FOUNDATION STAGE (Reception Class)
The Early Years Foundation Stage ‘EYFS’ supports children from birth to 5 years in 7 areas of Learning and Development.
The Prime Areas
- Personal, Social, and Emotional Development.
- Communication and Language.
- Physical Development.
The Specific Areas
- Understanding the World.
- Expressive Arts and Design.
The Reception year is the second year of EYFS and continues to build on the previous learning and experiences from children’s pre-school opportunities.
The children are given opportunities to interact in positive relationships and enabling environments fostering the characteristics of effective learning:
- Playing and exploring.
- Active learning.
- Creating and thinking critically.
Children learn within the EYFS by exploring the world around them both inside and outside. They access a variety of exciting and engaging activities which allow them to develop a variety of skills. They learn through first hand experiences and by testing all of their senses. Children are taught through topics which reflect the children’s own interests. In Early Years classrooms the children have a real love of learning! During this year Parents and Carers are valued and seen as partners. The children’s learning and progress is shared and discussed regularly with parents. Parents are also invited regularly into the classroom to work alongside their children who are involved in activities across all 7 areas of learning. Tapestry (the online learning journey) is used within the Reception year to allow parents to both see the learning experiences at school and also to share with school their children’s achievements at home.
For more information about the EYFS and how it is delivered in the Reception classes please make an appointment to see the Early Years Foundation Stage Lead or the Headteacher.
THE CURRICULUM – YR 1 TO YR 6
Worlingham CEVC Primary School follows the new National Curriculum in all subjects and has adopted the local authority agreed syllabus for religious education.
We have reviewed our curriculum. We have organised a more creative learning approach for our children, focusing on skills and questions of enquiry within a variety of different themes or topics.
Our new curriculum focuses on breadth of study and a balance of subjects and skills. High standards in all subjects are insisted upon.
Full policies on all of the curriculum areas are available in school. However, a brief description of each curriculum area follows.
Pupils are provided with an English curriculum which will ensure individuals to be literate, creative, independent, inquisitive, enquiring and confident. We also provide a stimulating environment and resources so that pupils can develop their literacy skills to their full potential.
The school teaches Literacy through the new English Curriculum which lays down firm foundations and builds upon these throughout school. The English Curriculum aids teaching through a progression of skills. This ensures children learn to read and write with confidence.
We make sure that children become competent readers and writers. In Key Stage One children are taught phonics progression using the Letters and Sounds programme as recommended by the Government. We use the 'phonics' approach and the 'whole language' approach, to teach reading. Although these two methods are different, we find individual children may need a combination of both methods, or a balanced approach in order to become confident and fluent. We find they are the most effective ways for our children.
The phonics approach creates an association in the child's mind between the 'graphemes' (written symbols) and 'phonemes' (sounds) of language. Through the use of repeated exercises to practise the link between text and sound, teacher’s build a familiarity and confidence with the basic building blocks of written texts.
Once the child has achieved this proficiency, teachers then encourage them to blend the individual written elements together to produce whole words; this is known as the 'synthetic approach'. Synthetic phonics is described as an approach which builds towards comprehension through a process from the smallest elements of written texts.
The child's ability to 'decode' written texts is essential for creating a foundation on which an understanding of meaning can be constructed.
We also use the whole language approach which focuses on comprehension from the beginning. Children are given books to read in order to build an understanding of vocabulary and meaning. These books will be short, often without words initially and then with words being repeated to help develop familiarity with certain key terms and concepts.
A teacher will initially read with the children, but will gradually say less to encourage more independence on the part of the young learners. This approach places trust in children's ability to build associations between pictures, words and draw conclusions from the text.
In Key Stage two children develop their spelling and grammar skills through sessions using specific schemes. For the love of Reading is embedded throughout the whole school as a means to ensure all children develop both decoding and comprehension skills.
