laxton junior curriculum handbook

Curriculum Handbook2015-2016

Issue 6 - September 2015

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Introduction by the HeadmasterAt Laxton Junior School we believe that ensuring quality learning is our primary goal. Our children’s learning enables them to develop their skills, knowledge and understanding across the curriculum so that they may be positive influences on the society around them. Learning is most effective when children’s prior learning is taken into account. Children’s learning is measured and planned for through assessment in all its various forms and is influenced by several factors, the most important of which we believe are effective teaching and a broad, balanced and rigorous curriculum.

Aims‘A school can only be considered effective if it promotes progress for all its pupils beyond what would normally be expected given individual attainment and development factors, and school effectiveness research shows how important high expectations are in raising standards of achievement.’ Tim Brighouse and David Woods

Teaching for learning‘Teachers promote effective learning by obtaining high standards of behaviour through courtesy, praise and encouragement. Excellent relationships are established with pupils who respond appropriately in return’ (Excellent and Outstanding Practice in IAPS Schools - 2008)

IndexIntroduction by the Headmaster ............. 2

LJS Curriculum Aims ..................................4

Assessment .................................................. 7

Definition of Key Stages ............................8

The Early Years’ Foundation Stage ..........9

English ........................................................ 12

Mathematics .............................................. 15

Computing .................................................20

Religious Education ................................. 21

Personal, Social, Health Education .......23

Art & Design ...............................................27

Humanities .................................................29

Music ........................................................... 31

Physical Education ...................................34

Modern Foreign Languages ....................36

Learning Support ...................................... 37

Prep Policy .................................................38

Educational Visits ......................................41

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At Laxton Junior School we want to ensure that:

All children should:

• be learning at an appropriate and challenging level;

• be able to understand what they are learning;

• know the success criteria;

• evaluate their learning and take note of feedback;

• take part in target setting to improve learning;

• have high expectations for their own learning.

Teachers should:

• be aware of successful learning attributes and seek to develop these in children;

• provide differentiated learning goals that take account of children’s previous learning;

• make clear the learning goals for the lesson;

• provide feedback on children’s learning;

• teach for effective learning;

• monitor, and keep records of, children’s learning over time;

• have high expectations for all children’s learning;

• ensure learning activities are designed to appeal to a variety of Learning Styles.

Our curriculum reflects the strong ethos of our school and further enhances our learning community. Alongside our high academic standards, we also provide a safe and caring environment in which the pupils learn to care for one another and themselves. The level of commitment from all the staff who care for the children is second to none and we are very proud indeed of our “welcoming, family atmosphere”.

I do hope that you find this Curriculum Handbook useful and informative and I thank the entire team at Laxton Junior School for making our curriculum come alive and for inspiring your children to want to learn.

Mr Mark J PotterHeadmaster

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LJS curriculum aimsOur school’s curriculum is all the planned activities that we organise in order to promote learning and personal growth and development. It recognises all elements of the National Curriculum and also includes the various extra-curricular activities that the school undertakes in order to enrich the children’s experience. Within it is the ‘hidden curriculum’ - what the children learn from the way they are treated and expected to behave.

We want our children to grow into positive, responsible people who can work and cooperate with others while at the same time developing their knowledge and skills in order to achieve their true potential. We seek the highest standards of attainment for all our children. We also value the breadth of the curriculum that we provide. We aim to foster creativity in our children, and to help them become independent learners. Above all we believe in making learning fun!

Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives, whilst laying the foundations for them to be genuine 21st century learners.

The following are the main values of our school upon which we have based our curriculum:

• we value children’s uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures;

• we value the spiritual and moral development of each person, as well as their intellectual and physical growth;

• we value the importance of each person in our community and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community;

• we value the rights enjoyed by each person in our society. We respect each child in our school for who they are and we treat them with fairness and honesty. We want to enable each person to be successful and we provide equal opportunities for all our pupils;

• we will strive to meet the needs of all our children and to ensure that we meet all statutory requirements regarding inclusion;

• we value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves but also for future generations.

The aims of our school curriculum are:

• to enable all children to learn and develop their skills to the best of their ability;

• to promote a positive attitude towards learning so that children enjoy coming to school and acquire a solid basis for lifelong learning;

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• to teach children the basic skills of literacy, numeracy and information and computing; • to enable children to be creative and to develop their own thinking;

• to teach children about the developing world, including how their environment and society have changed over time;

• to help children understand Britain’s cultural heritage;

• to appreciate and value the contribution made by all ethnic groups in our multi-cultural society;

• to enable children to be positive citizens;

• to teach children to have an awareness of their own spiritual development and to distinguish right from wrong;

• to help children understand the importance of truth and fairness so that they grow up committed to equal opportunities for all;

• to enable children to have respect for themselves and high self-esteem and to live and work cooperatively with others;

• to prepare children with the necessary skills to be ready to enter their senior school with confidence.

The curriculum and inclusionThe curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children’s access to the curriculum, in order to meet their needs, we do this only after their parents have been consulted.

Key skillsIn our curriculum planning we emphasise the skills listed below so that the children’s progress in all these areas can be identified and monitored. Teachers in all subject areas seek to contribute to a child’s progress in these skills, because we believe that all children need to make good progress in these areas if they are to develop their true potential:

• communication;

• application of number;

• information technology;

• working with others;

• improving one’s own learning and performance;

• problem-solving.

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The role of the director of teaching & learningMr Worthington’s role is to liaise with the named subject leaders in the school and to:

• co-ordinate an annual Curriculum Development Plan, reporting back to the Governors each year;

• provide a strategic lead and direction for each subject;

• support and advise colleagues on issues related to subject areas;

• monitor pupils’ progress in each subject area;

• assess efficient resource management for each subject.

It is the role of each subject leader to keep up to date with developments in their subject at both national and local level. They review the way the subject is taught in the school and plan for improvement. This development planning links to whole-school objectives.

Each subject leader reviews the curriculum plans for the subject, acknowledges the importance of the National Curriculum and sees that progression is planned into our units of work.

Subject leaders at Laxton Junior SchoolEnglish - Mrs Sumitha Hill

Art/DT - Mrs Sarah Ashby

Drama - Mrs Rachel Hamilton-Charlton

Humanities - Miss Heather Pateman

Mathematics - Mrs Claire Henderson

RE - Mrs Jackie Ormston

Science - Mrs Sue Pearson

PSHE - Mrs Jackie Ormston

ICT - Mr Fraser Harper

PE/Games - Mr Graham Trotter

Music - Mrs Roisin Cornwell

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AssessmentWe make regular assessments of pupils’ learning and we use this information to ensure that future planning reflects identified needs. We believe that effective assessment provides information to improve teaching and learning. To do this in our school we undertake two different but complementary types of assessment throughout the year. At age appropriate stages these include assessment of innate potential as well as assessments of current performance.

Assessment for learning (formative assessment) involves the use of assessment in the classroom to raise pupil achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve this aim (i.e. to close the gap in their knowledge).

Assessment of learning (summative assessment) involves judging pupils’ performance against appropriate personal and national (comparative) expectations. Teachers make these judgements in a number of ways throughout the year. Core subjects are assessed regularly, throughout the year, culminating in the end of year NFER assessments. These test our children’s cognitive abilities, reading, spelling as well as the core subjects, to each appropriate year group. We give our children regular feedback on their learning so that they understand what it is that they need to do better. Research has shown that their involvement in the review process raises standards and that it empowers pupils to take action towards improving their performance.

