School Curriculum

Our Curriculum is balanced and broad-based and includes the requirements of the National Curriculum.

The National Curriculum comprises of the four core subjects, Mathematics, English, Science and Information CommunicationTechnology, together with the foundation subjects of Information Technology, Design Technology, Geography, History, Art, Music and Physical Education.

Religious Education is also provided for all children. We follow the Kent Agreed Syllabus for Religious Education.

Personal, Health, Social and Citizenship Education (P.H.S.C.E.) forms part of our curriculum throughout the school and includes a developing awareness of the potential dangers of alcohol, tobacco and drugs, encouraging children to be confident in saying "No!". P.S.H.E. also includes Sex Education. A copy of our school’s Sex Education policy is available from the school.

We have individual policies for every curriculum area. These are reviewed and updated regularly by members of staff who have a particular skill or interest.

You can read about the curriculum taught in each year group, by visiting the appropriate Year Group Guide.

English

 We want children

• to read fluently and widely;
• to write clearly in a variety of forms, using accurate spelling and grammar;
• to speak and listen carefully.

We follow the National Literacy Strategy. Children are encouraged to read with their parents and learn a weekly spelling test.

Mathematics

We want children

• to know and understand and enjoy mathematical concepts, skills, facts, relationships and strategies and to apply and communicate what they have learned and achieved.

We follow the National Numeracy Strategy.
What is it?

  Science

We want children

• to develop a knowledge about scientific principles, laws and concepts and to gain experience of scientific skills and activities. Read about our Science Week

Technology

We want children

• to work with a range of materials to design, make and evaluate artefacts, systems and environments in response to needs and opportunities identified by them.

History

 We want children

• to develop an understanding of people and events from the past and of the concepts of change, cause and effect.

  ICT

We want children

• to confidently and independently use and apply information technology skills across all curriculum areas. This medium supports and enriches their learning experiences using a variety of resources, e.g. personal computers, programmable robots, tape recorders, scanning facilities and digital images and access to the worldwide web. See more

Geography

We want children

• to develop a knowledge of people and places and to understand the physical, social, and economic forces which shape places and lifestyles.

  Physical Education / Sports / Games

 We want children

• to take an active part in a wide range of activities, so that they can develop and attain their full potential.

Religious Education

We want children

• to develop an understanding of the nature of religious beliefs and practices and to acknowledge the importance and influence of these in the lives of believers.

Religious Education is non-denominational and is based on the Kent Agreed Syllabus. Parents not wishing their child to attend Religious Education and/or Religious Worship can exercise their rights under the Educational Act, on written application to the Head teacher.

  Sex Education

Teachers deal with children's questions about the physical differences between the sexes and about human reproductioon factually and honestly as they arise. Sex Education is introduced in Year 3 through films made by the BBC. Films are also used in Year 5 to further develop the children's knowledge.

Parents have an opportunity to see these films before they are shown to the children. Towards the end of Year 6 puberty is discussed.

  Special Educational Needs

We want all children to receive the best possible education so they can develop to their full potential, bearing in mind their individual needs and abilities. We want all children to develop their strengths and overcome their weaknesses.

In accordance with this principle, we recognise that all children are different and we endeavor to welcome all children to the school, what ever their special needs.l We will use all resources available to the school in order to meet those needs and will attempt to make full use of externally provided facilities where appropriate.

Special educational needs might mean:

• Children with learning needs across the curriculum;
• Children with learning needs associated with language delay;
• Children with specific learning difficulties;
• Children with physical or sensory needs;
• Children with emotional or behavioral needs;
• Children who are able and talented
  or a combination of these needs.

The school has a set of procedures for identifying and assessing the special needs of individual children which involves at various stages, teaching staff, parents, external agencies and of course the children themselves.

Assessment

We need to know children's individual ability, potential and achievement. We therefore continuously assess their performance and progress. Much of this assessment is based on the teacher's professional knowledge and expertise. We also carry out more structured tests at various times.