Parents and Carers are encouraged to work in partnership with the school in developing their child’s literacy skills. Children are encouraged to read at home and asked to use either the school library or the local library.
English skills are also taught in other curriculum areas. Drama and school productions are just one way for children to develop their confidence in using speaking and listening skills. During their time at Worlingham CEVC Primary School we encourage children’s love of literacy and their desire to continue to develop their literacy skills throughout their higher education.
At Worlingham CEVC Primary School, we aim to provide a secure, supportive and enriching environment in which children develop the knowledge and skills to become life-long learners and confident members of the community. Through our maths curriculum, we support this aim by ensuring that all pupils understand the purpose of maths and recognise its links to the wider world, thus giving the subject a clear sense of meaning.
Through a progression of concrete, pictorial and abstract approaches, the teaching of mathematics at Worlingham CEVC seeks to build confidence with, and an enthusiasm for, maths. Using statements such as: "Why do you think…”, “Prove it!”, “Convince me”, “Can you tell me how?” and “What do you notice?” within lessons, this provides children with the opportunities to explore their reasoning skills and methods of solving problems.
The children are taught to strengthen their resilience when it comes to problem solving activities; develop their fluency in the recall of number facts and have self-belief when explaining their approaches to reasoning questions and activities.
Children’s contributions to maths are celebrated; misconceptions are addressed positively with the understanding that we learn through our mistakes. Children will be supported and encouraged to explore patterns and relationships within number and shape, coupled with an ability to explain ‘why’ and ‘how’ maths ‘works’ using clear mathematical language.
“Maths is a dynamic subject which is integral throughout the curriculum. Our vision is for maths is to be seen as a tool for learning.”
The National Curriculum for mathematics aims to ensure that all children:
At Worlingham CEVC primary school teachers follow the schemes of learning published by White Rose Maths to plan effectively, producing lessons incorporating fluency, reasoning and problem solving.
To support an understanding of and recall of tables facts, from Year 1, the children take part in a Maths Olympics challenge within their classroom. These progressive challenges build upon the children's number bonds and times tables facts. As a 'medal' is achieved the next challenge increases in complexity; all set against a 3 minute countdown!
End points: When children leave Worlingham CEVC Primary school:
Children will have………..
1. Recognition of mathematics and its value and importance to life beyond their primary school experience and the wider world, along with the skills to identify patterns in experiences and the opportunity to utilise their mathematical thinking and reasoning skills.
2. Fluency in number including table facts along with written and mental methods and strategies of calculations required for success at KS3 and beyond.
3. Fluency of mathematical vocabulary in order to reason and describe illustrate mathematical processes, thinking and concepts.
4. A resilience and proficiency towards solving problems through exposure and practice to a range of pattern, representation, relationships and structure.
5. A range of strategies in order to solve a wider range of problems whilst having the ability to select appropriate and efficient methods for specific tasks.
Useful links and resources:
White Rose advice, guidance, and resources for parents and carers. https://whiterosemaths.com/for-parents/
Topmarks divide games into age categories: 3-5, 5-7, 7-11, and 11-14 years. Categories cover all relevant areas of the National Curriculum. https://www.topmarks.co.uk/maths-games
Each game is aimed at both Key Stage 1 and Key Stage 2 so children select the number range and operation to match their ability. Learning objectives, which are organized by year group, appear alongside each game. https://ictgames.com/mobilePage/index.html
Oxford Owl games are for children aged 3-5, 5-7 and 7-9 years old. There are printable worksheets to reinforce the skills practised in the games. https://home.oxfordowl.co.uk/kids-activities/fun-maths-games-and-activities/
Nrich is a Cambridge University initiative which aims to develop both children’s mathematical thinking and their problem-solving skills. https://nrich.maths.org/9086
Long Term Plans (LTP's)
At Worlingham CEVC Primary School Science is exciting. Children learn through practical experiments where they develop the scientific skills of observing, prediction, hypothesising, experimenting, recording and drawing conclusions. This leads to children learning to work as scientists, planning and becoming confident at undertaking scientific investigations. It is important that children get plenty of hands on experience in order to take control of, and further their own learning.