Assessment in the Foundation Stage takes the form of a wide range of observations and this involves both the teacher and other adults, as appropriate. Photographs, assessed pieces of work and simple recording sheets are all integral to forming an overall picture of the abilities and needs of the pupils. Reading records are updated each time a pupil reads within the school, both in the home/school reading record book and in the class reading record file. These are collated as evidence of the child’s learning throughout the Early Years curriculum.

Parents receive two reports per academic year with reference to their child’s progress in each area of learning. These highlight the child’s strengths and developmental requirements and give details of their child’s general progress, as well as targets for each subject area. These are sent home in January and June, with parents conferences scheduled for the following week in order that the reports may be discussed.

Parent conferences take place in October, February and June. Parents are also encouraged to speak to staff at any time to discuss progress or any issues; this may be an informal chat at the beginning or end of the day or it may take the form of a planned meeting involving the teacher, Learning Support Coordinator and/or the Headmaster as appropriate.

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Michaelmas Quarter

Christmas Quarter Easter Qtr Trinity Qtr

Parent Conferences Reception to Year 6.

Assessments Year 3 to Year 6.

Assessment results shared with parents.

Half year reports.


Assessments Reception to Year 6.

Reports.


Definition of key stagesPrimary schoolThe Foundation Stage - EYFS

The Foundation Stage extends from a child’s birth to the end of their Reception year. Entry into our school is at the beginning of the school year in which the children are five (although compulsory schooling does not begin until the start of the term after a child’s fifth birthday).

The Foundation Stage is important in its own right and also in preparing children for later schooling. It is the Early Learning Goals that set out what is expected of most children by the end of the Foundation Stage. Our curriculum planning focuses on the Early Learning Goals as set out in these documents and on developing children’s skills and experiences.

Our school fully supports the principle that young children learn through play and by engaging in well-planned and structured activities. Teaching in the Foundation Stage builds on the experiences of the children in their pre-school learning.

Due to our outstanding provision for the children in the EYFS at Laxton Junior School we have been granted an exemption from the Department for Education against the learning and development requirements of the EYFS Framework for children aged three to five.

Laxton Junior School is no longer required to deliver the learning and development requirements of the EYFS, the Government’s programme of early years learning for children in this age group. At Laxton Junior School this applies to children in our Reception classes only. We are very proud of the breadth, balance and challenge of the curriculum we deliver to our Reception classes and will continue to provide them with the very best education we can offer.

We will, of course, continue to meet the EYFS safeguarding and welfare requirements with which the school must comply to ensure the safety and well-being of our children.

Key Stage One

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Key Stage One covers Years One and Two (ages 5 – 7). At the end of Key Stage One, the target level of achievement for most children nationally is Level Two.

Key Stage Two Key Stage Two covers Years Three, Four, Five and Six (ages 7 – 11). At the end of Key Stage Two, the target level of achievement for most children nationally is Level Four.

Senior School

Key Stage Three Key Stage Three covers the first three years at Senior School (ages 11 – 14). The target level of achievement for most children nationally at the age of fourteen is Level Five and many will be expected to achieve Level Six.

Key Stages at a glance

EYFS Ages 0-5 Reception at LJS

Key Stage 1 Ages 5-7 Years 1 and 2

Key Stage 2 Ages 7-11 Years 3, 4, 5 and 6

Key Stage 3 Ages 11-14 Years 7, 8 and 9

Key Stage 4 Ages 14-16 Years 10 and 11

The early years’ Foundation StageChildren joining our school have already learnt a great deal. Many have been learning in one of the various educational settings that exist in our community, as well as enjoying the learning that takes place at home. The early years education we offer our children is based on the following principles:

• it builds on what our children already know and can do;

• it ensures that no child is excluded or disadvantaged;

• it offers a structure for learning that has a range of starting points, content that matches the needs of young children and activities that provide opportunities for learning both indoors and outdoors;

• it provides a rich and stimulating environment.

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Aims of the Foundation StageThe curriculum of the Foundation Stage underpins all future learning by promoting and developing:

• personal, social and emotional well-being;

• positive attitudes and dispositions towards learning;

• social skills;

• attention skills and persistence;

• language and communication;

• reading and writing;

• mathematics;

• knowledge and understanding of the world;

• physical development;

• creative development.

The more general features of good practice in our school that relate to the Foundation Stage are:

• the partnership between teachers and parents that helps our children to feel secure at school and to develop a sense of well-being and achievement;

• the understanding that teachers have of how children develop and learn and how this must be reflected in their teaching;

• the range of approaches that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop the children’s play, talk or other means of communication;

• the carefully planned curriculum that helps builds on children’s experience and extends their learning;

• the provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;

• the encouragement for children to communicate and talk about their learning and to develop independence and self-management;

• the support for learning, with appropriate and accessible space, facilities and equipment, both indoors and outdoors;

• the identification, through observations, of children’s progress and future learning needs which are regularly shared with parents;

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• the good relationships between our school and the other educational settings in which the children have been learning before joining our school;

• the clear aims of our work and the regular monitoring of our work to evaluate and improve it;

• the regular identification of training needs for all adults working at the Foundation Stage.

Play in the Foundation StageThrough play our children explore and develop the learning experiences that help them make sense of the world. They practise and build up their ideas, learn how to control themselves and begin to understand the need for rules. They have the opportunity to think creatively both alongside other children and on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.

The Foundation Stage curriculumOur curriculum for the Foundation Stage reflects the areas of learning identified in the Early Learning Goals. Our children’s learning experiences enable them to develop competency and skill across a number of learning areas.

The Early Learning Goals form part of the National Curriculum and are in line with the statutory framework for the EYFS. Accordingly, during the Reception year, our children have regular mathematics and literacy lessons. For Music, French and P.E. lessons, the children are taught by a specialist teacher each week. Teachers address these requirements in a flexible way at first and by the end of the Foundation Stage, as part of the smooth transition to Key Stage 1, mathematics and literacy lessons follow a more formal pattern.

The Early Learning Goals provide the basis for planning throughout the Foundation Stage. Teachers use the national schemes of work, where appropriate, to support their planning. Our planning identifies the intended learning and topics covered.

The EYFS is made up of seven areas of learning and developmentThree prime areas:

Communication and language;

Physical development;

Personal, social and emotional development.

Four specific areas:

Literacy;

Mathematics;

Understanding the world;

Expressive arts and design.

These areas are equally important, connected and underpinned by the Principles of the EYFS.

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Reception topics – two year cycle

Cycle Michaelmas & Christmas Qtrs

Easter Qtr Trinity Qtr

A

Academic 2014/15

All about me(Keeping safe & well)Stars and Space.

Autumn, Winter/Weather/Festivals/Colour.

Let’s Pretend.

Traditional Tales & Rhymes.

Winter, Spring/Weather/Festivals/Life Cycles.

Treasure.

Sand & Water.

Spring, Summer/Weather/Festivals/Plants.

B

Academic2015/16

Me & My Community.

Presents.

Autumn, Winter/Weather/Festivals/Colour.

Dinosaurs.

Animals.

Winter, Spring/Weather/Festivals/Life Cycles.

Busy Places.

Out & About.

Spring, Summer/Weather/Festivals/Plants.

