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JOTMANS HALL PRIMARY SCHOOL

 

TheCurriculum

 

 

Curriculum Policy Statement

 

At Jotmans Hall, every child is provided with access to abroad, differentiated curriculum, based largely on the NationalCurriculum. In a caring schoolcommunity, children are encouraged and enabled to reach the highest possiblestandards in all areas of learning and personal development.

 

In order to achieve this aim, careful consideration isgiven to the following:

 

1. EqualOpportunities are provided for bothboys and girls, socially disadvantaged and advantaged, physically disabled andable-bodied, children of varying intellectual ability and different ethnicorigins. Each individual child is valued, regardless of background, abilitylevel and physical variation.

 

2. Learning Programmesare planned, purposeful and relevant to individual needs, with highexpectations of achievement. Children are positively encouraged to succeed.

 

3.                Assessment isa continuous process throughout the school, informing children, teachers andparents of progress and aiding planning of future work.

 

4. TheCore Areas

English

Mathematics
Science

ICT& RE

 

arecentral to all work undertaken in school. The acquisition of skills in thesesubjects forms a firm foundation for the progression of knowledge andunderstanding of future work.

 

5. The FoundationSubjects

Design/Technology Art

History Music
Geography Physical Education

 

are systematically taught, with many opportunities forchildren to consolidate learning through practical experience.

 

6.                Other Subjects in the school's curriculuminclude Sex Education, Environmental Education, Cultural, Social, Spiritual andMoral Education.

 

7.               Parents are kept informed of methodology, curriculum content and theirchildren's progress. They are invited to work in partnership with teachers, inorder to help their children to strive for quality in their work.

 

8. Special Educational Needsof individual children are realistically met by provision of a specialistteacher, working closely with class teachers and parents. Attention is paid topace, content, support and extension of work.

9. Extra Curricular Activitiesare provided by teachers, to enhance and develop special skills and interestsof the children.

 

10. Curriculum Continuity and Progression are essential to thechildren's development and to this end; the school works closely with otherprimary and secondary schools.

 

11. Socially Acceptable Behaviouris considered a vital and fundamental factor in the learning process; childrenare taught to show respect for people and property.

 

12. Preparation for AdultLife develops as children are led tobecome aware of the responsibility of their role in the school community andare equipped with the essential skills and knowledge, which will be of lastingvalue.

 

CurriculumContent

 

As parents will be aware, schools are subject to therequirements of the National Curriculum, which is taught in each year groupfrom 5 to 11 years. To help schools cope with the extra demands of the NationalLiteracy Strategy and the Numeracy Hour, a greater amount of flexibility hasbeen introduced this year. The current requirements for English, Mathematics,Science, Information Technology and RE remain unchanged but schools are nolonger required to teach the full programmes of study in the six foundationsubjects.

 

Our Early Years curriculum is planned and structured tomatch the needs of individuals. Itbuilds on what the children already know and value from previous learning andfrom home culture.

 

The Early Years curriculum at Jotmans Hall is underpinned bythe "Desirable Learning Outcomes" framework and recognises the need forpurposeful play, whilst looking forward towards the teaching and learningrequirements of the National Curriculum.

 

Curriculum content is planned in two stages; Key Stage 1 -Infant overlapping into Year 3 and Key Stage 2 - Juniors.

The weekly total of hours spent on teaching (excludingregistration and playtime) are 23 hours 30 minutes for juniors and 21 hours 40minutes for infants.

 

Englishcheap hotels in Linz - This includes the literacy hour and basic skills teachingthrough a structured programme of speaking, reading, writing, handwriting,grammar, punctuation and spelling. Parents are encouraged to help theirchildren with reading at home, which is taught systematically through apublished scheme in the early stages.

 

We consider that the reception year is a critical time fordeveloping language and literacy. Theattainment of skills in speaking and listening, reading and writing are vitalto the child's understanding and attainment within the curriculum as a whole.

 

The reception class will have access to a literacy hour eachday, which will include all aspects of literacy for reception children,detailed in the National Literacy Framework.However the structure of the hour will remain flexible to allow for theshorter concentration span of young children and their separate needs.

 

The literacy curriculum will provide enriching experiencesthrough stories, role-play, rhymes, poetry and non-fiction books. Material will be chosen which stimulatesimagination and is appropriate to the reception child's stage ofdevelopment. There are a number ofreading and writing strategies in place which include: word tubs, personalbooks, published talkabout books, big books, books for guided reading andGinn's reading scheme.

 

An individual letter formation programme and "Breakthroughto Literacy" scheme supports reading skills, writing skills, includingpunctuation, grammar and spelling. The"Letterland" phonic scheme supports all language work.

 

Mathematics - Basic skillsof numeracy are emphasised as well as practical and investigative activitieslinked to topic work. The school uses published schemes to support mathematicslearning and calculators are used for some work.

