Curriculum

The School Curriculum

“The curriculum is the heart of the school and the child is the heart of the curriculum”

The school offers a curriculum which covers the requirements of the National Curriculum and is balanced and broadly based.

It promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The curriculum offers the children a wide range of learning experiences.  We have a two year rolling curriculum [found below] so that all the subject areas are covered as the children are in mixed year groups.

Curriculum Intent

At Chalton Lower School, the curriculum is designed so that the we teach a well planned, structured curriculum that ensures children’s learning is built on effectively each year; it develops a positive attitude to learning; it allows the children to be creative and develop their own thinking; it helps them to be prepared for life in modern Britain, building resilience and self-esteem; it allows them to become independent learners with high aspirations;

Curriculum Implementation

The Early Years Foundation Stage

Our Early Years curriculum is based upon the seven areas of learning and development in the Early Years Statutory Framework.  All the areas of learning and development are important and inter-related.  Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building the capacity to learn, form relationships and thrive.  These three areas, the prime areas, are: communication and language, physical development, and personal, social and emotional development. Alongside these are the four specific areas of literacy, mathematics, understanding the world and expressive arts, through which the three prime areas are strengthened and applied.

Each area of learning and development will be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.  The planning will reflect the different ways that children learn:

Phonics

At Chalton Lower we teach phonics using Letters and Sounds and Sounds-Write across the school.  At the end of year 1 pupils take the phonics test.  A repeat test will be completed at the end of year 2 should any child not achieve the required standard.

Spelling, Punctuation and Grammar [SPAG]

We have specific lessons and times when we teach key grammar and punctuation skills.  Children are also given spellings to practise each week.

Key Stage 1 and 2

Over the six terms of the key stage, each child has the opportunity to experience the full range of National Curriculum subjects.

The National Curriculum is delivered using a combination of teaching styles.  Approaches such as whole class, group and individual work are used according to the activity in hand.  Usually the children will be taught in a whole-class situation and then prepared follow-up activities will be given to each child to allow them to work at their own level within a group.

Years 1 and 2 [2020-2021]

Subject Area Autumn Spring Summer
Art Sketching and drawing Hedgerows – weaving and pastels Where the Wild things are
Computing Online Safety

Pictograms

2Explore

DT Wind up toys Puppets Sculptures
French
Geography Our wonderful World Where in the world is Barnaby Bear Beside the sea
History Why do we remember – Gun Powder Plot

 

 

 

Now and then

Games and toys

 

Great Explorers
Music Recorders

Harvest Performance

Christmas Performance

Ocarinas Inspiring Music
PE Ball Skills

Attacking and Defending

Dance

Gymnastics

Attacking and Defending

Striking and Fielding

Athletics

Sports Day

Tennis

Kwik Cricket/Rounders

PSHE Friendship

Fair and unfair

Our School

Belonging

Staying Safe

Right and Wrong

Consequences

Aspirations

Co-operation

 

Keeping Clean

Dental Hygiene

Drug Safety

Similarities and Differences

The Human Body

Growing Up

Physical Activity

Exercise

Behaviour

Local Citizenship

Responsibility

Emotions

Money

Choices

Enterprise

RE Who is Jewish

How and why do we celebrate significant times

How do we show care for others

Why does Easter matter to Christians

How do we show care for the Earth?

What can we learn from sacred books and stories?

Science Animals and Humans Materials and their properties Plants – structure and varieties

Years 1 and 2 [2021-2022]

Subject Area Autumn Spring Summer
Art Printing – William Morris Mother Nature – Andy Goldsworthy Portraits
Computing Coding

Online Safety

Spreadsheets

Questionning

Programs

Effective Searching

Creating Pictures

Making Music

Presenting Ideas

DT Vehicles Playground Structures Eat more fruit and veg
French
Geography Local Area Comparing Villages Magical Mapping
History Nurturing Nursing Kings & Queens Great fire of London
Music Recorders

Harvest Performance

Christmas Performance

Ocarinas Inspiring Music
PE Ball Skills

Attacking and Defending

Dance

Gymnastics

Attacking and Defending

Striking and Fielding

Athletics

Tennis

Sports Day

Kwik Cricket/Rounders

PSHE Rules/Expectations

Internet Safety

Friendship

Taking turns

Good Manner

Happiness

Anger

Feelings

Responses

Opinions

Washing Hands

Healthy Eating

Physical Activity

Comparisons

Bullying

Unkindness

Behaviour

Personal Safety

Emotional Safety

Kindness

Family

Caring

Lending/Borrowing

Sharing

Sun Safety

Road Safety

Money

 

RE What do Christians believe God is like?