EnglishAt Laxton Junior School we believe that literacy and communication are key life skills and that through the English curriculum we should help children develop the skills and knowledge that will enable them to communicate effectively and creatively with the world at large, through spoken and written language. We also intend to help children to enjoy and appreciate literature and its rich variety.

Aims of teaching english at Laxton Junior SchoolAs a school we aim:

• to provide a rich and stimulating language environment, where speaking and listening, reading and writing are integrated;

• to provide an environment where pupils are encouraged to construct and convey meaning, both in speech and writing, of factual, imaginary and personal experiences;

• to provide opportunities for pupils to become confident, competent and expressive users of the language with a developing knowledge of how it works;

• to provide opportunities for pupils to be reflective users of language, able to analyse and evaluate its main features;

• to foster an enthusiasm for and love of reading for life;

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• to encourage pupils to have fluent and legible handwriting;

• to provide opportunities for pupils to communicate ideas through the use of ICT;

• to provide opportunities for role play and drama.

We hope that pupils will:

• be able to participate in a conversation, listening to others, responding appropriately and taking turns to speak;

• develop the confidence and ability to speak appropriately and perform in front of varying sizes of audience;

• be able to sustain concentration in a range of listening situations;

• know, understand and be able to write in a range of genres in fiction and poetry, and understand and be familiar with some of the ways in which narratives are structured through basic literary ideas of setting, character and plot;

• know, understand and be able to write in a range of non-fiction genres and structure text in a style suited to its purpose;

• use grammar and punctuation accurately;

• have an interest in words and their meanings and a growing vocabulary;

• plan, draft, revise and edit their own writing;

• understand the phonic system and spelling conventions and use them to read and spell accurately;

• be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes;

• have a suitable technical vocabulary through which to understand and discuss their reading and writing;

• express opinions, articulate feelings and formulate responses to a range of texts;

• be interested in books, read for enjoyment and evaluate and justify their preferences;

• be able to work confidently and increasingly independently in all areas.

All classes from Reception to Form 6 have time allocated to them for Library visits. These times are negotiated in agreement with other staff members.

The aim of library time is to:

• help children to understand the Dewey system and encourage them to find books for reference and private study;

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• to introduce child-centred research as an integral part of the learning process;

• to encourage children to care for books and value them as an important and enjoyable way of spending leisure time;

• to encourage children to be more selective when choosing fiction;

• to foster a love of books by providing an exciting and attractive range of material to suit all ages and abilities;

• to provide a quiet place where children can feel at ease to enjoy reading, studying and relaxing;

• class Library sessions should be conducted in a supportive and disciplined manner.

English curriculum overviewTo give a broad overview of the English Curriculum at LJS, each year group teaches the following 12 strands of learning found within the domains of Speaking & Listening, Reading and Writing. This framework offers excellent progression through the years and connections are made between the 12 strands for optimum effect to support a well-rounded language development for each child.

Speaking & listening:

This includes:

• Drama – Improvisation, role-play, theatrical effects, performance, scripts

• Speaking – Imaginative & adventurous vocabulary, confident, clear & audible speech, communicating in different contexts, conveying information coherently

• Listening & Responding – sustained attention, analysing & evaluating presentations

• Group discussion & Interaction – organising & clarifying thoughts, leading, supporting & responding to others, making contributions.

Reading:

This includes:

• Word recognition – segmenting & blending phonemes, recognising High Frequency Words, digraphs & alternate graphemes, independent reading

• Understanding & Interpreting texts – recalling information, making predictions, exploring patterns and use of language, exploring organisational features

• Engaging & Responding to texts – reading preferences, responding to authors and themes.

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Writing:

This includes:

• Spelling & Word Structure – employing strategies to spell difficult or unfamiliar words, spelling High Frequency Words correctly, applying strategies to edit, proofread & correct spelling

• Grammar – constructing sentences in varied ways, using punctuation to clarify meaning

• Presentation – consistent, joined handwriting style, presenting texts effectively using a wide range of ICT programs

• Creating and shaping texts – independent writing on paper or on the screen, using planning and editing strategies, evaluating work

• Text structure and organisation – Recount, poetry, persuasion, non-chronological reports, instructional/procedural, information (on the page & on the screen), explanatory, discussion, narrative.

MathematicsMathematics teaches us how to make sense of the world around us through developing a child’s ability to calculate, to reason and to solve problems. It enables children to understand and appreciate relationships and pattern in both number and space in their everyday lives. It equips children with the skills that enable them to communicate ideas and information to tackle a range of practical tasks and real life problems. Through their growing knowledge and understanding, children learn to appreciate the contribution made by many cultures to the development and application of mathematics.

Aims of teaching mathematics at Laxton Junior School• to promote enjoyment and enthusiasm for learning through practical activity, exploration and discussion;

• to promote confidence and competence with numbers and the number system;

• to develop the ability to think logically and solve problems, through decision making and reasoning, in a variety of contexts;

• to develop a practical understanding of the ways in which information is gathered and presented;

• to explore features of shape and space and develop measuring skills in a range of contexts;

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• to develop an ability to communicate ideas using mathematical language;

• to develop a positive attitude and an understanding of the importance of mathematics in everyday life.

Mathematics curriculum overviewA variety of Mathematics schemes are used to implement the National Curriculum for Mathematics. We teach mathematics as an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are organised into distinct domains that are revisted througout the year and concepts are consolidated and further extended as the children move through the school.

Number Measurement Geometry Statistics

Number and place valueAddition and subtractionMultiplication and divisionFractions, decimals and percentages.

Length and heightWeightCapacityTimeMoney

Properties of shapesAnglesPosition and directionCo-ordinatesRefection and translation

Interpret and present data using tables and graphsProbability

In upper Key Stage 2, children are also taught about:

Ratio and Proportion Algebra

ScalingReduction

Using simple formulaeSolving formulaeSubstitution

At all levels, pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to other areas of the curriculum.

In Reception, Mathematics is taught using a large variety of practical and interactive resources to support the teaching and learning. The children are encouraged to count reliably with numbers from one to 20, place them in order and say which number is one more or less than a given number. Using quantities and objects, they add and subtract two single-diget numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. They are taught to use everyday language to talk about size, weight, capacity, position, distance, time and money to campare quantities and objects and to solve problems. The children recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

In the Infants, the principal focus of mathematics teaching is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This will involve working with numerals, words and the four operations, including with

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practical resources. Pupils will also develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Children will learn to use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.

In the Juniors, teaching will consolidate and extend pupils’ understanding of the number system and place value. The children will develop efficient written and mental methods and perform calculations with accuracy. Pupils will be taught to develop their ability to solve a range of problems and they should identify connections in geometry and measures to consolidate and extend their knowledge in number. Pupils will develop mathematical reasoning and their understanding of vocabulary to be able to classify shapes with increasingly complex geometric properties. Pupils are grouped in ability (with teaching support where appropriate), initially very informally in Year 1; and 3 sets in Years 2-6. It is important to understand that these are in no way ‘set in stone’ and that, in consultation between staff and parents, movement of pupils between sets occurs where it is felt appropriate for the child.

The school has a calculations booklet to show the progression adopted when teaching the four main rules of addition, subtraction, multiplication and division. Please ask the school office if you require an extra one.

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ScienceScience teaches an understanding of natural phenomena. It aims to stimulate a child’s curiosity, in finding out why things happen in the way they do. It teaches methods of enquiry and investigation to stimulate creative thought. Children learn to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national and global level.

