Tividale Community Primary Curriculum Overview

In this section you will find out more about:Tividale_logo_200

  • The curriculum and it’s subjects in the different Key Stages at Tividale
  • Our Thematic Curriculum
  • Personal Social and Health Education
  • Religious Education
  • Inclusion in our Curriculum

Primary education is divided into the following stages:

  • The Early Years Foundation Stage, which includes Nursery and Reception
  • Key stage 1 – Years 1 and 2
  • Key Stage 2 Years 3, 4, 5 and 6

Baseline assessments are completed within the first two weeks of a child starting in Reception.

Teacher Assessments (TA)  are taken in Year 2

National tests (SAT’s) and Teacher Assessments (TA) are taken in Y6

Non-statutory tests are taken in years 3, 4, and 5

National phonic testing is done in Year 1.

Regular teacher assessments in maths, reading and writing are carried out throughout the school year in all year groups. This enables us to best meet each child’s needs to ensure they are making good progress.  Teachers work closely together to ensure our curriculum is planned with cohesion and continuity, so that all our pupils have their needs met and they receive a broad and balanced learning experience.

The curriculum for under 5’s, is based on the Early Years Foundation Stage Profile

The curriculum for Key Stages 1 and 2, is based on the National Curriculum

There will be opportunities to discuss your child’s progress at termly Parents’ Evenings and you will receive a written report at the end of each school year.

During the school year, there will also be a number of open days when parents and prospective parents may come in to school during the school day to see our school working.

 

Early Years Foundation Stage

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There are seven areas of learning and development that shape the Early Years Foundation Stage (EYFS). All areas of learning are important and inter-connected. Three areas are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

The three prime areas are:

·         Personal, Social and Emotional Development

·         Communication and Language

·         Physical Development.

The children are also supported in four specific areas, through which the prime areas are strengthened and applied. These specific areas are:

·         Literacy

·         Mathematics

·         Understanding the World

·        Expressive Arts and Design

At Tividale, each area of learning is implemented through planned, purposeful play and a combination of adult-led and child-initiated activity. Learning is guided by the children’s individual needs, interests and stages of development. Topics, for example such as ‘Traditional Tales’, are enhanced by a visits to Telford Wonderland and shelter building outside. The topic ‘Out of the Egg’ offers exciting learning experiences which include  observing chicks as they emerged from their eggs, exploring minibeasts and their habitats in our Forest School and monitoring frogspawn changing to tadpoles, froglets and eventually frogs.

We believe that play is essential for children’s development; it builds their confidence as they learn to explore. We provide opportunities for child-initiated play in each classroom and outdoors, with a range of natural and man-made resources.

Play enables children to think about problems, take risks and relate to each other. Children learn by leading their own play and by taking part in play which is guided by adults. It is important that children are given the opportunity to investigate and experience, and encouraged to ‘have a go’. Through active learning, we encourage the children to concentrate and keep on trying if they encounter difficulties. At Tividale, the children have the opportunity to develop their own ideas, make links between ideas and develop strategies for doing things; for example den-making, constructing and role-play. As all aspects of young children’s learning are linked, we provide the children with indoor and outdoor learning environments which offer opportunities for holistic development.

 

Key Stage 1 and Key Stage 2

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There is a requirement for local authority maintained schools in England to teach the National Curriculum for children from the term after their fifth birthday until they leave school at sixteen.

There are eleven National Curriculum subjects (National Curriculum September 2014).  Some subjects are deemed to be more important and are called core subjects, they are:

  • English
  • Mathematics
  • Science
  • Computing.

The other subjects are called foundation subjects, they are:

  • History
  • Geography
  • Design and Technology
  • Physical Education
  • Art and Design
  • Music
  • Languages (KS2 only)

In addition to these National Curriculum subjects, children should be taught Religious Education (RE) and Personal, Social and Health Education (PSHE) which is taught as a cross-curricular subject.

 

Our Thematic Curriculum

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At Tividale Community Primary School, we are committed to raising expectations and standards.  We aim to make learning inspirational and enjoyable for every child and equip them for their future.

We achieve this by developing a relevant and vibrant, memorable curriculum and encouraging teachers to create a classroom ethos and environment where children can learn without limits.

We teach Science and the foundation subjects listed above in a Thematic Curriculum across the school, requiring children to use skills they have been learning in English, Maths and Computing. The purpose of this is to inspire a thirst for enquiry and learning in our pupils, equipping them for their future, developing their wellbeing and self-esteem, and so ensuring they become life-long learners.

Please look in the individual year group areas to find out more about the specific curriculum and topic work taking place in each year group.

 

Personal, Social and Health (PSHE)

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Personal, Social and Health Education is an important cross-curricular aspect of our curriculum for all children. Across the school, much of this work is carried out through appropriate projects such as “Ourselves”, which specifically relate into areas of the curriculum such as Science, PE and RE.  In addition, PSHE may also be delivered through a range of other curricular areas including English, Computing, Geography, History and Art.

Growth and development is an important part of the PSHE programme which is delivered progressively to all children at an appropriate level, according to their age.  For Years 5 and 6 pupils the programme also includes sessions on the physical and emotional changes that take place during adolescence, conception and child-birth.  All sessions, including the Year 5/6 sessions, will be delivered to pupils on a mixed gender basis in their normal class groups.  The sessions will be taught by their normal class teacher or, in some instances, the school nurse.

The materials used include videos of animated drawings, wall-charts and diagrams.

Parents will be notified when these Year 5 and 6 sessions are taking place and will be given the opportunity to preview the materials to be used and discuss with us any concerns.

Although we would advise against it, parents may withdraw their children from these sessions.

 

Religious Education (RE)

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Our school is non-denominational. All children are involved in a daily act of worship and religious education is part of the curriculum that is based on Sandwell’s Agreed Syllabus for RE.

Although we would advise against it, parents have the right to withdraw their children from Religious Education and Worship. If this is the case, other arrangements will be made for these children. Alternatively, parents may wish to make their own arrangements within school.

 

Inclusion Support

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At Tividale, we are extremely proud of our culture of inclusive education. We believe that with the right support, nearly all children can be successfully included in our school community. Inclusion at our school is about engendering a sense of community and belonging, and working together to encourage and support all of our pupils.

Children with Special Educational Needs will be given support both on an in-class support basis and, when appropriate, on a withdrawal basis. When children are considered to have a Special Educational Need, parents will be fully informed and involved in the process. Parental support, both in school and at home, is essential if these children are to make good progress. Advice and support for both school and parents is available from Inclusion Support in the form of review meetings.

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