Various areas of science are covered across the school. These include:
Scientific Investigation that specifically looks at the skills necessary to understand how to set up an experiment in all topics of science;
Life Processes and Living Things which involves the biology of plants and animals, life processes, human biology, classification and ecology;
Materials and their Properties introduce the children to a broad study of materials: rocks, minerals and soils; types of materials and their uses; chemical reactions and the theories, which explain the properties of materials;
Physical Processes involves a study of electricity and magnetism, light and sound and closely related ideas on forces. Reference is made to a study of the solar system and the Universe.
Computing has deep links with mathematics, science, and design and technology and provides insights into both natural and artificial systems. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology.
At Worlingham CEVC Primary School we provide children with these skills that can be used across the curriculum. Alongside desk-top computers, the children have access to laptops, tablets, cameras, control equipment and CD/DVD players.
Our school currently has one networked computer suite as well as tablets, Chromebooks and class iPads which are able to access programs which enable the children to transfer their skills into other areas of the curriculum.
All classes are equipped with interactive whiteboards, DVD players and cameras. Children are encouraged to digitally record their own learning moments to share with their adults at home.
Through the use of good ICT provision we educate all children with ICT skills they can use in their daily lives, today and in the future.
Our school has a well-equipped music room, an established choir and a contemporary musical band, which is growing and developing all the time. All children have access to quality music education and opportunities to showcase and celebrate their musical talents in concerts and assemblies throughout the year.
Peripatetic music lessons are taught within school and children are able to learn a range of instruments including the piano, keyboard, flute, saxophone, guitar and clarinet. Children also have the chance to play, practice and perform in regular recorder and penny whistle groups.
The curriculum follows the Suffolk agreed syllabus for RE. The agreed syllabus has two main aims. They are that pupils should:
- Learn about religions and explore human experience.
- Learn from religion and respond to human experience.
Christianity is taught as the main religion, along with other major world faiths and beliefs. The agreed syllabus divides the curriculum into seven main areas of learning;
Key Stage 1
- 1. Believing.
- 2. Belonging.
- 3. Prayer and Worship.
- 4. Leaders and Teachers.
- 5. Stories and Books.
- 6. Celebrations.
- 7. Symbols and Artefacts.
Key Stage 2
The agreed syllabus divides the curriculum into nine main areas of learning;
- 1. Beliefs and Questions.
- 2. Inspirational people.
- 3. Teachings and Authority.
- 4. Religion and the individual.
- 5. Religion, family and community.
- 6. Worship, pilgrimage and sacred places.
- 7. The journey of life and death.
- 8. Symbols and religious expression.
- 9. Beliefs in action in the world.
Units of work in RE are linked to topics and RE may be taught as a discrete subject or along with other curriculum areas. Quality first hand experiences are encouraged to enhance teaching and learning in RE, with opportunities to explore religion through visits and visitors.
All children take part in a daily act of collective worship, which is mainly of a broadly Christian character. Parents have the right to withdraw their children from R.E./Worship. This should be done in writing and after talking with the Headteacher. Children withdrawn will be supervised in another area.
There are occasional acts of worship that take place in Church e.g. Harvest, Christmas and Easter, and end of term services.
The past influences all aspects of our lives and shapes the customs and beliefs of the community to which we belong. We hope that by learning about the past, the children will be able to develop; a sense of identity, empathy with and understanding of people who have lived in the past, an appreciation of the ways in which we learn about the past and a greater ability to make sense of the world in which they live today.
History in Key Stage One teaches the children to sequence events and to use common words and phrases relating to the passing of time. Children are taught a range of historical knowledge, shown how to identify different ways in which the past is represented, and how to communicate their ideas and understanding using different mediums.