Why does Christmas matter to Christians?

Who is Muslim?

What is the good new Christians believe Jesus brings?

Who is an inspiring person?

What makes some places significant?

Science Living things and habitats Everyday materials Plants – growing

Living things and their habitats

Years 3 and 4 [2020-2021]

Subject Area Autumn Spring Summer
Art Portraying Relationships Pop Art – Andy Warhol WWII
Computing Skills

Coding

Online Safety

Spreadsheets

Skills – touch typing

Emails

Branching  data

Simulations

graphics

DT Photo Frames Juggling Balls

 

Lego Computing Yr 3

[when at Caythorpe]

And Pop Up Books

Take a Seat
French

[year 3]

Introduction to French

Class Instruction

Numbers 1 – 12

Days of the week

Months

Food

Zoo animals

Parts of body

Colours

Adjectives to describe animals

Geography Rainforests Somewhere to settle All around the world
History Egyptians

 

Roman Empire

 

World War II
Music Sing up/Sing out

Harvest Performance

Christmas Performance

Sing Up/Sing Out Grove Performance
PE Invasion Games

Attacking and Defending

Dance

Gymnastics

Striking and Fielding

Athletics

Sports Day

Tennis

Kwik Cricket/Rounders

PSHE Online privacy

Internet Use

Gender Stereotypes

Reactions

Self-Worth

Persistence/Resilience

Negative Persistence

Feelings

Balanced diet

Working with Food

Responding to Others

Expressing Opinions

Loss/Separation

Family changes

Strengths

Self-Respect

Setting goals

Connections

Family Links

Religious Views

Celebrating diversity

Money

RE Where how and why do we worship?

How is faith expressed in Hindu communities and traditions?

How do festivals and family life show what matters to Jewish families?

Why do Christians call the day before Jesus died as Good Friday?

What are the deeper meanings of the festivals?

What is the Trinity and why is it important for Christians?

Science Animals and humans Digestion and Teeth

Electricity

Plants – roots and shoots

Years 3 and 4 [2021-2022]

Subject Area Autumn Spring Summer
Art Matisse – collage Lowry Landscapes
Computing Online Safety

Coding

Hardware Investigators

 

Spreadsheets

Writing for a different  audience

Logo Animation

Effective Searching

DT Money Containers Packaging Make a Kite
French

Year 4

Adjectives and vowels

Weather

Towns

Clothing

Christmas

Family members

Leisure

Opinion on family, animals and leisure

Pets

Opinions with reasons on animals and leisure

Numbers to 31

Geography Extreme Earth Water Works Local Area – maps
History Stone Age

 

 

 

Anglo Saxons

 

Vikings
Music Sing up/Sing out

Harvest Performance

Christmas Performance

Sing Up/Sing Out Grove Performance
PE Invasion Games

Attacking and Defending

Dance

Gymnastics

Striking and Fielding

Athletics

Sports Day

Tennis

Kwik Cricket/Rounders

PSHE E-Safety

Online Privacy

Rules

Thinking Ahead

Taking the Lead

Friendship

Loss/Separation

Physical, Emotional and Mental

Sleep

Clear Messages

Listening

Different Communities

School Community

Before Puberty

Visible Changes

How to Help

Emergency Calls

A Balanced Approach

Physical Exercise

Lifestyle Choices

Working Together

Shared goals

RE How and why do people try to make the world a better place?

Why do some people think life is a journey?

How is faith expressed in Sikh communities?

What kind of world did Jesus want?

