THE CURRICULUM 2016-2017

Every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The school curriculum comprises all learning and other experiences that the school plans for its pupils. The national curriculum is one part of the school curriculum.

Children in key stage 1 and 2 at Kingfield Primary School follow the requirements of the National Curriculum (2014)which is structured but flexible enough to help children to acquire the knowledge and skills relevant to the needs of a fast changing society. We aim to provide a balanced and broadly based curriculum which meets individual requirements according to children's age, ability and aptitude so that all are working to their potential. The children learn through a balance of class, group and individual teaching. Teaching contact time per week is 21.25 hours, excluding registration, playtime and dinner time.

There is a great emphasis on the National Curriculum core subjects, English, Maths and Science. Religious Education is taught as a separate subject and we ensure a balanced and broadly based curriculum by covering the foundation subjects of History, Geography, Art and Design,Computing, Design and Technology, Music, Languages and Physical Education. We also teach Personal, Social, Health and Citizenship (PSHCE). These are taught through carefully planned schemes of work. The time spent on subject areas is allocated through detailed planning. Each child's progress is continually monitored and recorded to ensure work is matched to their differing abilities.

ENGLISH

At Kingfield Primary School we are committed to the high attainment of pupils in English. Through the study and use of the English language pupils at our school will learn to communicate effectively in speech and writing, and listen with understanding across a wide range of situations. They will be able to express themselves creatively and imaginatively as they become enthusiastic and critical readers of stories, poetry and drama, as well as of non-fiction and media texts. Children will gain an understanding of how language works by looking at its patterns, structures and origins through the rigorous teaching of phonics, spelling, grammar and punctuation.

The acquisition of effective language skills is crucial if children are to develop into effective members of their own communities, the world of work, and of society in general. Since English is integral to the learning process throughout the curriculum, it follows that whenever anything is being taught or learned there is a potential for developing a child’s language and written skills.

Our aims are to teach children to speak clearly and fluently within a range of different contexts and audiences, making formal presentations and participating in debate; to develop enthusiastic readers who read easily, fluently and with good understanding, through contact with challenging, classic and substantial texts; to foster the enjoyment of writing, for a range of audiences and purposes; to encourage meaningful writing, with the correct use of spelling, accurate punctuation, knowledge of grammar and legible handwriting.

We teach phonics everyday in school and start in the nursery. We follow 'Letters and Sounds' programme and also supplement this with Jolly Phonics scheme. More information on Letters and Sounds can be found at http://www.letters-and-sounds.com/  and information about Jolly Phonics can be found at http://jollylearning.co.uk/. Please also look at Blackbird Class Page for information about how we teach phonics using Jolly Phonics. All staff have received training on teaching phonics.

Every child brings home a reading book every day and is expected to read at home and have their reading record book signed. We use a colour  book banded system and the children progress through the coloured book bands as their reading develops.  Every child participates in guided reading with the classteacher once a week, when they are taught specific reading skills. Every day children are involved in guided reading activities.

 

MATHEMATICS

Please see page entitled 'Maths at Kingfield School' to discover more about our exciting mathematics curriculum.

 

 

 SCIENCE

Kingfield ensures that a high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. All pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

 

COMPUTING

The school has excellent IT facilities inclusing a purpose built Learning Zone with desktop computers and net books. All classes have access to net books, laptops, learn pads and ipads.

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

 

HISTORY

The national curriculum for history aims to ensure that all pupils:

Know and understand the history of these islands as a coherent, chronological narrative from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world;

Know and understand significant aspects of the history of the wider world, the nature of ancient civilisations, the expansion and dissolution of empires, characteristic features of past and non-European societies, achievements and follies of mankind;

Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.

Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create their own structured accounts, including written narratives and analyses;

Understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed;

Gain historical perspectives by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history, between cultural, economic, military, political, religious and social history and between short and long term timescales.

 

GEOGRAPHY

The national curriculum for geography aims to ensure that all pupils:

Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes;

Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time;

Are competent in the geographical skills needed to;

  1. Collect, analyse and communicate with a range of data gathered through experiences of field work that deepen their understanding of geographical processes.
  2. Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and digital maps.
  3. Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

 

MUSIC

Music is an integral part of the children's learning and experience at Kingfield.  Primarily, in lessons, children are encouraged to enjoy and experience a broad range of musical styles through listening, singing, composing and playing. Through music and sound we enable the children to communicate and explore ideas, emotions and feelings.  Our new well being centre gives us a fantastic location to develop our learning where children are introduced to a wide range of percussion instruments as well as their voices to make their music.   In Years 2 and 3, children learn the basics of playing the recorder whilst in Year Five, they are introduced to the violin.  Children also learn about some of the great composers and reflect on their impact on music through the centuries.

