ABBEYGATEPREP SCHOOL

POLICY ON THE CURRICULUM

This policy relates to all children at Abbey Gate Prep School including those in the Early Years Foundation Stage and those receiving ‘Out of School’ care

Written by Mrs Rhodes-Leader

Reviewed May 2017

Next review May 2018

Abbey Gate Prep School aims to providea broad and balanced full-time supervised education for pupils of compulsory school age (3years to 11 years), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and creative education. The curriculum is designed to give childrenan enthusiasm for learning and a desire to question, research and investigate. Their listening skills will be developed and they will be given opportunities to perform. The curriculum will prepare children for entrance examinations to senior independent schools and also for the National Tests at the end of Key Stages 1 and 2.

The curriculum will involve whole class teaching, group work and individual project work. Homework is an integral part of the process, reinforcing work done in class or researching information. Good study habits begun at this stage, last a lifetime.

The curriculum includes:

English ICT

Mathematics Design and Technology

Science Art

Geography Music

History French

Religious Education & PSHE Physical Education

Schemes of work are planned across the whole of each Key Stage, with each class having allocated topics for each term. The subject matter is appropriate for the ages and aptitudes of pupils, including those pupils with a statement. Teachers are free to decide their own timetables within the constraints imposed by the use of shared spaces, and can employ their own teaching methods within this framework but must assess progress continuously and record all results, to ensure continuity of learning.

Wherever possible, cross-curricular links will be established. e.g. History may carry over into Art, DT, ICT, Geography or Science

All pupils, whatever their gender, age, ethnic or cultural background, faith, ability or disability, will be given the same opportunities to learn and make progress and will receive appropriate additional help where necessary. Pupils who have a statement will be provided with an education which fulfils its requirements.

Linguistic Development

The curriculum will develop pupils’ communication skills and increase their command of the English language through the Literacy programme. This will include teaching a knowledge of grammar and spelling, writing a variety of factual and imaginative stories, and reading both prose and poetry from different genres. It will also include speaking and listening sessions, discussion and debate.

To give an awareness of languages other than English, French will be taught from the Early Years upwards, encompassing songs and games to stimulate interest and provide an enjoyable experience.

Mathematical Development

The curriculum will develop mathematical skills through practical activities such as measuring, weighing or sorting, through exploring relationships and patterns with numbers or shapes, through mental calculations and mechanical calculations, with and without the use of a calculator. Children will be shown how to set down their work clearly, so as to encourage logical thinking and understanding.

Technological Development

Technological skills are taught through ICT, Design and Technology, Art and Music. They include the use of the computer both in the ICT lesson and also incorporated into other subjects. They include the use of simple tools and a variety of materials to construct products designed by the children and also include planning, testing and evaluating such products. Music technology involves the use of the computer to produce musical sounds and compose new pieces.

Communication and Information Technology is a vital skill for the 21st century. Developing a competent use of a computer including word processing and the ability to use a database, a spreadsheet and to make a Powerpoint presentation is an essential element in the teaching of this subject.

Children will also have the opportunity to experience and handle other equipment e.g. Hudls, digital cameras and floor turtles.

Scientific Development

Scientific skills will be developed by discussion, observation, experimentation and recording on a variety of scientific topics e.g. materials, forces, electricity, the human body etc. The emphasis will be on enquiry and discovery and practical work will form an essential part of lessons.

Some of these skills will also be used in Design and Technology and Geography.

Human and Social Development

History, Geography, RE, PSHE and Science all contribute to human and social development, looking at how human action has affected events, social conditions and the environment. It also looks at how the environment and politics of the time have affected the lives of people through the ages. Assemblies also play a part in the moral and social development of the children as do our strong links with Hoole Methodist Church, All Saints Church, United Reform Church and other local places of worship.

Visits to events in the local community foster citizenship and develop an awareness of the world beyond the school and where young and old join together, respect and tolerance are cultivated.

Physical Development

Physical control, Co-ordination and tactical skills are developed through a range of activities, including games involving throwing, catching, jumping and balance.

