Prospectus - The Curriculum

Curriculum Intro | Spiritual & Moral Development | Additional Educational Needs | The National Curriculum | Baseline Assessments | How We Organise Our Learning | English | Mathematics | Science | Information & Communication Technology | Religious Education | Cross Curricular Issues | Sport | School Houses & Council | Homework | 2001 National Curriculum Assessment

An Introduction to the Curriculum

In broad terms, the Primary curriculum is intended to encourage the development of children intellectually, socially, emotionally, physically and morally, and to provide children with the basic skills they need for life and work.

It is not feasible, in this context, to do justice to the whole curriculum. However, some details of areas that are usually given priority are included.

In particular, the curriculum is intended to:

• encourage children to widen their use of language in its written and spoken forms.
• help pupils develop their mathematical skills and to apply those skills effectively.
• encourage children to express themselves creatively through music, drama, arts and crafts, and to develop concepts and skills in these areas of the curriculum.
• develop an interest in and understanding of science and technology.
• impart to children an understanding of both the history and geography of the environment in which we live.
• promote pupils' health and develop their physical co-ordination and confidence.
• help pupils develop a respect for religious and moral values, as well as tolerance of other races and ways of life.

Spiritual and Moral Development

We wish our school to play a part in developing in children caring attitudes, thoughtfulness, respect and understanding for others. We very rarely experience children whose behaviour is persistently naughty, disruptive or anti-social, but should this happen, a variety of sanctions may be used, for example, the loss of free time or extra work to complete. However, if this situation should persist, we would contact the parents to discuss the problem and together seek to resolve it.

Our aim is that we provide a safe, caring and well-ordered school, where children become self-disciplined in both their work and behaviour.

Additional Educational Needs

The teachers design their learning activities in ways that are suitable for the whole range of our pupils. However, from time to time, some children will experience difficulties in school. These may be minor and temporary, or occasionally more severe and long lasting. In order to meet the needs of all pupils, therefore, the School operates the Graduated Response as recommended by the Code of Practice 2001. This Procedure offers a positive approach to early co-operation between school and parents in identifying and meeting any potential learning difficulty.

Huish has an experienced, (0.6) Additional Needs Co-ordinator, Mrs McGrouther, and a full-time Learning Support Assistant, Mrs Lynne Wilkinson. The School believes that in-class support is the most desirable way of enabling children with difficulties to gain access to the curriculum. However, some children may need considerable support in basic skills to ensure their participation in the curriculum, and this may be more effectively provided in individual or small group withdrawal lessons.

The School is committed to creating an atmosphere in which individual differences are valued, and we aim to help pupils develop confidence, self-esteem and a positive attitude to their own learning. We welcome close links with parents, and recognise their importance as partners in the education of their children.

The National Curriculum

The children progress through the levels of the National Curriculum at their own rate, and this is carefully checked by the class teacher to monitor attainment, diagnose weakness and to give staff an indicator for a child's future work. Their progress is also monitored by national tests and tasks at 7 and 11. The school will communicate these results to parents in the children's reports. In addition children carry out the optional standard assessment tests in Years 3, 4 and 5 to check progress in those years. Detailed records of all children's attainments are kept, as well as portfolios of their work. These are to inform teachers and parents as well as providing an important source for pupils to assess their own achievements.

It is important to note that the requirements of the National Curriculum do not apply to children who are not of statutory school age, that is those who are not yet five. The emphasis on the teaching of reception age children is appropriate to the needs of these young children and will prepare them for their later years in school. This is called the Foundation Stage.

Baseline Assessments

Our school makes these assessments seem like part of an everyday classroom activity so your child may not even know they are being assessed. It is certainly not something parents or children should worry about.

We arrange meetings for parents to discuss their child=s assessment in the child=s first term at school.

How We Organise Our Learning

Although classes are of mixed ability, for some areas of the curriculum, particularly Mathematics and English, the children in Key Stage 2 may be set into ability groups. This ensures that all children are given work that is suitable for their own level. Teaching methods are flexible in order to accommodate the variety of situations that occur in Primary education. Throughout a typical week your child is likely to experience individual, small group and whole class teaching.

Class teachers will teach the whole curriculum to their class. However, all teachers on the staff have a specific expertise in a subject area and they are available to provide support and guidance to their colleagues.

English

Writing
Children will need to write:

• as a means of communication
• as a means of ordering and recording their ideas

Our task is to help children to develop fluency in writing; to encourage neatness of presentation, accuracy in spelling, grammar and punctuation; to develop an ever-growing vocabulary and an awareness of variety in structure; to recognise the appropriate style for each occasion, and through examples of a variety of good writing styles, instil a respect for, and a joy in, the written word.