For Christians, what is the impact of Pentecost?

How do festivals and worship show what mattered to Muslims?

 

Science Magnets

States of Matter

Rocks and Fossils Light and Shadow

Listen Up

Religious Education

As required by the Education Act 1988 RE is part of the basic curriculum for all pupils.   Parents may withdraw their child from Religious Education and/or Collective Worship. A copy of the policy can be obtained from the School Office.

Sex and Relationships Education Policy [SRE]

Relationships Education best describes the teaching and learning we offer to the young people in our school, helping them to understand their own and others sexuality and to develop skills for relationship and informed decision making.  We believe that SRE is the entitlement of all young people and we are committed to deliver it within the context of a broad and balanced programme of health education, supporting them in learning about different faiths and cultures and underpinned by values promoting equality and respect.

PSHE

The school uses the the 3 Dimensions scheme of work to cover our work in Personal, Social, Health and Economic Education.  There are three core themes of health and well-being, relationships and living the world.

Reading

We use a range of reading schemes – Story World, Oxford Reading Tree, Project X, Jelly and Bean.  However we also use a variety of other approaches to develop the child’s reading skills.

We very much value the parental help we receive in hearing your child read at home.  This makes a real contribution to the children’s progress.

We always welcome parent volunteers to hear children read in school.

English and Language Development

High priority is given to language development as this is the key to formulating and communicating ideas and concepts.   Children are encouraged to ;

Describe, explain and sustain a dialogue

Develop fluency and coherence in speech

Develop comprehension and understanding using creative approaches such as drama

Develop listening skills

Be aware of the importance of literature

Participate actively in simple discussion

Initiate conversation

Mathematics

There is a strong emphasis on mental maths, especially in the early years.  In addition to this the children learn about numbers, measure, shape, space, pattern and handling data.  Using and applying mathematical skills in a wide variety of practical activities is an important part of our approach to the children’s mathematical learning.

Science

Children learn to enquire and hypothesise about the world around them.  Through investigating and questioning they will be encourage to report and record their finding through oral and written work.

ICT

Computers are used as a tool in the process of learning in subjects across the curriculum.  Younger children are taught to word process, draw, store and interpret data.  Older children enrich their learning with materials which they access through the internet.  The children have access to the Chalton Virtual Learning Environ and are all issued with passwords which you should keep safe.  Our E-Safety Policy reflects how the children will use this resource and the internet safely. They also use ICT to store and edit their work.

ART

We aim to provide the children with as wide a range of media as possible with which they use to observe nature and the works of various artists to see how different things are represented at different times and in different values.

Design Technology

Children learn design and make artefacts, and systems using a range of materials.  They are encouraged to discuss and evaluate their work.

French

Children in years 3 and 4 take part in learning songs and poems in French.  They are encouraged to participate and to learn basic vocabulary.

Humanities [History and Geography]

These subjects help children to develop and understand our world and their own place in society.  We aim to increase the children’s awareness of our inheritance and other cultures and provide opportunities for research and exploration.

Music

The school uses ‘Sing Up’ and the Espresso scheme of work.  Our approach is to make it fun and exciting for the children.  They will make their own music through singing, rhythm work and the use of instruments.

Physical Education

We aim to develop co-ordination and a positive and enjoyable attitude to physical activity.    This will be achieved by developing an understanding and appreciation of various forms of games and physical activities including dance and movement.

Personal, Social, Health and Citizenship Education [PSHCE]

All the children take part in PSHCE where they are encouraged to discuss and understand their relationships and attitudes to each other and learning.  They look at the seven units of work from the Social Emotional Aspects of Learning programme and the Values Education.  The children learn about road and water safety.

Homework

Children are provided with a Learning Log which is sent home every week on a Friday with details of their homework.   The children are encouraged to present their homework in their own style after accessing information from books and the internet as appropriate.

The children will be sent home spellings to learn every week.

In addition we ask you find a few minutes every day to listen to your child read and then to sign the diary.

Monitoring and Review

Our Governing Body’s curriculum committee is responsible for monitoring the way the school curriculum is implemented.