Aims of teaching science at Laxton Junior SchoolWhen teaching science we aim for children to be able to:

• ask and answer scientific questions;

• plan and carry out scientific investigations using equipment, safely & accurately;

• display results, evaluate evidence and present conclusions clearly and accurately;

• know and understand the life processes of living things;

• know and understand the basic physical properties of materials, electricity, light, sound and natural forces;

• know about the nature of the solar system, including the Earth.

Science curriculum overview

Michaelmas & Christmas Qtrs


Rec Know about similarities and differences in relation to places, objects, materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants and explain why some things occur, and talk about changes.

Rec Autumn, weather, harvest, Bonfire night, Diwali, Christmas, colour.

Cycle A : All about me. Stars and Space.

Cycle B: Me & my community, Presents.

Winter, Spring, weather, Easter, life cycles.

Cycle A: Let’s pretend, traditional tales and rhymes.

Cycle B: Dinosaurs, animals.

May Day, Summer, weather, plants.

Cycle A: Treasure, sand and water.

Cycle B: Busy places, out and about.

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Michaelmas Qtr

Christmas Qtr

Easter Qtr 1

Easter Qtr 2

Trinity Qtr 1

Trinity Qtr 2

Year One

Ourselves. Sorting and using materials.

Pushes and pulls.

Sounds and hearing.

Animals and plants.

Light and dark.

Year Two

Health and growth.

Grouping / changing materials.

Forces and movement.

Using electricity.

Plants and animals in the locality.

Variation.

Year Three

Healthy food and teeth.

Magnets and springs.

Rocks and soils.

Characteristics of materials.

Plants. Light and shadow.

Year Four

Habitats. Moving and growing.

Keeping warm.

Solids and liquids.

Friction and forces.

Circuits and conductors.

YearFive

Gases around us. Changing state.

Earth, Sun and Moon.

Changing sounds.

Life cycles.

Keeping healthy.

YearSix

Interdependance and adaptation.

Changing circuits,Graph and practical techniques.

Micro-organisms,reversible and irreversible changes.

More about dissolving.

Forces. How we see things,sex education.

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ComputingComputing has become part of the way in which we all work and entertain ourselves. Everything we do at school can now involve the use of computing.

Aims of teaching computing at Laxton Junior SchoolThrough teaching ICT, we equip children to participate in a world of rapidly changing technology. We enable them to find, explore, analyse, exchange and present information. We also help them to develop the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners.

Our objectives in the teaching of computing are:

• to facilitate the finding, selection and use of information;

• to teach the use of computing for effective and appropriate communication;

• to enable the monitoring and control of events, both real and imaginary;

• to teach the application of IT to children’s learning across the curriculum;

• to explore the value of computing, both to children and to society in general;

• to examine issues of security, personal safety, confidentiality and accuracy.

ICT curriculum overview



Rec Recognise that a range of technology is used in places such as homes and schools. Select and use technology for particular purposes.Introduce and use technology, iPads, computers, IWB, smart table, cameras, talking photo albums, talking pegs and tins, big points, microphones, CD players, Easi ears, robots, beebots, remote control, programming, Lego education.

Rec Logging on and off, mouse control, opening and closing programs.

Introduce painting programs, using tools with control, copying and enlarging.

Multimedia story making, explaining letters, words and text, introduction to internet.

Year One

Representing information graphically, pictograms, an introduction to modelling.

The information around us, using a word bank, music sound pictures, coding.

Understanding instructions and making things happen, Internet programs on plants, Lego Education, dance mat typing.

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Year Two

Introduction to Word and Publisher, controlling a screen turtle, using a search engine.

Using Word & Publisher, Lego Education, coding.

Multimedia presentations, iPads, strip design.

Year Three

Using Word, Word Art, Illustrating a poem, music sound pictures.

Data Handling, revise Word and text, using Publisher and presenting data.

Using simulations revision, Lego Education.

Year Four

Using a search engine, using Powerpoint, using the world wide web as a research tool,animation, using Word.

Lego Education, Using Publisher, coding.

Lego Education, using a screen turtle, writing for different purposes, fact files, posters, advertisements.

YearFive

Introduction to Blogging; Using email; Excel, Using Publisher.

Information leaflet/booklet; Blogging, coding

Using Excel, Interactive & Lego mapping, iPads - coastal e-book.

YearSix

Multimedia presentations, PowerPoint & Prezi,Lego Education.

Desk top publishing – Year Books, Using the scanner, Importing pictures.

Coding.

Religious educationRE provides opportunities for children to:

• develop their knowledge and understanding of, and their ability to respond to, Christianity and the other principal religions represented in Great Britain;

• explore issues within and between faiths to help them understand and respect different religions, beliefs, values and traditions and understand the influence of these on individuals, societies, communities and cultures;

• consider questions of meaning and purpose in life;

• earn about religious and ethical teaching, enabling them to make reasoned and informed judgements on religious and moral issues;

• develop their sense of identity and belonging, preparing them for life as citizens in a plural society;

• develop enquiry and response skills through the use of distinctive language, listening and empathy;

• reflect on, analyse and evaluate their beliefs, values and practices and communicate their responses.

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RE does not seek to urge religious beliefs on children nor to compromise the integrity of their own beliefs by promoting one religion over another. It is not the same as collective worship, which has its own place within school life.

Religious Education curriculum overview



Rec Talk about past and present events in their own lives and in the lives of family members. Know that other children don’t always enjoy the same things and are sensitive to this. Know about similarities and differences between themselves and others, and among families, communities and traditions.

Rec Ourselves, Our families, Our Communities. Where do we belong? Belonging to a faith community. What are Harvest Festivals? Celebrations and special times. What happens at a festival? Diwali, Christmas.

Celebrations Special Times Weddings and BaptismsWho were the friends of Jesus, Easter.

Special Books. What can we learn from stories from different religions? Who was Noah? People who help us, including Jesus.

Year One

People in Christianity:Jesus and St Francis. Celebrations: Why do Christians give gifts at Christmas?

What makes a place special for Christian people? Places in Christianity. Visiting a place of worship. Encountering special places: own and religious.

The family in Judaism. How do Jewish people express their beliefs in practice? Moses.

Year Two

What is the Torah and why is it important to Jewish people? How does the Torah influence the lives of Jewish people? Why do Christians give gifts at Christmas? Encountering special times – Advent.

Books and Stories in Christianity.Why did Jesus tell stories? What do Christians learn from the Bible? Celebrations - Easter.

Questions about God: How does a Christian’s idea about God compare with my own?

Year Three

Jesus: Why is Jesus an inspirational leader for some people? The Church Year: Is Christmas a festival of light or love?

Belief Through Art: How do people express their spiritual ideas through the arts?

Prayer: How and why do people pray?

Year Four

Festivals of Light: Diwali, Hanukkah, Christmas.

The Church Year: Is Easter a festival of new life or sacrifice?

Hinduism: What can we learn from some aspects of the Hindu religion?

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YearFive

Where did the Christian Bible come from?What can we learn from Christian religious buildings?

Why is Muhammad important to Muslims?What is the Qur’an and why is it important to Muslims? Islam: Keeping the Five Pillars – what difference does it make?

Christianity in Action: What difference do Christians make towards addressing some problems in the UK today? Beliefs and Actions in the World: Can Christian Aid and Islamic Relief change the world?

YearSix

Whose world is it? How was the world created?Values: What matters most to Christians and Humanists?

