CURRICULUM POLICY (EYFS and Preparatory School)

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1 CURRICULUM POLICY (EYFS and Preparatory School) Foundation 1 and Reception follow the Early Years Foundation Stage Curriculum. The rest of the Preparatory School follows a curriculum that is broadly in line with, while also going beyond, the requirements of the National Curriculum with the addition of other subjects including specialist teaching in Modern Foreign Languages, Drama, Music and PE, enabling a more flexible curriculum. All forms in the Preparatory School are mixed ability although there is setting for Mathematics and English in Upper Key Stage Two. Staff take account of the most able and those requiring extra support when planning lessons. The school keeps a regularly updated register of the able, gifted and talented and these pupils are given further opportunities to develop their skills. Pupils are screened regularly for signs of specific learning difficulties and those who are identified as needing extra support are referred to the Head of Learning Support who will liaise with parents. Pupils who have learning support lessons will be withdrawn for individual or paired work or receive support within the classroom as appropriate for the individual. AIMS The school aims through its curriculum to: ensure that pupils develop essential literacy, oracy, numeracy and ICT skills provide pupils with a broad and balanced education foster pupils creativity develop essential skills including learning skills promote health and wellbeing promote self-esteem and confidence inspire a commitment to life long learning promote high standards in all learning and teaching develop spiritual, moral and social awareness prepare our pupils for the opportunities, responsibilities and experiences of adult life provide enrichment to the curriculum through a wide range of clubs and visits FOUNDATION AND RECEPTION In our Foundation and Reception Unit we provide an Early Years setting where girls and boys are encouraged to develop their individual strengths. They are introduced to letters and phonics, numbers and counting, through a multi-sensory approach. They learn to read, write and use numbers in an exciting way and gain an understanding of the world around them through many different topics. The children learn through play and directed activities, using indoor and outdoor facilities and resources. They are encouraged to listen attentively and to enjoy discovering and experimenting.

2 Surrounded by many learning opportunities the children can enjoy great success. The curriculum follows the Early Years Foundation Stage guidelines. It is based on on-going observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics: The prime areas of learning: communication and language physical development personal, social and emotional development The specific areas of learning: literacy mathematics understanding the world expressive arts and design The learning characteristics: playing and exploring active learning creating and thinking critically As an independent school, we recognise the many benefits that the Early Years Foundation Stage Curriculum has to offer, however, many children in our setting are working beyond national levels and a good balance is created between learning through play and subject focused work. Our Foundation and Reception setting is a hive of activity throughout the year - from taking part in Sports Day and the Easter Bonnet Parade, visiting local parks and the School Playing Fields, to rehearsing the nativity play and presenting class assemblies - the first years at school are a uniquely special time that the children never forget. KEY STAGE 1 AND KEY STAGE 2 ENGLISH English teaching covers: Speaking and Listening Reading Writing (including spelling and handwriting) We encourage pupils to listen carefully, discuss thoughtfully and present their ideas clearly. We enable our pupils to read and write with confidence, fluency and understanding, laying the foundations for a lifelong interest in books. They begin to recognise, understand and write in a range of genres in fiction