Music also features heavily in assemblies - as we sing together as a community and often reflect through listening to music.  In class times, songs and chants support daily learning as well as contributing significantly to performances.  Our choirs have been heavily involved in local and national singing events and we run recorder groups and peripatetic piano lessons.

 

PHYSICAL EDUCATION

The aim of physical education is to build on children's natural basic movement patterns, helping them to control their bodies and develop skills through gymnastics, games and dance. Children are encouraged to plan and perform a range of simple actions and linked movements in response to a variety of stimuli.

All children must have a complete PE kit ( indoor and outdoor kit) in school at all times. 

Swimming Children in Year 3  have the opportunity to go swimming at Woking's 'Pool in the Park'. 

DESIGN TECHNOLOGY

Design and technology should be an inspiring, rigorous and practical subject. Through design and technology our pupils will be learning to:

  • design purposeful, functional, appealing products for themselves and other users based on design criteria;  communicating their ideas through talking, drawing, templates, mock ups and, where appropriate, information and communication technology
  • make their designs, using a wide range of tools and equipment
  • evaluate their ideas and products against design criteria. At Key stage 2 pupils will also be taught how key events and individuals in design and technology have helped shape the world
  • Use technical knowledge to improve their products(at Key stage 2 pupils will be expected to apply their understanding of computing to program, monitor and control their product)
  • cook and apply the principles of nutrition and healthy eating; understanding where food comes from

ART AND DESIGN

Our art and design curriculum aims to engage, inspire and challenge all our pupils.

Pupils will be learning to:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • understand the historical and cultural development of their art forms; learning about great artists, craft makers and designers

LANGUAGES

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.

In key stage 2 all children learn french through inspiring and interactive lessons.

RELIGIOUS EDUCATION

We follow Surrey's Agreed Syllabus for Religious Education. Children learn about Christianity and aspects of Jewish and Islamic faiths. They are introduced to Bible stories and celebrate the main Christian religious festivals. We aim to enable the children to become aware of different world religions. The children will gain knowledge and understanding of religions and be encouraged to explore, reflect on and respond to religious beliefs, values and experiences.

We have daily school assemblies which are broadly Christian, including a specific time for identified worship, where children have the opportunity to reflect on spiritual and moral issues. If, for religious reasons, you do not wish your child to participate in these assemblies, please inform the school to discuss the alternative provision required.

PERSONAL, SOCIAL, HEALTH & CITIZENSHIP EDUCATION (PSCHE)

PSCHE helps give pupils the knowledge, skills and understanding they need to lead confident, healthy and independent lives. Citizenship teaching is complemented by visits from agencies such as the Police, Fire Service, Road Safety Team and the school nurse.

We also encourage a positive self identity in each child through curriculum activities that reflect a multicultural society and where the children will learn how to respect themselves and others, as well as acquire the confidence and skills necessary to move on to the next school. Attention is drawn to the part they can play in their local community.

Special Needs

All children share the right to a broad and balanced curriculum. The policy of the school is to identify all children with special needs and, through assessment, ensure that the right strategies for learning are implemented. Children who experience specific difficulties are provided with small group or individual support. The school follows the Code of Practice in all formal procedures.

Disability and Equality

Kingfield School is an all inclusive school and the admission policy sets out arrangements for application.

The School is easily accessed through the main entrance asit is a ground level site.

At Kingfield School we work actively to promote equality and foster positive attitudes. We do this by:

  • Strong liaison with parents
  • Inclusion for all, responding to their personal needs
  • Personal,Social and health education

We would look to increase future access through provision of rampsat outside classroom doors and to the dinning room allowing parents and carers to access the school easily. Kingfield has an open door policy which enables parents to be confident that their children will achieve in an inclusive and supportive school community.

Parental Involvement

We work closely with parents and many are involved in school activities-some go swimming with the children, others arrange with class teachers to help them in various ways such as cooking, reading and sewing. If you would like to help in some way please contact us.

We have a home-school agreement which states how we work together for the benefit of your child. Homework is set regularly and this differs according to your child's year group. If you have any concerns regarding your child please contact your child's teacher in the first instance or, if necessary, the Headteacher.

Charging

Charges for trips  are requested on a voluntary basis but unless adequate funding is received to meet the relevant costs the trip/activity would have to be cancelled. This is because of the limited budget given to the school. However, if anyone has financial difficulty they are invited to discuss the situation with the Head in confidence. No child would be excluded because of financial difficulty.

If you have a serious complaint please address it first to the Headteacher who will inform you of the official complaints procedure if it is necessary.