Curriculum & Learning
Curriculum & Learning | EYFS | KS1 | KS2 | Visits & Visitors | The Arts | Sports
Pontesbury C.E. Primary School endeavours to provide each child with a broad and balanced curriculum centred on the core and foundation subjects of the National Curriculum, including Religious Education, and the curriculum for Early Years Foundation Stage (EYFS).
Each day all children receive a minimum of one hour’s teaching of literacy and one hour’s teaching of mathematics following National Curriculum guidance.
When children commence full-time education and up to the end of their Reception year they are within the EYFS. After leaving EYFS they join Key Stage One (KS1) starting in Year 1 and moving into Year 2. Key Stage Two (KS2) is the final stage of primary education and is often referred to as Lower KS2 – Years 3 & 4 and Upper KS2 – Years 5 & 6.
In Pontesbury School we look to promote British values such as :
- the rule of law;
- individual liberty;
- mutual respect for and tolerance of those with different faiths and beliefs and for those without faith
We do this in suitable parts of the curriculum, as appropriate for the age of pupils. We provide pupils with the opportunity to learn how to argue and defend points of view. We also ensure that all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils. Opportunities such as general or local elections provide opportunities to hold mock elections to promote fundamental British values;this is how we elected our House captains.
We also use teaching resources from a wide variety of sources to help pupils understand a range of faiths, and use assemblies to discuss our human rights, explore our Christian faith and understand other faiths.
Find out more about each subject within our curriculum by opening the boxes below.
The English curriculum comprises four inter-related aspects: speaking, listening, reading and writing. Each day the children are taught the basics of reading and writing as set out in the guidelines of the National Literacy Framework.
The importance of reading is recognised by the school. Reading is taught using a range of reading schemes combined with a wide selection of interesting books aimed to suit the individual requirements of every child. The school encourages children to read with understanding for both pleasure and information. Children may take home reading books and we would appreciate your support in reading to / with your child, listening to your child read and praising your child’s efforts when he or she brings books home.
Children are introduced to a variety of approaches to spelling, including instruction in word structure, phonics, visual clues and routines such as look, cover, write, check to build confidence
Dictionaries and thesauri are available in every classroom.
The English curriculum provides opportunities for children to develop the ability to listen with understanding and to appreciate the contributions of others to discussions, and to express themselves orally. Their speaking and listening skills, and their ability to write for a range of purposes, is developed throughout their primary education.
The National Numeracy Strategy forms the basis of our scheme for mathematics.
The children learn mathematical facts, skills and concepts of number, shape, measures and data handling through investigations and problem solving. A great deal of emphasis is placed upon the need for understanding and enjoyment, and high achievement is encouraged. The school places considerable emphasis on the development of mental calculation. As the children progress through the school there will be a greater emphasis on written methodology.
For the most part, science is taught as a discrete area. On occasions, the teaching of science will be linked to a class theme.
During a year we endeavour to ensure a balance of scientific investigation, including both physical and natural science. Each child will be involved in planning, predicting, carrying out fair tests, evaluating results, and drawing conclusions.
The teaching of history is based on the Qualification and Curriculum Authority (QCA) / Department for Education and Skills (DfES) document for history and is organised and taught through a theme. We believe it is important for our children to recognise the influence of the past on the present and develop pride in human achievement. Children are taught to use a variety of secondary sources of information including books, the Internet and artefacts.
The teaching of geography is based on the QCA / DfES document for geography and is organised and taught through a theme. We aim to foster an interest in the local environment, including the people living and working in it, and an understanding of the people from different communities and other areas of the world. We also aim to make children aware of the ways in which they can contribute to conservation locally and internationally. Work in this area will be supported by secondary sources including maps, atlases, globes, reference books, the Internet, photographs, and objects.
Design Technology (D & T)
The teaching of design technology is based on the QCA / Shropshire Scheme of Work for Design Technology.
The work is organised to develop and extend the children as they progress through the school. It comprises a combination of focused practical tasks and ‘design and make’ activities.
Information Communication Technology (ICT)
Teaching of this area is based on the Shropshire Scheme of Work for Information Communication Technology (ICT). The school is very well equipped for ICT. There are 41 networked computers in the school and six stand alone machines. All classes have a computing area where children can develop their skills in word processing, graphics, and data handling as part of their cross curricular work.
All children have access to the Internet.