 

Within the Early Years curriculum there is also time tofocus upon the acquisition of maths skills, particularly number. Maths sessions include whole class and groupwork.

 

During the whole class session work focuses upon developingmathematical language, recognition, order and value of number, mentalarithmetic and problem solving through use of number lines and games. Group sessions include practical tasks andplanned games targeted to the needs of each ability group.

Science - Children aregiven time to experiment, observe and record through natural and pure science.

 

I.C.T.-All children use computers tosupport their classwork, developing skills in word processing, graphics, anddata handling.

 

ReligiousEducation - RE is taughtaccording to the Essex Agreed Syllabus and includes bible stories, thedevelopment of good moral attitudes and an appreciation of our multi-culturalsociety. Parents have the right to withdraw their child from religiouseducation, and will need to discuss alternative provision for their child withthe headteacher.

 

Thereare a Further Six Foundation Subjects for Primary Schools:

 

Design& Technology - Children areprovided with opportunities to design, plan and construct models and workingstructures, using a variety of tools and equipment, including constructionkits.

 

History - Children are given basic knowledge and understanding ofhistory at the infant stage, as well as studying more detailed topics (e.g.Egyptians, Vikings,Tudors and Victorians etc.) at the junior stage.

 

Geography - This includesmap work, knowledge and understanding of places and physical, human, andenvironmental geography.

 

Art - Children experience drawing, painting and three-dimensionalart work.

 

 

Music - Music lessons, include singing, learning rhythmicpatterns and playing musical instruments. Older children, who show particularinterest or ability, may also learn brass, keyboard, piano, stringedinstruments or woodwind, with specialist teachers.

 

Sporting Aims andProvision for Sport

 

Aims - To offer a structured framework of varied and stimulatingactivity to encourage the physical, social and personal development of everychild.

 

During the course of the yearevery child will have access to each of the following:-

 

1. Apparatus / gymnastic work.

2. Athletics.

3. Country Dancing or creativemovement.

4. Outdoor games incorporatingball skills, spacial awareness and hand -eye co-ordination skills.

5. Swimming.

 

These skills will be developedeach year and children will be invited in their later years to participate inextra curricular sporting activities including:-

 

1.  Badminton.

2.  Country Dancing.

3.  Cricket.

4.  Football.

5.  Movement.

6.  Netball.

7.  Volleyball.

 

Physical Education - Gymnastics, games skills, athletics anddance are part of the programme in school. Swimming is still a statutoryrequirement.

 

LearningCentres - Early Years

 

Learning Centres aredesigned to develop children's understanding and knowledge of the world, theircreative skills and their personal and social skills. Ten learning centres are planned to be cross- curricular and torun for a two week period.

 

Duringthat time each child is expected to complete the ten tasks and record thecentres they have visited to encourage independence and a sense ofresponsibility for their learning.

 

Thereception teacher plans the tasks to ensure that they are diverse, stimulating,challenging and that some require individual concentration, while othersrequire collaboration with a partner or a larger group.

 

Acopy of the centre descriptions is kept for each child in their "LearningCentres" book as many tasks will be practical.The Learning Centres book does allow for any recorded work, particularlyart work, to be kept as a record of the child's development and experience.

 

SpecialEducational Needs

 

Childrenat Jotmans Hall come from a range of backgrounds and abilities, all of whichinfluence their performance in school.

 

Werecognise that some children experience problems in learning to read, write,spell or acquire numeracy skills due to sensory or physical impairment,emotional problems, general developmental delay, environmental factors or othercauses.

 

TheGoverning Body has adopted the Local Education Authority's curriculum policy"Every Learner" and the five stages of assessment drawn up by them concerningthe identification and assessment of children with Special Educational Needs.

 

Reasonablesteps are taken to identify children with any form of learning difficulty assoon as possible and to provide appropriate learning support. This support maytake the form of an individual programme of learning devised and delivered bythe class teacher or additional support from the Special Needs Co-ordinator ora Non-teaching Assistant either in the classroom or by withdrawal. More seriousdifficulties may require the seeking of advice from other agencies includingthe Educational Psychologist.

 

Weaim to ensure that parents are involved in discussion of their children'sdifficulties and the steps needed to support their learning and we hope toenlist parental help where appropriate.

 

Atthe other end of the scale are the able children who are also considered tohave a special need. Each class teacherdifferentiates to cater for the individual needs of these children. This may involve individual or groupextension work within the class.

 

 

 

Moraland Spiritual Development

 

Anassembly is held every day for the whole school. Parents have the right to withdraw their children from collectiveworship and must inform the headteacher if they wish to exercise the right. Theheadteacher and parents will then discuss the alternative provision to be made.