Speaking and Listening
Since speech is a fundamental means of communication, it is important that it is given appropriate attention. Opportunities will be created for children to discuss, to describe and to tell stories so that they may develop the ability to do this confidently. and coherently. The capacity to listen to others attentively is essential.

Reading
Parents' and teachers' attitudes towards books are a key factor in promoting reading skills. Children may quickly build barriers against learning to read if it is tackled with undue haste or pressure. Our task is to equip children with the skill and with the desire to read. It is our wish to present reading in such a way that we are able to instil a love and respect for books, so that reading has every chance of becoming a treasured skill, which can be used not only for pleasure, but to gain knowledge by making efficient use of reference books and libraries.

To create a closer partnership between home and school, we have prepared a booklet 'Reading at Huish', a copy of which you will receive when your child starts school.

Handwriting
We wish children to develop a functional hand and pride in the presentation of their written work. For the first four or five years at Huish, your child will be working in pencil, developing a style and preparing to join letters. The style we teach the children is called 'Simple Modern Hand'. When the teacher feels the moment for transfer to pen has arrived, your child will bring home a note suggesting this. We like children to use a medium italic nib. Pens with this nib can be bought direct from school. 'Simple Modern Hand' can be written in both italic and ordinary writing styles; the pen nib will determine which style.

Mathematics

As well as equipping the children with numerical skills, we feel it is important that they are able to apply them logically to practical situations. We would want them to do this confidently and effectively in both their mental and recorded work. In addition, we allow the children to investigate other relationships in number, measure, shape, space and data handling. We aim that through problem-solving the children will recognise patterns and relationships, and will be able to present their findings in a concise and attractive manner.

Science

Concepts relating to materials, energy and forces, our environment and living things, form the core of scientific experience. Through these, children are able to extend their knowledge and understanding of their immediate and wider world.

Information and Communication Technology

Religious Education

The format and arrangements for collective daily worship are varied. In addition to prayers, hymns and bible readings, assemblies may include music, poetry and contributions from our children and visitors. The whole school meets once a week, and on other days, Infants and Juniors worship as separate groups.

Under the provisions of the Education Reform Act, 1988, all parents have a right to withdraw their child from the school's daily Act of Collective Worship, or from Religious Education. Any parent wishing to withdraw a child from these elements of the curriculum should make a written request through the Headteacher to discuss appropriate alternative provision.

Cross Curricular Issues

Issues concerning health education are addressed, and all children follow a programme of sex education. The content of the Sex Education programme, which is offered to all year groups, has been drawn up in accordance with the Local Education Authority's guidelines, and has been approved by both the school governors and parents of children at the school. Children will not be exposed to subjects such as Aids, contraception or homosexuality in the teaching programme, although staff will respond to any enquiries from children in an honest and appropriate manner. Parents have the right to withdraw their children from any part of the Sex Education programme not required as part of National Curriculum Science.

Sport at Huish

In particular we aim to:

• develop a range of skills
• maintain and increase physical mobility and flexibility
• develop stamina and strength
• develop the capacity to express ideas in dance and movement
• foster self-esteem
• develop the concepts of fair play, honest competition and good sportsmanship
• develop an understanding of the importance of exercise in maintaining a healthy life
• foster in children an enjoyment of physical activity.

During the last few years, in addition to our own teaching, we have received some excellent coaching support from South Somerset District Council for basketball, hockey, touch rugby, cricket and mini Olympic activities. Within the Yeovil area the school enters a number of events, including netball, football, swimming and athletics. Huish children always compete to a high standard and in the past few years we have been successful in winning or reaching the final in football, netball and basketball competitions.

School Houses and School Council

• Caxton
• Newton
• Scott
• Shakespeare

Each House has two elected Captains who are chosen by the children. We hold inter-House athletics, netball and football competitions on an annual basis.

We also have a School Council with ten members who represent a class from Year 2 to Year 6. Their classmates vote for them in an election and they bring issues forward to be discussed at the Council Meetings. They can range from playtimes to their thoughts about educational developments such as the literacy hour.

Mrs Campbell meets regularly with the House Captains where decisions can be made and the children's points of view are considered.

Homework

We believe homework should be supportive to the work in school and we aim to work in partnership with our parents. Initially our infant children are encouraged to take home a reading book to share with, or read to their parents and to learn spellings. The length of time and content for homework will extend according to the children=s age and stage of development.