3 and poetry. Our pupils are also given the opportunity to understand, use and write a range of non-fiction texts. There is a daily SSR session (Sustained Silent Reading) where children read in a designated time period every day in class. They are taught to write fluently and legibly. In drama, we aim to develop every child s imagination, self-esteem and communication skills. In lessons, pupils are actively engaged in acquiring the skills that will enable them to become confident, expressive and creative citizens. Every child in the Preparatory School participates in a weekly class drama lesson. The drama curriculum is taught within the context of a termly topic and we foster cross-curricular links with other subjects in order to enhance understanding of a subject. Drama lessons are divided into three broad topics according to the year group, each one providing a range of lessons, activities and games. These are: physical expression (encompassing facial expression and body language games, mime, mirrors, statues, charades) verbal expression (encompassing role play, voice work, projection, paired conversations, scenes and stories, group scenarios and improvisations) scripted drama (encompassing reading, writing, watching, performing and appraising a range of scripted sketches and plays) There are many performance opportunities in the Preparatory School, including extra-curricular clubs, assemblies, festivals, special celebrations and formal productions. Every child is encouraged to perform in a variety of contexts and to a range of audiences throughout the school year. Theatre visits, workshops and school productions add further dimensions to our English teaching while pupils are given the opportunity to develop their spoken and performance skills through LAMDA lessons in which they work towards exams for the London Academy of Music and Dramatic Art. MATHEMATICS Mathematics teaching in the Preparatory School aims to develop skills and understanding in mathematics. We aim to increase pupil confidence and enjoyment in this subject, allowing them to develop their full potential and apply mathematical knowledge to the world around them. The main aims in teaching mathematics are: to promote enjoyment and a positive attitude toward mathematical learning to develop confidence, knowledge, skills and understanding in mathematics to develop the ability to solve mathematical problems to learn how to analyse and communicate information and ideas to develop skills in reasoning to apply and understand the importance of mathematics in everyday life While following the National Curriculum and Numeracy Strategy, our maths teaching offers a broader more individual curriculum, including differentiated activities to challenge the more able mathematicians and reinforcement to

4 support the weaker students. Mathematics is taught within sets in Upper Key Stage 2. SCIENCE Our aims in teaching science are that all children will: enjoy and develop an interest in science develop an enquiring mind and a thirst for knowledge experience the thrill of first hand discovery through investigations and experiments study science through practical, challenging and yet safe activities based initially on their immediate personal experiences and later on a broader range of contexts develop the ability to think scientifically develop the ability to share and communicate scientific ideas using appropriate language, diagrams and written explanations carry out systematic investigations, both individually and as part of a group realise the need for precision, accuracy and safety in science work begin to build up a body of scientific knowledge Science teaching encourages participation, enjoyment and achievement. We aim to focus on individual achievement, which ensures high standards. Children s learning about risk and being encouraged to make healthy choices, supports their adoption of a healthy lifestyle. They have opportunities during lessons to work both in teams and independently. Pupils develop an awareness of their responsibilities within the community through their work on the environment. COMPUTING The world is becoming increasingly dominated by the use of Information and Communication Technology systems, which influence every aspect of our everyday lives. Today s children need to be equipped with knowledge and skills to enable them to participate in a technological society. They need technological and information handling skills that include the ability to gather, process and manipulate data. These skills are now as essential as traditional numeracy and literacy. The ICT Suite is equipped with 18 computers for pupil use and a projector and interactive whiteboard for teaching purposes. (Plans are underway to develop the IT provision with a new ICT Suite in the Prep School in 2014.) Classrooms have computers and are networked with interactive whiteboards. Kingsley has excellent broadband facilities, protected with the latest supervisory software. Children can use the Senior School ICT Suites and the LRC to support learning in other curriculum areas. All pupils in the Preparatory School have access to their own user area on the school network. All children, from Foundation 1 to Year 6, receive ICT lessons in the Prep Suite each week. Skills are taught covering coding, word processing, ,

5 internet use, spreadsheets, databases, graphics and design, Logo, Publisher and PowerPoint. HUMANITIES Humanities in the Preparatory School promote an understanding of the interactions between people and their environments in the past, present and future. Visits to sites of interest are a high priority in History lessons, encouraging strong cross curricular links and fostering a sense of identity and chronology. In a multi-cultural society, children are encouraged to appreciate the diversity of the histories around them. Fieldwork is an important and popular part of the Geography curriculum and trips and residential visits help the children develop and consolidate essential skills throughout the Preparatory School. Learning in the classroom is reinforced and extended with the excitement of outdoor learning. Teaching methods in Religious Studies are stimulating and engaging, providing all pupils with access to different world religions. A range of strategies includes: visits to places of worship the use of representatives from different religions as visitors to the class the use of artefacts, big books, posters, interactive whiteboard resources, DVDs the use of art and design technology to enable pupils to express their ideas the use of drama and role play MODERN FOREIGN LANGUAGES French is taught from Foundation Class. The focus of the lessons is to encourage the ability to use the spoken language through songs, games and role play. Year 6 pupils spend a week in France where they are encouraged to use the language in a variety of situations during their stay. From September 2014, a carousel of language teaching will offered to children in the EYFS and Key Stage 1, providing opportunities to learn Mandarin, Spanish and French - laying the foundations for further foreign language studies at Key Stage 2. French will continue to be the main language learned in Years 3 and 4, with both Spanish and French taught in the upper KS2 classes. Thus underpinning an understanding of modern foreign languages to communicate ideas, facts and feelings in speech and writing, using their knowledge of phonology, grammatical structures and vocabulary for further language teaching in the Senior School. PSHE AND CITIZENSHIP