Skills are developed through team games - netball, football, handball, basketball, dodge ball, tag-rugby, tennis and rounders, (all children play all games) – where they learn not only the ball skills and tactics, but also the skills of co-operation and consideration for others. Athletics, gymnastics and swimming are important in teaching co-ordination, balance and endurance and with the emphasis on individual performance, encourage children to evaluate and strive to improve their own attainments, and the level of fitness needed to succeed.

Music and movement lessons encourage the use of imagination alongside the development of physical skills.

The importance of exercise, healthy eating and caring for the body are important lessons contributing to physical development and are reinforced through the school’s healthy eating policy, and through Science lessons and class discussions.

Aesthetic and Creative Development

Todevelop aesthetically and creatively, children need to respond in a personal and imaginative way. This can be done effectively through Music, both music appreciation and taking part in performance and composing. All childrenlearn the basics of musical notation and learn the play the recorder and to sing. The school choir is a very important part of school life. Children are also encouraged to learn another instrument and piano, strings, guitar and brass are on offer.

Art is also an important means of creative expression. Children learn about famous artists and create their own pictures and models using different materials and styles. Art often overlaps with Design and Technology in this area.

Poetry and Literature also make a contribution, being largely subjective, and allowing children to discuss and form their own ideas and opinions and to write their own stories and poems to express their thoughts. Drama and role play give opportunities not only for the interpretation of a written script but also the expression of emotions and situations through mime and improvisation.

Personal, Social and Health Education

PSHE is an important aspect of the curriculum at Abbey Gate Prep. It is incorporated into the teaching of other subjects, such as RE and Science, into class discussions, into the study of environmental issues, into the school’s participation in life in the local community, and into the work we do for charity. Safeguarding of children is also taught assemblies, e-safety talks and class discussions.

The Christian ethos of the school and the strong, consistent values we promote, enable development in this area to take place right across the curriculum.

Differentiation

Teachers will provide work appropriate to the ages and aptitudes of all children.

Children completing the tasks set will be given further, more challenging tasks on

the same theme while children struggling to understand a concept will be given

simpler examples. Children will be able to work at their own pace with suitable

material until understanding is secure.

Children who have been assessed and have received a diagnosis of Dyslexia or

Dyspraxia will receive extra help from their class teacher either in their own class or in the dyslexia friendly class. This will ensure continuous learning.

Where a pupil has a statement of Special Educational Needs, the school will have regard for the recommendations set out in the statement. The Special Needs assistant will provide an Individual Education Plan for the child and will give individual help in compliance with the statement.

If Abbey Gate feels that it is not sufficiently equipped to carry out the terms of the statement adequately, it will be honest with the parents concerned and recommend that the child be moved to a school more fitted to offer the education required.

Children whose first language is not English

Britain is now a multicultural and multilingual society and from time to time children come into school having little or no English. They must be given full access to the whole curriculum but suitable provision must be made. As far as possible this will be accomplished within the mainstream classroom, where relationships with their peers can be established, where they will be constantly exposed to the sound of the English language and where they will be able to enjoy the full range of activities.

Lack of fluency in English need not prevent the child from working at an appropriately demanding level in Mathematics or in subjects such as art and sport, although it will be necessary to give instructions in simple, or visual ways.

It is important to recognise that although a child may be able to understand classroom routines and day-to-day instructions, individual help will be needed when tackling tasks across the curriculum.

Where testing is necessary, non-verbal tests should be used as far as possible, and the use of objects or pictures should aid understanding.

Straightforward simplification of tasks is not desirable as this can result in divorcing learning from meaning. Visual means of explanation is preferable.

Throughout the learning process, care, patience and common sense and support from all staff must be employed, and there must be constant dialogue with parents.

Occasionally, it may be necessary to offer extra English language lessons, although children will usually be absorbed quickly and happily into the class without the need for these.

Early Years

Children in Early Years will follow the 3 prime and 4 specific areas of learning, and the 3 learning characteristics. These will lead to a completed profile consisting of 20 items of information: the attainment of each child assessed in relation to the 17 Early Learning Goal (ELG) descriptors, together with a short narrative describing the child’s three learning characteristics.

The Prime Areas are:

  • Personal, social and emotional development
  • Communication and language.
  • Physical Development.

The Specific Areas Are:

LiteracyMaths

Understanding the WorldExpressive Arts and Design

Different methods will be employed to deliver the seven areas of learning.