In accordance with national guidelines, we follow the recommended time allocation of:

Years 1 and 2 - 1 hour per week
Years 3 and 4 - 12 hours per week
Years 5 and 6 - 22 hours per week

Our termly curriculum and homework information sheets give parents additional details of our homework timetable.

Parents concerned about any aspect of homework should contact the Headteacher or class teacher.

2001 National Curriculum Assessment

Please note, when reading the results for Key Stages 1 and 2, that each Level of attainment represents an extremely broad range of competence. However, as a general guide the levels are:

2001 National Curriculum Assessment Results - Key Stage 1 (7 year olds)

Total Year 2 pupils: 60

TEACHER ASSESSMENT: Percentage of Pupils at each Level
		Dis.	Abs.	W	1	2	3	4+
ENGLISH Teacher Assessment	School	0	0	0	8	65	27	0
	National	0	0	3	12	64	21	0
Speaking and Listening	School	0	0	0	8	60	32	0
	National	0	0	2	11	63	24	0
Reading	School	0	0	0	15	57	28	0
	National	0	0	3	13	55	29	0
Writing	School	0	0	0	8	73	18	0
	National	0	0	4	12	71	12	0
MATHEMATICS Teacher Assessment	School	0	0	0	5	73	22	0
	National	0	0	2	9	63	26	0
Using and Applying Mathematics	School	0	0	0	7	73	20	0
	National	0	0	2	13	62	22	0
Number and Algebra	School	0	0	0	5	73	22	0
	National	0	0	2	9	63	26	0
Shape, Space and Measures	School	0	0	0	5	73	22	0
	National	0	0	2	11	64	24	0
SCIENCE Teacher Assessment	School	0	0	0	3	73	23	0
	National	0	0	1	9	65	24	0
Scientific Enquiry	School	0	0	0	3	73	23	0
	National	0	0	2	12	65	21	0
Life Processes and Living Things	School	0	0	0	3	73	23	0
	National	0	0	1	7	63	28	0
Materials and their Properties	School	0	0	0	3	73	23	0
	National	0	0	1	8	65	25	0
Physical Processes	School	0	0	0	3	73	23	0
	National	0	0	2	10	65	23	0

TASK AND TEST RESULTS: Percentage of Pupils at each Level
		Dis.	Abs.	W	L	1	2	2C	2B	2A	3	4+
Reading Task/Test	School	0	0	0		15	57	8	27	22
	National	0	0	3		13	55	15	21	19
Reading Comprehension Test	School	0	0		2		55	7	22	27	28	0
	National	0	0		2		53	13	20	20	29	0
Writing Task/Test	School	0	0	0		8	73	27	25	22	18	0
	National	0	0	5		9	76	27	30	19	9	0
Spelling Test	School	0	0		15		45				32
	National	0	0		11		52				23
Mathematics Task/Test	School	0	0	0		2	63	12	28	23	35	0
	National	0	0	2		7	62	15	24	23	28	0

2001 National Curriculum Assessment Results - Key Stage 2 (11 year olds)

Total Year 6 pupils : 61

TEACHER ASSESSMENT: Percentage of Pupils at each Level
		Dis.	Abs.	W	1	2	3	4	5	6	4+
ENGLISH	School	0	0	0	0	2	18	56	25	0	80
	National	0	0	0	1	5	21	49	23	0	72
MATHEMATICS	School	0	0	0	0	2	20	59	20	0	79
	National	0	0	0	1	4	21	48	25	0	74
SCIENCE	School	0	0	0	0	0	7	52	41	0	93
	National	0	0	0	0	2	15	53	29	0	82

TASK AND TEST RESULTS: Percentage of Pupils at each Level
		Dis.	Abs.	B	N	2	3	4	5	6	4+
ENGLISH	School	0	2	0	2	0	10	43	44	0	87
	National	0	1	3	2	1	17	46	28	0	75
MATHEMATICS	School	0	5	0	7	0	21	44	23	0	67
	National	0	1	2	2	1	22	46	25	0	71
SCIENCE	School	0	3	0	0	0	7	48	43	0	90
	National	0	2	1	0	0	9	53	34	0	87

Performance Targets 2001-2002

The table below indicates the target percentages of Key Stage 2 pupils on roll who will achieve Level 4 or above:

Subject	2000	2001	2002
Literacy - Target	74%	74%	81%
Literacy - Actual	83%	87%	N/A
Numeracy - Target	68%	70%	75%
Numeracy - Actual	73%	67%	N/A

The information supplied in this prospectus was correct in the Summer of 2002. Changes in staff and policy may, of course, alter the arrangements in the school. The Headteacher will be happy to update any current or prospective parent, on request, of anything which may have altered, or is likely to change, in the foreseeable future.