During Key Stage Two children study a variety of topics around Britain, Europe and the Wider World, such as Romans, Tudors, Ancient Greeks and Egyptians and Victorians. The children also look back in history at the local area and learn about famous people through History.
Children will gain an understanding of the physical world and human society in which they are growing up. The study of geography will help the children to develop knowledge and understanding of local, regional and world environments and give the children the opportunity to develop the practical skills of map reading and fieldwork.
Both Geography and History naturally complement one another. We plan for these areas to support one another and blend together, helping us to deliver a more creative and enriching curriculum.
Where possible we try to create links between History and Geography. Where this is not possible, subjects are taught separately. We try to incorporate school visits, these give the children first hand experiences making the subjects relevant and memorable. We hope that by involving the children in studies in their own environment we can encourage greater awareness, knowledge and concern for their heritage and the environment around them.
Design and Technology is a practical subject, which always involves children in designing and making things that have a function. Its practical nature involves children in developing their own personal skills and knowledge of a wide range of materials and equipment.
In Key Stage One, children learn to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and start to use ICT as part of their designing and making.
During Key Stage 2, pupils work on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and other people’s designs. They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways.
Art and Design offers the opportunity to stimulate children’s creativity and imagination by providing visual, tactile and sensory experiences and a unique way of understanding and responding to the world.
Through developing their knowledge of the elements of pattern, texture, colour, line, tone, shape, form and space, and the skills to use materials and techniques in both two and three dimensional work, the children are able to communicate ideas, feelings and meanings.
They are also able to explore the ideas and meanings in the work of different artists, crafts people and designers and begin to understand the functions of art, craft and design in their own lives and for different times and cultures.
Our school has a fully resourced Discovery room which enables the children to freely express themselves in a creative environment. We also have a wide range of display spaces throughout the school for us to celebrate children’s work.
All children in Key Stage 2 have the opportunity to learn a Modern Foreign Language. The focus is on developing children’s oracy and literacy skills, as well as developing their knowledge about language and language learning strategies. Children’s curiosity is fostered, with a focus on developing their understanding of the work around them and intercultural understanding.
Children are taught through a range of practical learning opportunities which include songs, stories, and access to authentic texts. The School also uses a fun, practical interactive programme.
The School is proud to have achieved the Bronze level ‘Linquamarque, as a measure of the standards of Modern Foreign Languages in Key Stage 2.
PE is believed to be a unique and vital contributor to a pupil’s physical development and well-being. A broad and balanced PE curriculum is planned to provide for pupil’s increasing self confidence in their ability to manage themselves and their bodies within a variety of movement situations.
In PE the emphasis in each lesson is on the acquisition of skills and improvement in performance. The school has good facilities for both indoor and outdoor sport with ample equipment to provide good quality PE lessons.
All children in KS1 and KS2 have two hours of PE per week. This good level of sport has helped the school achieve the Active Playground Award.
KS2 classes take part in swimming lessons on a rota basis throughout each academic year. We aim to have all children confident and happy in the water with many swimming at least 25 metres by the time they transfer to High School.
Please note that we do expect all children to wear PE kit (see uniform section). We also insist that children place importance on their safety and that of others. Therefore no jewellery is permitted to be worn during any PE or swimming session. It is advised that all jewellery is removed at home on the day of your child’s PE lesson.
We actively support inter-schools competitions in the Beccles Partnership and are keen to compete in a variety of different competitions.
The personal development of all staff and pupils is valued and actively encouraged in our school.
All children are involved in activities which help them to develop their personal, social, emotional and economic skills throughout their school life. PSHE is taught both through discreet lessons and cross-curricular sessions.
Since September 2008 SEAL has been implemented as part of the PSHE curriculum. This provides a good foundation for staff and children to develop their social and emotional aspects of learning.
The school is committed to the Government Healthy Schools Standards. We have achieved the Healthy School accreditation.