Milestones and Meaning: How does Bar/Bat Mitzvah affect the life of a Jewish child and their family?

Sikhism in Britain today: What is important to a Sikh in Britain today?

Personal, social and health educationMichaelmas & Christmas Qtrs


Rec Beginning and belonging.My body and growing up.

Family and friends (incl. anti-bullying). Keeping safe (incl. drug education).

Identities and diversity. Me and my world. My emotions. Healthy lifestyles.

Year One

Beginning and belonging. My emotions.

Diversity and communities. Managing risk. Safety contexts.

Sex and relationships education. Healthy lifestyles. Working together.

YearTwo

Rights, rules and responsibilities. Family and friends.

Personal safety. Anti-bullying.

Sex and relationships education. Drug education. Financial capability. Managing change.

YearThree

Beginning and belonging.Anti-bullying.

Personal safety.Sex and relationships education.Managing risk.

Diversity and communities.Healthy lifestyles.Managing change.

YearFour

Rights, rules and responsibilities.Drug education.Safety contexts.

Working together.Sex and relationship education.Financial capacity.

Family and friends.My emotions

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YearFive

Beginning and belonging.Working together.Anti-bullying.

Sex and relationship education.Financial capacity. My emotions.

Drug education.Managing risk.Safety contexts.

YearSix

Rights, rules and responsibilities.Personal safety.

Family and friends.Diversity and communities.

Healthy lifestyles.Sex and relationship education.Managing change.

Emotional intelligenceWe aim to develop an emotionally intelligent child who is sensitive to cultural differences. An emotionally intelligent child is one who has well developing skills in relationships, motivation, managing and controlling feelings, empathy and self awareness. These emotional and rational skills are important components of human intelligence and will have a positive impact in every area of life: learning, health, behaviour and relationships.

Laxton Junior School’s Definition of Learning:

Learning is the acquiring and understanding of information that may lead to improvement or change.

Emotional Intelligence Learning Goals:

Social, emotional and behavioural skills underlie almost every aspect of school, home and community life. Where children have good skills in these areas, and are educated within an environment supportive to emotional intelligence, they will be motivated and equipped to:

• be effective and useful learners;

• make and sustain friendships;

• deal with and resolve conflict effectively and fairly;

• solve problems with others or by themselves;

• manage strong feelings such as frustration, anger and anxiety;

• be able to promote calm and optimistic states that further the achievement of goals;

• recover from setbacks and persist in the face of difficulties;

• work and play co-operatively;

• compete fairly and win and lose with dignity and respect for competitors;

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• recognise and stand up for their rights and the rights of others;

• understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own.

Self-awarenessSelf-Awareness enables children to have some understanding of themselves. They know how they learn, how they relate to others, what they are thinking and what they are feeling. They use this understanding to organise themselves and plan their learning.

• I accept who I am and I like myself. I am special;

• I can recognise my strengths and things I find hard to achieve and I strive to improve;

• I know when to ask for help;

• I can recognise my feelings and take responsibility for my actions and learning;

• I know that it is OK to have any feelings but it is not OK to behave in any way I like.

Managing feelingsIn managing their feelings, children use a range of strategies to recognise and accept their feelings. They can use this to regulate their learning and behaviour, for example, managing anxiety or anger, or demonstrating resilience in the face of difficulty.

• I can stop and think before acting;

• I can calm myself down when I need to and recognise when this is necessary;

• I am not afraid of my feelings or to share them with someone I can trust;

• I have a range of strategies for managing my feelings;

• I can express my feelings in ways that do not hurt others.

MotivationMotivation enables learners to take an active and enthusiastic part in learning. Intrinsically motivated learners recognise and derive pleasure from learning. Motivation enables learners to set themselves goals and work towards them, to focus and concentrate on learning, to persist when learning is difficult and to develop independence, resourcefulness and personal organisation.

• I can set myself a challenging target and work towards it;

• I will strive towards achieving a WALT (We Are Learning To) or target;

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• I can bounce back after a disappointment or when I have made a mistake or been unsuccessful;

• I strive to develop independence;

• I can concentrate and resist distraction.

EmpathyBeing able to empathise involves understanding others, anticipating and predicting their likely thoughts, feelings and perceptions. It involves seeing things from another’s point of view and modifying one’s own response, if appropriate, in the light of this understanding.

• I can recognise the feelings of others and be supportive;

• I know that people are different and can acknowledge their differences;

• I can see things from the point of view of others and respond accordingly.

Social skillsSocial skills enable children to relate to others, take an active part in a group, communicate with different audiences, negotiate, resolve differences and support the learning of others.

• I feel that I belong to and am valued in my class, school and community;

• I value friendship and try to be a good friend;

• I can contribute to a group, co-operating with others to achieve a joint outcome;

• I know and understand my responsibilities within the school community;

• I can make wise choices with my work, behaviour and actions;

Our Emotional Intelligence learning goals underpin all that we do at Laxton Junior School. Key Stage assemblies are planned to complement our PSHE programme of study.

General themes

Rec Being a part of our class group, relationships, rules.

Feelings and responsibilities.

Choices and fairness, safety.

Year One Golden rules, giving and helping.

Trust, giving and helping. Being a good friend, making good choices.

Year Two Listening, be more independent.

Being a good friend. Our feelings, showing empathy.

Year Three Personal organisation, listening skills, behaviour.

Qualities of a good friend.

Character strengths, solving problems.

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General themes

Year Four Targets / self motivation,anger management.

Self awareness, managing feelings.

Empathy, social skills.

YearFive

Dilemmas, self esteem. Managing feelings, self awareness.

Thoughts, behaviours.

YearSix

Self-motivation – targets,teamwork and friendship.

Managing feelings,making decisions.

Moving on to senior school,taking responsibility.

Listed above are areas for discussion within each year group. These are not set per Quarter, but discussed when it is felt it will fit best for the needs of each class.

Art and designArt and Design stimulates creativity and imagination. It provides visual, tactile and sensory experiences and a special way of understanding and responding to the world. It enables children to communicate what they feel, see and think through the use of colour, texture, form, pattern, different materials and processes. Children become involved in shaping their environments through art and design activities. They learn to make informed judgements and aesthetic and practical decisions. They explore ideas and meanings through the work of other artists and designers. Through learning about the role and functions of art, they can explore the impact it has on contemporary life and that of different times and cultures. The appreciation and enjoyment of the visual arts enriches all of our lives.

Aims of teaching art and design at Laxton Junior SchoolWhen teaching art and design we aim for children to be able to:

• record from first hand experience and from imagination, and to select their own ideas to use in their work;

• improve the children’s ability to control materials, tools and techniques;

• increase their critical awareness of the roles and purposes of art and design in different times and cultures;

• develop increasing confidence in the use of visual and tactile elements and materials;

• to foster an enjoyment and appreciation of the visual arts and a knowledge of artists, craftspeople and designers.

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Art & design curriculum overview



Rec Use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Rec Autumn, weather, harvest, Bonfire night, Diwali, Christmas, colour.Cycle A : All about me. Stars and SpaceCycle B: Me & my community, Presents.

Winter, Spring, weather, Easter, life cycles.Cycle A: Let’s pretend, Traditional tales and rhymes.Cycle B: Dinosaurs, animals.

May Day, summer, weather, plants.Cycle A: Treasure, sand and water.Cycle B: Busy places, out and about.

Year One

Winter weather, looking at a contemporary artist, collage, paper engineering, clay modelling, sewing, hot & cold colours - paint.