 

Inaccordance with the 1986 Act the Governing Body has agreed a Sex Educationpolicy for the school. We aim to provide children with an elementaryunderstanding of the working of their bodies within the general context ofhealth education. In year 6 children are given a more formal course on humanreproduction; parents are informed beforehand and given the chance to view anyliterature, videos or materials used. Acopy of the school's policy is available from the school if required. Hence we feel it is unlikely that anyparents will consider it necessary to withdraw their child from theselessons. However parents may contactthe headteacher if there is a problem.

 

Homework

 

Asfrom September 1999, the school will be operating a home- school agreement,which will incorporate the homework policy of the school. The amount of homework will vary accordingto the age of the child, but all children will be expected to sustainconcentration at home.

 

SchoolOrganisation

 

Whereverpossible children are taught in groups according to age. However, in a primary school of this sizethere are inevitably some cases of mixed age groups because of an imbalance innumbers from one age group to another.

Reportingto Parents

 

Parentconsultations are held twice a year, usually in October and March. At theOctober consultation, teachers provide a verbal report of progress and inMarch, the children's books are available for inspection.

 

Writtenreports are sent home in July for all children. A reply slip for your comments is sent out with this report.

 

Parentsare also welcome to consult teachers at other times, but please make anappointment at the school office, to arrange a mutually convenient time.

 

Parentswho wish to see the headteacher are also requested to make an appointment.

 

Testing

 

Children areencouraged to learn to read individual words in the early stages, to writespellings accurately and memorise times tables, which are tested regularly inthe classroom. Parental support here is extremely valuable.

 

NationalCurriculum testing takes place at ages seven and eleven and parents are giventhe results.

 

Year4 voluntary tests are administered in Summer term to inform teachers ofprogress made.

 

Neale'sanalysis takes place in the Spring term of each year for Year 3 to Year 6 toinform teachers and parents of fluency and comprehension in reading.

 

Specialarrangements are made in year 6, for those children whose parents wish them totake the selection tests and compete for grammar school places.

 

Educational Visits

 

These are arranged from time totime, both for children to be taken out of school and for visitors to come intoschool and work for/with the children. Such visits are an extension to theschool curriculum and it is obviously desirable for all children toparticipate. We have to ask for voluntary contributions from parents, otherwisewe are unable to organise these events. In the past, we have always benefitedfrom financial support from parents

 

Swimming

 

Wehave our own heated outdoor swimming pool at Jotmans Hall, which is used forweekly swimming lessons in the Summer term. The older children (Year 5 and 6)are able to swim in the deep-water pool at The Appleton School for theirlessons. However we do rely on parentalsupport to assist in transporting the children there and back.

 

Aqualified instructor gives lessons and parents are invited to make a voluntarycontribution towards the costs involved.

 

Childrenneed the following items, clearly marked with their name in a waterproof bag:

 

Swimmingtrunks (boys)

Swimsuitin one piece (for girls)

Swimminghats for children with long hair

Towel

Goggles(optional)

 

Extra-curricularactivities

 

Olderchildren are given opportunities to join extra-curricular activities, organisedby staff on a voluntary basis. We have a wide range to choose from, which varyfrom time to time. At present, the clubs include;

 

Artand Embroidery

Athletics

Badminton

Choir

CountryDancing

Cricket

Football

Movement

Netball

Orchestra

Recorder

 

Materialsand ingredients charges

 

Forcertain activities e.g. pottery, needlework, CDT, cookery etc., the school maycharge for the materials used if parents indicate a willingness to own thefinished product.

 

Peripatetic Music

 

At Jotmans Hall, children aregiven the opportunity to learn various musical instruments. At the moment parents can pay for lessonsin:-

Clarinet

Flute

Guitar

Keyboard

Piano

Trumpet

Violin.

 

In order toensure that any pupil keen to receive tuition is offered this opportunity, theschool would be willing to discuss financial assistance for families whoreceive income support.

Complaintsabout the Curriculum and Other Matters

 

Thereis a procedure for parents (in accordance with 1988 Education Act) who wish tomake a complaint about the school curriculum.

Inthe case of complaints about the school curriculum, parents should firstly makean informal approach to the headteacher, at which time the matter may be discussed,and hopefully resolved.

 

Ifhowever the matter is not resolved, there is a formal complaints procedure,outlined below.

 

Thecomplaint must be made in writing to the headteacher, who will investigate thecomplaint and respond to the complainant. Should the complainant bedissatisfied with the headteacher's response, the headteacher will refer thematter to the Governing Body for its consideration.

 

TheAppeals Committee of the Governing Body will then investigate and consider thematter. The complainant will be keptinformed at all times, and allowed to make personal representation to thecommittee.

 

Thecomplainant will be informed of the decision taken and the reasons for it,together with details of any action to be taken or proposed, if any.

 

Wherethe Governing Body's response fails to satisfy the complainant, he or she hasfurther recourse in a complaint to the Secretary of State for Education.