the personal esteem accorded to individual learners – in short – a whole curriculum.

Special Educational NeedsAppropriate arrangements will be necessary in order to ensure that pupils with special educational needs (both low and high attaining pupils) have full access to a whole curriculum. It is of the utmost importance that no pupil should be deprived of any curricular opportunities.

Cultural DiversityOur school, irrespective of the ethnic make-up of our pupils and the communities in which they are situated, is a part of a wider multicultural society. Thus a school’s curriculum, in all of it’s aspects, should consistently encourage sympathetic awareness and understanding of cultural diversity whilst valuing the importance of the culture and heritage of our society. We believe that racism must be countered in every form, be it intentional, unintentional, institutional or specific. We must be aware of the effects of racism in our society and develop positive strategies to deal with situations that may arise within the school.

We believe that in designing our curriculum we need to continue to recognize that all learners are individuals at differing stages of physical, intellectual, emotional, social and personal development.

Elements of Learning

Our school’s curriculum seeks to promote:

the acquisition of knowledge the development of a wide range of skills understanding of key concepts the development of personal qualities, values and

attitudes

Aspects of Learning

The curriculum may be considered in terms of core subjects, foundation subjects and Religious Education.The core subjects are English, Mathematics and Science.The foundation subjects are History, Geography, Music, Art and Design, P.E., Design and Technology, Computing and PSHE.The curriculum also encompasses all the experiences at school and promotes the spiritual, moral, cultural, mental, social and physical development of the pupils.

Religious EducationAs required by the Education Act 1988 RE is part of the basic curriculum for all pupils. However, parents may withdraw their children from Religious Education and/or Collective Worship. Parents wishing to withdraw children form R.E. are required by law to provide work from their faith which children can complete independently.

Sex EducationSex Education is not a formal part of the school curriculum. If questions are asked by the children they will be answered directly and honestly, with due regard to the children’s age and understanding. Parents wishing to exercise this right of withdrawal are invited to discuss the matter with the Headteacher before making a formal written request for withdrawal.

Effective Learning and TeachingSee Learning and Teaching policy

National Curriculum Subject Areas

There is much overlapping and interlinking of all curriculum areas to cover the necessary provisions of the National Curriculum.We are developing a curriculum that promotes a more creative approach to learning in our school.It is based on the key concepts and principles of the National Curriculum 2014.

The key concepts, principles and themes of the above documentation have been developed into more cross-curricular themes.The intention is to give children, teachers and teaching assistants more opportunity to explore their own creativity.

In Reception the curriculum is delivered through short topics based on themes pupils are interested in. Some areas of Mathematics and English are taught discreetly.

In Years One and Two the curriculum has been organized into 6 themes covering a year.The themes have been chosen to allow cross curricular links to be developed.The themes in each year group do not cover everything that is expected to be covered across the whole curriculum during any particular year. Areas that do not fit into the theme are taught as discrete topics. Cross curricular links to Mathematics and English are made where possible.

EnglishChildren are taught:

Reading: Pupils develop phonic knowledge and are able to apply it during reading. They focus on words and sentences and how they fit into whole texts. Children work out the meaning of what they read and say why they like it or why they don’t. They read stories, plays, poems, information texts in print and on computer screens, and use dictionaries and encyclopedias.

Writing: they compose stories, poems, notes, lists, captions, record messages and instructions. They learn how to use punctuation to show the meaning of sentences, practise clear handwriting, and discover that thinking about patterns of letters helps them to spell words correctly. Pupils are taught the correct use of grammar and to develop their vocabulary.

Literacy unites the important skills of reading and writing. It also involves spoken language. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.

Spoken language: Pupils learn think about what they say, choose the right words, listen to others before they speak, talk with others and share ideas. They take different roles in drama, tell stories, read aloud, and describe events and experiences

MathematicsChildren are taught about:

Number and Place value, addition and subtraction, multiplication and division and Fractions: counting, calculating, solving simple problems

Measurement: measuring, comparing, describing and solving practical problems for lengths, heights, mass, weight, capacity, volume, money and time

Geometry: recognize and name 2D and 3D shapes, describe position, direction and movement, including whole, half, quarter and three-quarter turns.

In Year 2 Statistics: Interpret and instruct simple programs, tally charts, block

diagrams and sequences. Ask and answer simple questions and compare data.

Purpose of studyThe national curriculum for mathematics aims to ensure that all pupils

become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

ScienceChildren look at and explore:

Life processes and living things, such as familiar animals and plants Materials and their properties, such as wood, paper and rock Physical processes: simple ideas in physics, taught through experiences

with electricity, forces, light and sounds.