Pattern and shape, Easter basket, Sponge printing, puppet making, Paul Klee, card making, paper design.

Kandinsky – line, shape and pattern, sewing, collage, Monet, paper engineering.

Year Two

Great Fire of London collage, Victorian decorations, origami.

Birds-eye view, Andy Warhol, Colour mixing, washing and printing, tie-dye, Mother’s day cards. Winter scenes-Avercamp, silhouette.

The seaside; observational drawing, clay models, printing.

Year Three

Observational drawing, Greek vases, collage, Christmas calendars, Christmas tiles.

Patterns, Seurat, card making, journeys.

Roman mosaics, Roman bullas.

Year Four

Portraits, card making Recycling, Nordic decoration.

Mother’s Day cards, shields, Vikings, Anglo-Saxon jewllery.

Papier mache, Bayeux tapestry, Van Gogh, weaving.

YearFive

Monet / Japanese art, Tudor portraits, collage and pomanders, bridge design.

Portraits, still life, William Morris painting.

Matisse, costal collage, clay containers.

YearSix

People in action, L.S. Lowry, war art, “The Big Draw”, willow weaving.

Sculpture, ceramic painting, motif design, Art trip.

Colour wheels, perspective, masks.

(Some topics may change depending on the requirements of Arts’ Week and current Art exhibitions).

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HumanitiesWe teach Humanities at Laxton Junior School because we want our pupils to have an understanding of the world to enable them to take an active place in the society in which we live.

Aims of teaching geography at Laxton Junior School• stimulate pupil’s interest and curiosity in their surroundings, thereby increasing their knowledge and understanding of the changing world in which they exist;

• teach children to ask questions and propose solutions to environmental problems;

• develop children’s competence in geographical skills;

• foster a sense of responsibility for the earth and its finite resources;

• develop a respect and concern for, and an interest in, people throughout the world regardless of culture, race or religion;

• help children acquire and develop skills and confidence to undertake, independently, problem-solving and decision making.

Aims of teaching history at Laxton Junior School• to help pupils develop a sense of identity through learning about the history of Britain, Europe and the World;

• to nurture and encourage an interest in the past;

• to use a knowledge of the past to understand events in the present;

• to introduce pupils to the distinctive methodology of historians;

• to contribute to a pupils knowledge and understanding of countries and cultures;

• to enrich other areas of the curriculum;

• to prepare pupils for adult life.

Humanities curriculum overview



Rec Talk about past and present events in own lives and in the lives of family members. Know about similarities and differences in relation to places, objects, materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another.

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Rec Autumn, weather, harvest, Bonfire night, Diwali, Christmas, Colour.Cycle A : All about me. Stars and Space.Cycle B: Me & my community, Presents.

Winter, Spring, Weather, Easter, Life cycles.Cycle A: Let’s pretend, Traditional tales and rhymes.Cycle B: Dinosaurs.

May Day, Summer, Weather, Plants.Cycle A: Treasure, sand and water.Cycle B: Busy places, out and about.

Year One

Our locality. Hot & cold places, Lights and candles, the Gunpowder plot.

Elizabeth II, homes, clothes, transport, (how things change).

Pond life and water, environment.

Year Two

Great Fire of London , Queen Victoria’s Reign & Empire, Samuel Pepys, Florence Nightingale, Mary Seacole.

Kenya, Oundle, mapping. The Seaside, RNLI, mapping, Grace Darling.

Year Three

Ancient Greeks. Early settlements—life in a village, mapping skills.

Romans, weather and climate.

Year Four

The environment, Scandinavia.

Anglo Saxons, the Vikings. The Normans, volcanoes and earthquakes.

YearFive

Water, The Tudors. Victorians. Transport & traffic,investigating coasts.

YearSix

Britain Since the 1930s – up to WW2, Rivers.

WW2, Mountains,Capital Cities.

Britain Since 1945 – present day, The developing world.

(Current Affairs will be included where appropriate).

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MusicAt Laxton Junior School, our philosophy is: ‘Music for All’!

We recognise that music is an innate part of each of us, helping us to understand ourselves and relate to others. It develops a sense of group identity and togetherness, crossing all barriers of language and culture. As such, music is a powerful, unique form of communication that can change how we feel, think and act. Music brings together intellect and enables personal expression, reflection and emotional development and is therefore a crucial and highly valuable part of education. Therefore, it is our aim to strengthen the relationship between pupil and music, increasing attention to and involvement with music in a conscious and deliberate way.

Visiting music staffA team of peripatetic music teachers delivers almost 250 individual music lessons each week. Regular contact is kept with parents, by instrumental teachers, through practice notebooks and formal reports are delivered twice yearly. The school calendar informs parents of all music activities and important dates.

We have an open door policy whereby parents may sit in on their child’s lesson, if appropriate. The Director of Music is happy to meet with parents informally or formally to discuss their child’s progress or any concern they may have. She is also always available on Parent Conference evenings.

Music activities:Since we recognise that music develops a sense of group identity and togetherness, helping pupils to understand themselves and relate to others, we offer a wide range of musical activities throughout the academic year. These activities usually occur during the lunch hour and / or after school. Any child may join the various ensembles if they have the skills required. Having lessons outside of school is never a bar to these activities.

Activity Intended for

Choirs Senior, Junior, Infant

Orchestra Years 4, 5, 6 competent players, by recommendation

Junior Strings Year 3

Senior Strings Years 5, 6 most able players by invitation

Cello Group By recommendation

Horn Group Horn players

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Activity Intended for

Form 6 Brass Ensemble Year 6



Senior Percussion Ensemble By invitation

Junior Percussion Ensemble By invitation

African Drumming Group By invitation

Beginner’s Recorder Years 3, 4 new players and revision

Aural / Theory Available for children who have music lessons at LJS

Pupils regularly attend lunchtime concerts at Oundle School.

Music examinationsLaxton Junior School is an Associated Board, Trinity and Rock Schoolexamining centre, with occasional entries from Oundle School and the local community.

Theory - LJS children can also take the ABRSM theory examinations.

Performance“Come and play” is a lunchtime informal performance opportunity and usually happens twice or three times each Quarter. Children can play their current piece in a very safe environment which allows them to develop their performance experience, which is especially useful for nervous performers.

There are usually two or three specific music assemblies each Quarter, to which parents are invited. These are a very important platform for young developing musicians. Children are also encouraged to perform at other assemblies. Concerts throughout the year also offer individuals and ensembles an opportunity to perform.

We have regularly performed at the Kettering Eisteddfod, and our children have always been extremely successful.

Crash into Christmas and the Summer Concert are particularly popular events where different ensembles love to perform. Our Choirs sing at services as well as other events.

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The musical yearMichaelmas & Christmas Qtrs


Harvest Festival, Armistice Day, Infant Nativity, Trinity and Rock School, Associated Board Examinations. Crash into Christmas. Carol Service, Whole school service at the School Chapel.Children are encouraged to perform from the moment they join us in Reception class. The Infant Nativity at the end of the Christmas Quarter includes the entire Infant department. Form 1 have the main roles (many of which are speaking and singing parts!), whilst Reception play smaller parts and Form 2 become a supporting choir, as well as giving their own performances on violin and cello.

House Music Competition - Two weeks of heats are held in school to choose finalists for a public final, held in our hall which is adjudicated by an independent adjudicator. Trinity and Rock School, Associated Board Examinations, Eisteddfod, Easter Service.Form 6 Performance.