The schemes of work for the creative arts, i.e. art, music, drama, dance and movement are based on the QCA / DfES documents. The school provides a variety of media through which the children can express themselves and contribute significantly to the quality environment we strive to create for both children and staff. Activities are planned to stimulate the children’s imagination and to develop new skills.
Each year, the school holds an ‘Arts Week’ followed by an exhibition, where the outcomes of ‘Arts Week’ are displayed for parents, children and all visitors to view.
Personal, Social, Health Education and Citizenship
Programmes of work for this area of the curriculum include health, hygiene and safety, the development of personality, positive attitudes, and physical, social and emotional development (including independence, collaboration, co-operation and self-confidence). We believe that development of these qualities is essential if children are to develop not only as learners but also as members of society.
Planning includes opportunities for enhancing children’s self-esteem, giving them responsibility and encouraging them to respect others for their beliefs and ideas.
At Pontesbury C.E. Primary School we endeavour to create an environment where everyone feels valued, respected, safe and happy.
The Governing Body considers that sex education should be formally taught in school and therefore, the curriculum addresses the specific teaching of sex education in its widest sense, i.e. part of the process of socialisation, beginning in childhood and continuing in to adult life. It is not simply the imparting of knowledge, but rests on a consideration of values and attitudes. Children’s questions are dealt with as they arise throughout their time with us in school.
However, currently, specific lessons are given only to children in Years 5 and 6.
Most of the work undertaken arises as a normal part of the curriculum for science, personal social health education and citizenship or religious education. However, before children transfer to secondary education, special attention is paid to the changes children undergo at puberty. The school nurse is involved in supporting the Governors’ policy for sex education and arrangements are made for parents to preview and discuss any video programmes the children will be seeing.
Parents are reminded that they may withdraw their child/ren from all or part of the sex education programme, except that which is required as part of National Curriculum Science.
Drug Awareness is taught to Year 6 pupils through the Stop Think Act Reflect (STAR) programme. The programme is delivered with support from West Mercia Community Police.
The school is committed to the LEA Schools for Health initiative. This year we have gained accreditation in Personal, Social Health Education and Emotional Well-Being.
Physical Education and Sport
The school hall, playground and field are all used for physical education. Lessons in physical education are devised from a published scheme of work, and cover gymnastics, games, dance, athletics, and ball skills development. The school aims to introduce children to a range of sporting activities and to encourage them to appreciate how such interests can enrich their lives.
During the summer term swimming is undertaken by Year 4 children on a weekly basis.
The school enters competitions for cross-country, netball, football, tag rugby, hockey, basketball, rounders, swimming, cricket and athletics.
Special Educational Needs & Disability (SEND)
The school is committed to helping children with special educational needs, including those who are very able. Zoe Anderson is the designated SENDCo who supervises the progress and attainment of all children listed as having such needs. She can be contacted through the school office at email@example.com
Government legislation requires us to follow a staged assessment approach to the monitoring of pupil progress. The school will always consult with parents when it is considered that a child needs additional support.
Children with special educational needs are catered for in a variety of ways, according to their specific needs. These ways include additional teaching or ancillary support within the classroom and occasionally withdrawal for additional help at individual or group level, where this is considered to be feasible and appropriate. In the case of children considered academically gifted, efforts are made, as with all children, to develop the children’s abilities to the full, through normal lesson planning, and sometimes through additional teaching help.
The special educational needs that we provide for include:-
1. Speech and language:
- severe language disorder;
- language delay;
- speech disorder;
- speech delay;
- severe expressive language and mild/moderate understanding of spoken and nonverbal skills.
2. Fine motor skills (occupational therapy);
3. Social, emotional and mental health, including:
- attachment disorder;
- behaviour – anxiety/stress.
4. Mild to moderate conductive hearing impairment;
5. Verbal and/or visual integration and phonological processing (occupational therapy);
6. OCD (occupational therapy):
- motor planning;
- visual or motor integration.
- short term memory;
- visual stress;
8. Visual impairment.
The provision of children with SEND will be monitored by the SENDCo, Headteacher and link governor (Mrs Yvonne Davies).
If there are any concerns regarding the provision for your child please contact the Headteacher through the school office.
Find out more about SEND at our school by looking at these documents:
Local Offer PPS
Special Educational Needs and Disabilities Policy
You can find out more about aspects of our school by using the links below.