Through work in these areas children are taught about scientific enquiry. The children are encouraged to predict, hypothesize, classify, deduce and ask questions. Children work together to answer the questions, by finding things out and recording their work. They think about the tests and comparisons they have made and whether or not these are a fair way to help answer questions. They find out more about scientific ideas from books and computer sources. They write and draw (sometimes on computers), communicating their work and their results in scientific language, drawings, charts and tables.

Design and TechnologyChildren are taught to:

Look at and talk about familiar products (made of materials such as card, textiles, and food) to see how they work

Practice simple practical skills such as cutting, folding and gluing, which they will use as they make their own products

Plan, create and evaluate their own products, using what they have learned.

For example, they might look at different puppets, asking questions such as ‘How have they been put together? What type of fabric has been used? Who have they been made for?’ They then practice skills, such as cutting and joining the kinds of fabrics used in the puppet with a purpose: for example, a finger puppet designed to entertain a smaller brother or sister on a long car journey. ComputingChildren learn how to use Computing skills to find out information and then to share and exchange it. They become familiar with some hardware and software – for example, learning how to use a word processor, various software, and digital cameras, Bee-bots, I Pads and Roamers. They store information on computers, present it in different ways, and talk about how computing can be used both in and out of school. The children learn how to use the internet safely and responsibly while extending their learning.

HistoryIn History children learn to place events in chronological order, and about the lives of men, women and children from the history of Britain and the wider world. They also look at significant events, such as the Great Fire of London. They use books, computing and other sources to help them ask and answer questions. They listen to stories and respond to them. They learn how the past is different from the present and ask: How have I changed? How has life changed for my parents or others around me?

GeographyPupils develop knowledge about the world, The United Kingdom and their locality. They understand basic subject related vocabulary pertaining to human and physical geography and begin to use geographical skills (including first hand observation) to enhance their local awareness.Children are taught:

Locational knowledge: name and look at the world’s seven continents and five oceans. name, locate and identify characteristics of the four

countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge: learn geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography: identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world, use basic geographical vocabulary to refer to key physical features and key human features.

Geographical Skills and FieldworkChildren will use:

World maps, atlases and globes Simple compass directions Locational and directional language Aerial photographs Simple fieldwork and observational skills

Art and DesignChildren are taught to:

Explore and develop their ideas by recording what they see and imagine, and by asking and answering questions about it

Try out different materials, tools and techniques (such as painting, printmaking, modeling clay)

Review their own and others’ work, saying what they think and feel about it

Work with colour, pattern and texture, line and tone, shape, form and space

Find out about differences and similarities in the work of artists, craftspeople and designers in different times and cultures.

They do this on their own and working with others, using a range of starting points (such as their own experiences, natural and made objects, the local environment) and looking at a range of work (for example, during secondary sources, on the internet).

MusicChildren are taught how to sing and play simple musical instruments. They explore sounds and create their own short compositions. They learn to listen carefully, finding out and describing how sounds can change: for example, getting higher, lower, louder, and quieter. They experience a wide range of music from different times and cultures.

Physical EducationPupils master basic movements including running, jumping, throwing and catching. They develop balance, agility and co-ordination and begin to apply these in a range of activities.

Pupils engage in competitive and co-operative physical activities. They participate in team games, defending simple tactics for attacking and defending.Pupils perform dance using simple movement patterns.

Religious EducationChildren are taught about the stories, festivals and events that help to provide the pattern and meaning to their lives. Teachers encourage children to talk and write about the variety of ceremonies, buildings and people, in Christianity and other religions. Children learn to think about these and put forward their own ideas about them. For example, children are taught about the celebration and meaning of Christmas, Eid and Diwali.

Collective WorshipAssemblies are mainly of a Christian character and incorporate other faiths reflecting the schools’ multi-cultural nature. They also focus on caring, sharing, tolerance and good citizenship based around a values system.

Personal, Social and Health Education and CitizenshipChildren are taught personal skills such as how to:

Be more independent and confident See what their strengths are Think about what’s fair and unfair, right and wrong Set themselves goals and try to achieve them Keep themselves safe and healthy

Children also learn social skills: They think about what kind of groups they belong to, and how they

contribute to them They learn that it is important to respect others and to get on with them.