Summer Concert, Leavers’ Assembly, End Of Year Service, whole school service at the School Chapel.

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Physical educationAt Laxton Junior School it is recognised that PE needs to build upon a child’s natural enthusiasm for movement by expressing and testing themselves in a variety of situations.

Through Physical Education we aim to enable pupils to develop co-ordination, strength, stamina and skilfulness to promote spatial awareness, intelligent reactions to situations and appreciation of physical excellence.

We believe that Physical Education should lead to a sense of well being, a greater understanding of health and fitness, a healthy lifestyle and a feeling of self-confidence. Through the selection of suitably differentiated and developed tasks, it is intended that pupils, irrespective of their innate ability, will enjoy success and be further motivated to develop their individual potential.

Aims of teaching PE at Laxton Junior School• receive regular exercise;

• develop positive attitudes towards participation in physical activity;

• understand what it takes to persevere, succeed, and acknowledge the success of other children;

• become skilful and intelligent performers;

• acquire and develop skills, performing with increasing physical competence and confidence, in a range of physical activities and contexts;

• to discover their own aptitudes and abilities;

• develop good sportsmanship;

• foster self-esteem through the acquisition of physical competence;

• develop self-confidence in understanding personal capabilities.

Areas of physical activity and general aims:

Athletics – To encourage children to participate in, and develop their individual skills in running, throwing and jumping.

Dance – To develop an awareness of the body as a medium for communication and expression, and to appreciate the aesthetic qualities of movement.

Games Skills – To provide the opportunity for children to acquire a variety of games skills and to provide opportunities and practice for children to create their own games, and be introduced to the games that are part of our cultural heritage.

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Gymnastics – To establish skilful control of body movement.

Swimming – To enable children to learn to enjoy being in the water and to be able to swim confidently and have a basic knowledge of personal survival techniques.

Outdoor and Adventure Activities – To develop children’s orienteering and problem-solving skills with an emphasis on building trust and working as a team.

Physical education curriculum overview



Rec Hall familiarisation – using a large space, development of movement vocabulary,exploring the theme of travelling using different parts of the body, swimming.

Ball skills, country dancing,hoops & quoits, gymnastics.swimming.

Country dancing, sports day skills, ball skills, tennis, swimming.

Year One

Ball skills, catching, throwing, rolling, kicking, swimming, gymnastics.

Ball skills, gymnastics, swimming. Country dancing, sports day skills, ball skills, tennis,swimming.

YearTwo

Gymnastics, ball skills, swimming.

Gymnastics, ball skills, swimming. Country dancing, sports day skills, tennis,swimming.

YearThree

PE: Dance, basketball.Girls’ games: Hockey. Boys’ games: Tag rugby.All: Swimming.

Girls’ PE: Gymnastics, football, rugby.Boys’ PE: Gymnastics, hockey.Girls’ games: Netball.Boys’ games: Football.All: Cross country, swimming.

PE: Athletics, tennis.Girls’ games: RoundersBoys’ games: Cricket.All: Swimming.

YearFour

PE: Dance, basketball.Girls’ games: Hockey.Boys’ games: Tag rugby.All: Swimming.


PE: Athletics, tennis.Girls’ games: Rounders.Boys’ games: Cricket.All: Swimming.

YearFive

PE: Dance, basketball.Girls’ games: Hockey.Boys’ games: Rugby.All: Swimming.


PE: Athletics, tennis, cricketGirls’ games: Rounders.Boys’ games: Cricket.All: Swimming.

YearSix

PE: Dance, basketballGirls’ games: Hockey.Boys’ games: Rugby.All:Swimming.


PE: Athletics, tennis, cricket Girls’ games: Rounders.Boys’ games: Cricket.All: Swimming.

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Modern foreign languagesAims:• to deliver an exciting, varied and original curriculum whilst encouraging individual interest in languages;

• to stimulate and develop interest in French, Spanish and other languages;

• to promote key skills through MFL;

• to contribute to spiritual, moral, social and cultural development;

• to overcome potential barriers to learning.

We are keen to encourage understanding of other cultures, in a way that helps prepare our children for the world around them.

In the Infants, we take them on an exciting adventure around the world, dipping into different countries, playing with the various languages and enjoying how colourful our world is. We follow a three year cycle so the children will explore a variety of countries.

In the Juniors, we learn Spanish in Years 3 & 4, enhanced by a voluntary Spanish club. Years 5 & 6 French is taught with the focus on phonics and structure, providing an opportunity for solid groundwork before transferring to their senior schools.

MFL curriculum overview



RecYear OneYear Two

‘Hello’ around the world.Germany.

China.France.

Mexico.Brazil.

Year Three Year Four

Greetings: How are you?What’s your name?How old are you?Colours, numbers 1 -31.Months, days, date.Birthday, Christmas.

Pets, brothers & sisters.Where do you live?My town.Left or right? School, my schoolrooms, classrooms.

Alphabet.Telling the time.Weather.Numbers 40-200.Likes & dislikes.

YearFive

En Ville.Faire les achats.

Le Temps.A l’école.

Project: Ma famille.En vacances.

Year Six Selfies: Media project.Chez moi.

Film study: Le petite Nicolas.Comment tu t’amuses

Les vacances.Project: Trip review

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Learning support - every child mattersAt Laxton Junior School we subscribe to the policy that “Every child matters” and as such, children with a barrier to learning receive support to enable them to access all aspects of the curriculum as any other child.

As an independent establishment we are able to identify, evaluate and use the better recommendations that emanate from the various Government proposals/Acts and we fully adhere to and focus on the Standards from ISI (Independent Schools Inspectorate). The range and degree of barriers to learning that might be found in a typical class can be considerable. If a child has significant problems that hinder or prevent him/her from benefiting from the normal education provided for the majority of his/her peers then that child has a learning difficulty or is not reaching their potential.

N.B. This definition of learning difficulty does not apply to pupils who have learning problems solely because his/her first language is different from the language in which he/she will receive his/her education. A child who has a learning difficulty which requires special educational provision is said to have some learning support.

Our Learning Support Department aims to:

• ensure entitlement and access for Specific Learning Difficulty (SpLD) pupils to high quality learning within a broad, balanced and relevant curriculum using many different approaches which include;

• identification in KS1 of potential problems and in-class, small group support to give early support;

• rolling conferences with parents so that together agreement is reached and further investigation is undertaken with full parental support;

• advice to refer on to external professionals;

• individual plans to reasonably follow any advice suggested in professional reports;

• use of ‘cutting edge’ scientific research to identify best available resources to remediate where possible any barriers to learning;

• educate pupils with Specific Learning Difficulties, wherever possible, alongside their peers within the normal curriculum, after giving due consideration to the appropriate wishes of their parents and the necessity to meet individual needs which can include:

• differentiated work to maintain good self esteem;

• timetabled small group withdrawal and/or regular weekly one to one sessions;

• stimulate and/or maintain pupil curiosity, interest and enjoyment in their education alongside their peers and to a similar degree;

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• enable Specific Learning Difficulty pupils to be familiar with a body of knowledge, skills, principles and vocabulary in order for them to lead full and productive lives.