  • Adult-led activity: This will be used either with a small group or sometimes with an individual to teach skills such as phonics or number recognition, or to encourage listening or conversational skills. ‘News time’ and ‘Phonics’ are important adult – led times.
  • Adult – directed activity: The teacher may suggest an activity for a specific purpose which children may then carry out with support from an adult.
  • Independent activity: Children may sometimes work alone, experimenting and problem solving themselves
  • Child-initiated activity: Children will be given opportunities to explore ideas and work on activities of their own choosing using a range of resources.

The key aspects of effective learning characteristics include children:

  • Being willing to have a go
  • Being involved and concentrating
  • Having their own ideas
  • Choosing ways to do things
  • Finding new ways
  • Enjoying achieving what they set out to do

Children in the Early Years will work in a variety of ways – individually, in small groups and in larger groups. They will sometimes take part in adult-led activities and at other times will choose their own.

They will have access to a wide range of resources both large and small to enable them to develop in different ways. They will have opportunities for role play, including dressing up, and for using digital equipment including an interactive whiteboard. They will also be introduced to craft work and drama.

There is access to an outdoor area with climbing frame and to an indoor hall where they can develop their physical skills through dance, keep-fit and gymnastics.

The structure of the Early Years curriculum is necessarily fluid to allow for spontaneous activities and discussions generated by a child’s interest in a particular topic but a balance must be maintained between the 7 areas so that the children can reach their goals.

Teaching of British Values

Abbey Gate Prep School is committed to encouraging students to respect British values. The government set out its definition of British values in the 2011 Prevent Strategy -

  • democracy
  • the rule of law
  • individual liberty
  • mutual respect
  • tolerance of those of different faiths and beliefs

As a Christian community we are proud of the education we offer our students. Through a broad and balanced curriculum, students explore the British values by way of cross curricular themes and in particular the PSHE programme. We actively challenge students, staff or parents expressing opinions contrary to fundamental British values and seek to promote a positive approach to the areas named above.

Democracy is promoted through the School Council.Visits from authorities, such as the Police, Magistrates and Fire Services reinforce the importance of the rule of law. This is further promoted and supported through the Parliament’s Education Service workshops delivered to our Upper School children, where the children gain an insight into the British legal system and an understanding of the consequences of their actions within our community. Individual liberty is taught through e-safety sessions delivered as part of the PHSE programme where children receive advice on how to safely exercise their rights and personal freedoms when online, whilst being made aware of their own duty of care while engaging in such activity.

The school ethos and behaviour policy revolve around ‘respect’ as a core value, and discussions and assemblies focus on what respect means and how it is modelled. Through assembly we mark Armistice Day. The school has a number of adopted charities and local charity workers have spoken in assemblies to promote their work.

In PE, students are taught adherence to fair play and how this aligns itself with whole school culture, ethos and mission statements and gain an insight into what this looks like in other life experiences.

Through a broad and balanced curriculum and the opportunities that lessons create, the staff and Governors of Abbey Gate Prep School believe students are able to demonstrate:

  • Their ability to recognise the difference between right and wrong and respect the civil and criminal law of England.
  • Their acceptance of and engagement with the 'fundamental British values', and demonstrating the skills and attitudes that allow them to participate and contribute to life in modern Britain.
  • Their understanding of the range of cultures within the school “and further afield” as preparation for life in modern Britain.

Preparation for the Future

The curriculum at Abbey GatePrep School provides many opportunities for personal development. Work in PSHE, and the school’s links with the community enable the children to develop a sense of responsibility and a realisation that different sections of the community have different needs. Educational visits, music and drama festivals, sports events and links with other schools all foster perseverance, understanding and care for others, while charity work broadens knowledge and develops compassion.

Within school, children are encouraged to care for each other, and a prefect system enables the older children to show responsibility for the younger ones.

Visits out of school and visiting groups coming into school give opportunities to experience new activities. The residential activity trip usually attended by Years

5 & 6 develops character, tolerance and confidence and helps to prepare children for life in their senior school and beyond.

AbbeyGatePrep School operates a house system. Every child is placed into a house which they remain in during their time at school.

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