School looks for opportunities to teach these skills and ideas in everyday life. For example, children might learn about their strengths through doing classroom jobs. They might discuss classroom rules with other children and the teacher. In Science, they will learn simple hygiene rules such as the importance of washing their hands.A value is introduced each month to develop and reinforce positive attitudes and behaviours.

Curriculum Organisation and Management

Foundation Unit

At Reception stage our aim is to offer a broad and balanced curriculum to cover all areas of children’s development. Themes are planned according to the interests of the children, to ensure engagement and enjoyment.Reception children begin on a part time basis and are full time within in month of their starting date.

Year One and Two

Within the school we aim to create a happy working atmosphere and this can be best achieved by friendly but firm well ordered discipline, by making the best use of the varied experiences and strengths of individual teachers and classroom assistants, friends and associates of the school and by having an open parent teacher relationship.

In this way by creating an atmosphere of security and happiness, with confidence in adults the children will participate readily in learning and so be ready to transfer smoothly to the next stage of their education and build on this firm foundation, moving forward with confidence and enthusiasm.

Grouping of ChildrenWhere possible, children are grouped according to age, all classes are mixed ability. All children are treated as individuals and develop at their own individual pace. Throughout the school there is a mixture of class, group, mixed ability and individual teaching as appropriate for effective learning. Each class has its own timetable established by the class teacher in negotiation with the provision of this curriculum statement. Learning partners are used across the school.

Planning the CurriculumTeaching staff are responsible for developing at least one area of the curriculum. Expertise varies, and there is a commitment to professional development and a willingness to share and develop skills. Significant levels of CPD time are invested in training subject co-coordinators and all staff.

All staff are involved in planning the curriculum through meetings and working parties when necessary. Continuity, progression and evaluation form aspects of planning, as does coverage of the National Curriculum and planning assessment opportunities.

Staff work in year groups to plan children’s learning experiences, ensuring coverage of all Programmes of Study. They identify assessment opportunities and share their expertise. Coordinators are available to contribute their expertise to these planning sessions.

The School Development Plan prioritizes the needs of the school and ensures that change is paced and funded. All staff are encouraged to attend courses and cascade their new found expertise. Inset is based on school and curricular needs and developing skills.

There is a tradition of co-operation and a willingness to share the expertise and ideas, with participation in policy and decision making.

To ensure that all statements of attainment in all programmes of study in the National Curriculum are met, priority is given to carefully planning short, medium and long term and also to assessment and recording procedures to safeguard complete coverage. All areas of the National Curriculum are planned in full individual curriculum policy statements.

TimingsThe Government has laid down in law that all primary schools should work a minimum of 21 hours a week. This time must EXCLUDE registration times, break times and Assembly times.

Curriculum time allocation

Sessions in the school day: Foundation Stage 8.55 am – 11.35 am (2 hrs 40mins) 1.00 pm – 3.30 pm (2 hrs 30 mins)

Total time in school: 5 hrs 10 mins per day 25 hrs 50 mins per week

Key Stage One: 8.55 am - 12 noon (3 hrs. 5 mins) 1.25 pm - 3.30pm (2 hrs 5 mins)

Total time in school: 5 hrs 10 mins per day 25 hrs 50 mins per week

Breaks: 2 hrs 30 mins per week

Assembly/collective worship: 1 hr 15 mins per week Mon 15 minsTues 15 minsWed 15 minsThurs 15 minsFri 15 mins Registration: 50 mins

Time committed to teaching National Curriculum Subjects, RE and othercurricular provision: 21 hrs 15 mins

Number of weeks available during school year: 38 weeks (+5 training days)

Special curriculum events and activities which require short blocks of time planned within the appropriate termfor individual year groups: 3 weeksFor example:

end of key stage tests visits Christmas parties Rehearsals & concerts sports days links with the community book day

visitors Science week Music Day International activities Health and Wellbeing week

Remaining weeks committed to teaching the school curriculum: 35 weeks

Statutory curricular provision: KS1 Programmes of Study for all NC subjects Religious Education/PHSE

Subject Time Taught

Subject Time Taught for 21 hours week of 36 weeks per year KS1‘It is assumed a 36-hour week teaching year to make allowance for the induction of new pupils, assessment work, school evaluations and educational visits’ 4.11