6 The Personal, Social and Health Education programme of study along with that of Citizenship reflects the school s aims and ethos. It helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. We recognise that it plays a central part in the lives of our school and should be at the heart of the whole school development. The Kingsley Preparatory School upholds fundamental British values and encourages respect for all people, understanding and tolerance for those with different culture, faiths or beliefs; democracy, rule of law and respect for self and others are introduced, discussed and lived out through our ethos which underpins the work of the school. In the Early Years and Key Stage 1, PSHE is integrated into the daily routine while in Key Stage 2 pupils have at least one weekly lesson. ART The school s aim is to provide an art curriculum which will enable each child to reach their full potential in art, through: investigating and making research and the development of skills and techniques the evaluation of their own work and that of their peers. Children have a timetabled art lesson each week. Our desire is that the children are given freedom to express themselves and to explore their creativity and imagination and thus become confident and enthusiastic artists whilst learning the practical techniques to facilitate this. The Preparatory School recognises the value of visits as a stimulus for art and design work providing first-hand experience with regular workshops led by visiting artists and visits to galleries. All children are invited to take part in the annual Kingsley Art Prize and to enter local and nation art competitions. Children s work is submitted to the SATIPs Annual Art Exhibition. There is an Artist of the Month award with the nominated work displayed in the Prep School Gym. The Prep School has its own designated Art Room. Teachers monitor the work completed during lessons and make a judgement in comparison with the typical performance of a child of a similar age to identify those who are gifted and talented. At the teacher s discretion such pupils will then presented with opportunities where their natural flair and talent can develop and progress e.g. attend the weekly Art Club. Planning provides a balanced programme of art and design activities, which builds on previous experience and achievement. Teachers ensure that all the appropriate skills, techniques and art elements have been covered in order for continuity and progression to be achieved. DESIGN TECHNOLOGY In Design Technology we aim to promote an environment where creativity is fostered, where children value and enjoy their education and where they act responsibly and with respect towards others. The essence of Design Technology is grounded in experiential learning and structured play. It is an inventive, fun activity which involves designing, making and evaluating

7 products. It also provides opportunities for cross-curricular projects and developing problem-solving skills. Each year group follows a balanced range of projects and pupils work with a wide variety of materials including textiles, wood and plastics. Some year groups also undertake a food technology project. Lessons involve one of three types of activity: investigating activities where children look critically at existing products to inform their own designs focused practical tasks where children are given an opportunity to learn and practise new skills and techniques design and make assignments where the children are able to be creative using what they have learned through the previous activities. MUSIC There are many opportunities for music-making at Kingsley. All children in the Preparatory School have class music lessons taught by a music specialist. Girls are taught to read standard musical notation in Key Stage Two. Singing forms an important part of the musical lessons as do studies of various musical styles from around the world, the history of music and electronic music using keyboards and specialist musical software. Kingsley offers instrumental and vocal tuition provided by experienced peripatetic teachers. Individual tuition is available in piano, violin/viola, cello/double bass, guitar, woodwind, brass and percussion instruments as well as in vocal studies. There are opportunities for group music making with recorder ensembles, choirs, wind band, string groups and guitar ensemble. The older, more accomplished players can be invited to join Senior School ensembles. Opportunities for performance range from playing in weekly Preparatory School assemblies to participation in local music festivals as well as Teatime Concerts and whole school events. PHYSICAL EDUCATION The aims of Physical Education in the Preparatory School are: to develop and explore physical skills and increasing control and coordination, through fun orientated activities to work with others in a range of group activities to apply rules to different activities and games to develop the way children perform skills, improving performance through planning and practice to understand how the body feels through exercise Key Stage 1 pupils are timetabled for two lessons a week. In Gymnastics they explore basic themes and learn to link simple movements in short sequences. In Games they use a variety of equipment and learn to play in small groups. Key Stage 1 and Key Stage 2 pupils are offered swimming lessons at Newbold Comyn Pool, one gymnastics lesson and a double games lesson