Mrs Louise Cooper, the Head of Learning Support, leads the Learning Support Department at Laxton Junior School and is assisted by full-time and part time Learning Support Teachers. Any school concerns regarding your child’s learning will be raised in the first instance by your child’s teacher who will then refer you to Mrs Cooper; she is easily accessible for discussion. Should you have concerns, please approach your child’s teacher in the first instance and after discussion you will be referred to Learning Support if it is considered by you both to be appropriate.

If, however, your child is already receiving support then Mrs Cooper is always available and happy to discuss any pertinent issues.

Prep policyParental help and support of a child’s learning at Laxton Junior School is of paramount importance to us. From Reception onwards, all pupils will be required to undertake some learning at home during the week. All formal prep is designed to enhance the learning undertaken during the school day and staff are required to ensure that prep is relevant, appropriate and of sufficient challenge.

Reading at home is an essential aspect of our Prep Policy. All pupils from Reception onwards follow the school reading scheme. Once a child is an independent reader, they will choose their own reading books from our Library. Even at this point, however, it is important for each child to read aloud and discuss all that they have read.

PurposeInstructional prep is generally assigned for one of four purposes:

• Practice: the most common type, is assigned to reinforce material presented in the classroom and to help children master individual skills;

• Preparation: is assigned to introduce children to material the teacher will present in the future;

• Extension: asks children to apply previously learned skills to different contexts;

• Integration: requires children to produce a product, such as a social studies project, by applying multiple skills.

Non-instructional prep, includes three subcategories:

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• prep assigned for personal development is intended to help children improve behavioral skills, such as time management or self-confidence;

• prep assigned to improve communication between parents and their children is identified as parent-child relations prep, such as developing a family tree;

• peer interaction prep is assigned to more than one child in an effort to build and develop team-working skills.

Any prep set at Laxton Junior School will always meet one, or indeed some, of these criteria.

The early years Foundation Stage and Key Stage One (Rec – Y2)In the EYFS and Key Stage One, pupils will be set a small amount of prep designed to develop core skills. This will include the requirement for pupils to read at home. Indeed, in this area of the school, it is vital that pupils work on their reading skills, reading regularly to an adult and discussing content. Each week, pupils will be expected to undertake the following tasks at home:

Reception

Reading – pupils should be heard to read for five to ten minutes at a time. Parents should make a record of reading sessions in the Reading Record Book. Children will also bring home phonic activities and games and there may be some number work as the year progresses.

Year 1

In addition to regular reading at home, pupils will be set weekly spellings. Generally, these will be designed to develop an understanding of spelling patterns. Children may also bring home phonic activities and games and there may be some number work as the year progresses.

Year 2

In addition to reading and spellings, pupils will be required to spend some time each week learning times tables as directed by the class teacher. They will also be set a weekly prep focusing on the children’s learning across the curriculum.

Key Stage Two (Years 3 – 6)In Key Stage Two, pupils are expected to undertake some prep each evening. During Years 3 and 4 the focus remains on the reinforcement of core skills and, as pupils move into Years 5 and 6 there is an increasing emphasis on the development of independent research skills, which will help children to prepare for the expectations of their senior school. While parental input remains perfectly acceptable, it is important that pupils learn to carry out such learning on their own.

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Each week, pupils will be expected to undertake the following tasks at home:

Years 3 and 4

Pupils should continue to read aloud at home and be given the opportunity to discuss the content of what they have read. In addition, they will be set spellings and times tables, along with two formal preps in year 3 and three in year 4, each week. These preps will have a bias towards the core subjects but children will also have the opportunity to extend their learning across other curriculum areas through the formal preps.

Year 5

Pupils should be encouraged to read as they work towards becoming wholly independent readers. Weekly spellings will still be set, along with four formal preps embracing all aspects of the curriculum; once again there will be a bias towards the core subjects but children will also have the opportunity to extend their learning across other curriculum areas through the formal preps.

Year 6

Pupils should be encouraged to read as they work towards becoming wholly independent readers. Weekly spellings will still be set, along with five formal preps embracing all aspects of the curriculum; once again there will be a bias towards the core subjects particularly in the Michaelmas and Christmas Quarters. After the entrance examinations, prep will encompass other curriculum areas.

Learning Support

Children receiving any form of learning support may receive prep in addition to that stated above. All prep is carefully monitored and if a child is struggling with their workload we will liaise with parents to ensure that a child’s prep schedule is appropriate.

Formal Prep will not be set:

• if the class misses the lesson during which the prep is set e.g. the class is out of school on a visit or outing;

• when Clubs finish at the end of Quarter;

• during a holiday.

We firmly believe that half-term holidays should be a holiday and that, as such, prep will not be set. However, reading will be recommended as an important activity for all holidays. October half-term in Year 6 may be an exception, as will be the case for children who require additional learning. During the Christmas holidays in Year 6, the children will be sent home with a revision timetable, suggested revision, practice papers and anything else that will keep them “on the boil” ready for their Entrance Examinations the following January and February.

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Completed prep should be handed in to the appropriate member of staff by the deadline set.

Contact Books and Prep Diaries

From Year Two onwards children are responsible for writing down their prep in their Contact Book or Prep Diary. Members of staff will generally write the prep on the board, but may not be able to inspect each planner at the end of the lesson. It is vital that parents reinforce the necessity for pupils to take responsibility for recording their own prep. Form Teachers check planners on a weekly basis and will remind pupils of their obligation.

Educational visitsEducational visits are activities arranged by or on behalf of the school, and which take place outside the school grounds. The governors and teaching staff believe that off-site activities can supplement and enrich the curriculum of the school by providing experiences, which would otherwise be impossible. Most off-site activities should serve an educational purpose, enhancing and enriching our children’s learning experiences. Some off-site activities are just for fun!

In our policy we seek to establish a clear and coherent structure for the planning and evaluation of our educational visits, and to ensure that any risks are managed and kept to a minimum, for the safety and health of all pupils at all times. Within these limits we seek to make our visits available to all pupils, and wherever possible to make them accessible to those with disabilities. The visits usually take place within the school day, but can sometimes involve a late return or last a few days.

Aims:The aims of our educational visits are to:

• enhance curricular and recreational opportunities for our pupils;

• provide a wider range of experiences for our pupils than could be provided on the school site alone;

• promote the independence of our children as learners, and enable them to grow and develop in new learning environments.

These visits begin with short excursions into the local area in the Early Years, and progress to a residential experience towards the end of Key Stage 2.

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Examples of visits

Reception – Our locality; Theatre trip; Stibbington.

Year One – Oundle Museum; St Peter’s Church; Barnwell Park; Theatre trip.

Year Two – Victorian Day; Out and about in Oundle; Whipsnade Zoo; Theatre trip; RNLI volunteer visits

Year Three – Frontier Center; Stibbington; the Theatre; Ely Cathedral; Cripps Library; Flag Fen.

Year Four – Jorvik Viking Centre and Dig, York; the Theatre; Mountfitchet Castle, Ameycespa re-cycling centre; Candlemas at St Peters Church.

Year Five – Sulgrave Manor; Bushcraft residential trip; Theatre trip; Peterborough Mosque; St Peter’s Church; Grafham Water.

Year Six – Imperial War Museum, Duxford; Burghley House; Woolsthorpe Manor; the Theatre; Residential Trip to France.

Whole School – The whole school goes out at the end of the Trinity Quarter for a day trip.Each year group usually goes to a different place of relevant interest.

Laxton Junior School, East Road, Oundle, PE8 4BX

T: 01832 277159 E: [email protected]

www.laxtonjunior.org.uk

laxton junior curriculum handbook

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