Hrs per week Yr1

%English - directly 6 ¼ 30.12

Mathematics 5 24.09

Science 1 ¼ 6.02

ICT ¾ 3.61

Arts and Humanities 3 14.46 Music 1 4.82

PE 2 9.64

RE ¾ 3.61

P.S.H.E & Citizenship 1 4.82

21hr 100% ‘Freed time’ 20 mins

TOTAL 21hrs 20 mins

Hrs per week Yr2

% English - directly 7 ½ 36.14

Mathematics 4 ¾ 22.84

Science 1 ¼ 6.02

ICT 1 4.82

History/Geography 1 4.82

Art and Design 1 4.82

Music ¾ 3.61

PE 2 9.64

RE ¾ 3.61

P.S.H.E & Citizenship 1 4.82

21hr 100% ‘Freed time’ 20 mins

TOTAL 21hrs 20 mins

StatementAt Warden Hill Infant School, we have committed the ‘freed’ time to the development of English and Numeracy skills and social skills.The teaching week is divided into blocks of lessons and recorded on a class timetable to support the number of hours suggested for each subject. However, it must be noted that at this Key Stage with the overlapping and linking of curriculum areas these times are subject to fluctuation.

Assessment, Recording, Reporting and MonitoringThis is a very important element of school life. It is integral to all teaching and learning. A separate policy explains the detail of this area as does the Teaching and Learning Policy

ResourcesThe school is well equipped in terms of both staff and material resources. Material resources are made accessible, organised and well managed. A combination of central resourcing and dispersal in classrooms of some resources is in use in this school. The purchase of new resources is linked closely to our development planning.

We aim to make the fullest use of external resources, for example, the school environment, museums, Luton Learning Centre, various user groups and specialists within the community.

All staff need the opportunity for personal and professional development in order that they may perform more effectively, share experience with other staff, prepare themselves for possible further responsibility and to enhance job satisfaction. Professional development is particularly necessary to keep abreast of current educational change and for the evaluation of these changes in the classroom.

LiaisonLiaison with other schools and particularly the Junior School is an effective way of sharing expertise.

Community / Home School Links Home/School Links are the foundation for a child’s security in school.

Parents and teachers must feel they can work together for the good of the child.

Before children begin Foundation they are invited to visit with their parents and meet their teachers, the Family Worker is also involved in this process.

Parents are encouraged to come and help in school (following DBS checks), although it is recognized that many of them are unable to.

Informal and formal meetings with the parents and class teachers are held.

Parents join us to share major festivals and assemblies. Regular written communications keep parents in touch with the school. Regular workshops are held for Phonics and Mathematics.

Governors are kept informed of all activities and are positively encouraged to visit the school or help in order to gain insight into the workings of the school.

The Head teacher meets regularly with other Heads and other professional agencies working within the community.

We welcome students on work experience and college placements. Regular workshops for parents in Phonics, Mathematics and Science. A very active ‘Friends’ Association operates for the Infant and Junior

school.

The Role of the GovernorsThe Governors of Warden Hill Infant School are supportive of this curriculum policy statement and would support the following statements:Warden Hill Infant School have governors who:

Establish the aims, ethos and priorities in collaboration with the Headteacher

Assist in the drawing up of the School Improvement Plan Consider the LA written curriculum statement and policy statements in

relation to the specific needs of this school Encourage all governors to take an interest in curriculum areas Support the staff in the management of the establishment encouraging

and supporting all its endeavours Ensure that opportunities are given for staff to pursue personal

professional development Encourage parental support Are diligent in carrying out the responsibilities prescribed for them in law;

(for schools, these are explained in the DFEE briefing A Guide to the Law for School Governors).

Undertake training to develop their own capacity for effective contribution. EvaluationWe will evaluate this curriculum policy statement on a yearly basis to affirm the school’s overall aims and objectives and reconsider the factors that are likely to lead to a continuous and progressive and effective curriculum for each child, ie:

a clear framework for the whole curriculum a curriculum that is composed of inter-related experiences, embodying

knowledge, skill and understanding effective strategies for assessment of all aspects of the learner’s

development carefully maintained records of achievement liaison with phrases of education which seek to ensure continuity and

progression for each individual partnership with the child’s home and community by which the

experiences of the school are consolidated beyond formal education

ConclusionAt Warden Hill Infant School, we aim to lay the foundations of an education on which further stages can be built. In preparing our children for their future in a rapidly changing environment, we believe that they will need to be confident, competent and capable people. We wish to encourage self-respect within a strong sense of community and responsibility, awareness of the needs of others and respect and understanding of them. They should be adaptable and resourceful in coping with technological advance and yet value their heritage. Through the skills, knowledge and attitudes our children acquire, our hopes are that they will become increasingly well equipped to lead fulfilling and rewarding lives.

Policies which directly relate to this policyInclusionAssessmentEqual OpportunitiesLearning and Teaching