8 each week. Girls work through the ASA Water Skills award during their swimming lessons. Pupils in Key Stage 2 travel to the playing fields for their games lessons and are offered a wide and diverse range of sporting activities. In the winter months, pupils are taught Netball and Hockey in two blocks, during autumn and spring terms until Easter. Gymnastics is ongoing throughout the winter months. I n the summer term, pupils play Tennis and Rounders and additional time is given for Athletics in Years 5 and 6. There are opportunities for girls in Year 5 and Year 6 to use the Senior School Fitness Suite. There are many sporting clubs held each week, with a full programme of interhouse and inter-school fixtures. Preparatory pupils may also have the opportunity of joining senior pupils in the horse-riding team and take part in badminton coaching. EQUAL OPPORTUNITIES Entry to all programmes of study is based on academic suitability and appropriateness, regardless of sex, race, disability, religion or belief. Disabilities: In accordance with the statutory requirements the school aims to make the curriculum accessible to all pupils as far as is reasonably practicable. The school has an Accessibility Plan which is available to parents on request. DIFFERENTIATION We aim to cater or provide for different pupils differing needs and learning styles by: using a range of different teaching strategies appreciating a variety of different learning styles utilising a range of resources and materials The school has a Special Educational Needs Policy for all students who have a learning difficulty which calls for special education provision to be made for them. The school will determine the appropriate courses in consultation with the parents. The school also makes provision for students who do not have English as their first language. Able, Gifted and Talented: The Minerva Programme is an inclusive initiative to ensure that pupils with talents and high learning potential at The Kingsley School are challenged within and beyond the curriculum and are given ample opportunities to explore and develop within and outside school. The Minerva Programme aims to enrich and expand the children s learning by structuring tasks both in the classroom and for homework in a way that employs higherorder thinking skills, creativity and initiative. The Kingsley School believes in providing each child with a suitable level of challenge. Our children are all unique and we strive to accommodate their differences whilst having high expectations for all. The Minerva Programme, named after Minerva, the goddess of wisdom, medicine, the arts, science and trade, encompasses the whole breadth of the curriculum and beyond and provides opportunities for enrichment. Whether a

9 child shows a high level of ability in English, mathematics, humanities, science, fine arts, sport, or even public speaking or entrepreneurial skills, we value and celebrate these skills. At The Kingsley School we endeavour to support the continuous development of the whole pupil. The Minerva Programme is also an evolving one. We are constantly seeking out new and exciting opportunities for our pupils to enable them to reach their potential. While challenge is built into differentiated lesson plans on a day-today basis, children may also be invited to join in workshops linked to their area of interest and ability, or encouraged to enter internal or external competitions. A range of events such as maths challenges, critical thinking workshops, LAMDA, various sporting competitions, The Kingsley Young Artist of the Year, musical performances and many more, take place as enrichment opportunities in a broad variety of areas. We hope that all of our pupils will be involved in the Minerva Programme during the year. EXTRA-CURRICULAR ACTIVITIES: The Prep School has a wide and varied programme of academic, cultural and sporting activities that take place outside the formal curriculum. MONITORING, REVIEW AND LIAISON WITH SCHOOL The curriculum aims to provide all pupils of the Prep School with a diverse and balanced education which will thoroughly prepare them for transition to the Senior School. Regular Key Stage meetings are held for all staff to review and discuss curriculum matters. Meetings take place between the Preparatory School Subject Co-ordinators and the Senior School Heads of Department, where ways to improve communication and liaison between different key stages of the school are discussed. Subject co-ordinators monitor the way their subject is taught throughout the Prep School. They examine long term and medium term planning and ensure that appropriate teaching strategies are used and scrutinise the work of the pupils. They also have responsibility for monitoring the way in which resources are stored and managed. Reviewed Summer 2015 This policy will be reviewed in the Autumn of 2015