Curriculum Statement 2016
Curriculum Provision at Great Kimble Church of England Primary School
Our curriculum is underpinned by the National Curriculum (2014). Staff and Governors at Great Kimble School are passionately committed to sharing the joy of learning and to ensure that all children have a wonderful start to their school life. The school judges its curriculum to be outstanding, as it takes into account what the children would like to learn. A variety of methods are used to ensure the curriculum is imaginative, including special weeks, visits and visitors. We strongly believe that our exciting curriculum leads to high academic achievements as well as excellent behaviour, attendance and attitudes to learning.
We place a strong emphasis on the development of the basic skills necessary to be confident independent learners. The values of Forgiveness, Respect, Thankfulness and Endurance underpin all that we do. Additionally staff and governors have agreed specific curriculum drivers as follows:
- To extend the world of possibilities for our pupils, widening their horizons and encouraging them to achieve the very best they can be, academically, socially and spiritually;
- To develop in our pupils understanding and respect for fellow pupils, their situations and abilities, whilst developing a positive sense of well- being which will enable them to contribute to society whilst meeting the demands of everyday life;
- To develop in pupils a sense of community where they feel valued and secure, not only in their school community and village community but developing a sense of their belonging to the wider world community too.
We believe that our rigorous, well planned curriculum, delivered by dedicated and excellent staff, enables our pupils to be well rounded, empathetic young people who understand the importance of making the right choice.
Religious Education is delivered through the Buckinghamshire Agreed Syllabus, using a current programme from the Oxford Diocese.
The curriculum at Great Kimble Church of England Primary School aims to:
- Apply themselves to a variety of tasks and physical skills
- Acquire knowledge, skills and attitude relevant to their future lives in a fast changing world
- Develop growing respect for religious and moral values and an understanding of other races, religions and ways of life
- Develop spiritually, demonstrating an ability to appreciate and reflect on the beauty and wonder of the created world.
- Learn to display respect and courtesy for each other and the wider community, whilst upholding British Values
- Appreciate past and present human achievements and aspirations
- Develop self-confidence in order to reach their full potential in all areas of life.
- Apply themselves to a variety of tasks and physical skills, including regular Physical Education (PE) activities
- Use the local environment and community
- Support children in developing skills of perseverance, resilience and tolerance and use these to observe, question and think
Learning to read at Great Kimble School
At Great Kimble we strive to address the different strands of learning which must take place to ensure effective reading. The children begin these processes on entering the Reception class.
In order to access the printed or written word, children need to have knowledge of letters and the sounds which they represent. At Great Kimble we follow the ‘Letters and Sounds’ approach.
In their nurseries and pre-schools children begin by working on general sound discrimination tasks. This is referred to as Phase 1 of the Letters and Sounds approach to phonics which we use here at Kimble. It provides a vital foundation for reading as it teaches children to be able to distinguish between fine differences in sound. This skill can then be applied to reading skills. For some, this will continue when they arrive in Reception, whilst others will show their readiness to move on to specific letters and sounds. This is referred to as Phase 2.
Phase 2 phonics involves the children learning most of the consonant sounds and all the short vowel sounds. They move on to blending these sounds to make simple words such as j-a-m.
At Phase 3, children extend the range of letters and sounds they know. They now learn the last of the consonants and their sounds. They also learn consonant digraphs such as ‘ch’, ‘th’ or ‘sh’ and long vowels (digraphs and trigraphs) such as ‘igh’ which of course makes an ‘I’ sound or ‘ai’ which makes the ‘a’ sound. They continue to blend to make simple words.
At Phase 4 children learn how to use all of the letters and sounds they have so far mastered to make more complex words, including polysyllabic words.
At Phase 5 children learn more ways of making consonant vowel sounds. These sounds will already be known to the children but they will learn different representations of them, for example, in Phase 3 ‘ai’ is learnt as the long ‘a’ sound. At Phase 5, children also learn that ‘ay’ makes a long a sound and so does a-e as in cake.
At each of these phases, children also learn specific key words and tricky words. These must be sight read as they occur frequently in early reading books. Sometimes, these words cannot be read phonically at all and sometimes, the children do not have the knowledge to decode them phonically yet. They just need to be learnt. This is why children in the Reception class bring home words which they need to learn. The importance of parental support in this task cannot be overstated.
During the first year of reception, children also bring home ‘fish’ sounds which again we expect parents to support them in learning.
In Reception, children often begin their reading adventures with books which have no text in them. This process is targeted at another strand of learning for effective reading. Children discuss the pictures, they describe what they see and begin to pick out the characters. They learn how to describe the story and to make predictions about forthcoming events. They are introduced to language such as ‘the beginning’, ‘the middle’, ‘the ending’ and ‘character’.
The books which are available to our children are banded with colours and provide a steady progression of challenge for the learner. Broadly speaking they follow the phases of ‘Letters and Sounds’ and provide an opportunity for children to practise and apply their phonic knowledge and skills. In addition to this they develop the children’s understanding of fiction and non-fiction. At Great Kimble we provide a book mark which corresponds to the reading colour band for each child. This book mark supports parents and helpers in asking the right questions to encourage reading for meaning and also the identification of key features of text, both in fiction and in non-fiction.
At Great Kimble, we endeavour to hear individual children read regularly and to provide parents with helpful comments which will assist in supporting their children. In addition to this we organise children according to need and hear them read in groups. Progress is monitored carefully with the use of targeted learning objectives and the aim is to develop confidence, understanding and technical ability in reading aloud. With skilful questioning, the children are guided to develop reading ability, not just in decoding and expression, but also, particularly at the higher levels, in higher level reading skills such as inference and deduction. Children who are reading at higher levels are also challenged with comprehension tasks during their independent learning time.
When children arrive in school, there is so much for them to learn in so many respects. It is not unusual for some children to be in need of extra input to help them to progress with their reading. There are different interventions which can be given in these circumstances.
Where children are not learning their key words quickly enough, they are given the opportunity to do precision monitoring with one of our skilful TAs. This involves rapid sight reading of a few key words until they are secure and then the words are duly changed for new ones. This occurs daily and really makes a difference to the fluency of a child’s reading.
Where a child is struggling with the decoding aspect of reading, this, is in the first instance, is addressed by careful grouping of children for phonics learning which takes place daily for all children and is a discrete unit of learning.
Where the need is more complex, children are given the opportunity to do the ‘Reading Recovery’ programme which is a more holistic approach, supporting the children to apply phonics and derive understanding of texts.
Both of these interventions are delivered on a one-to-one basis and monitored for effectiveness regularly.
At Great Kimble, we pride ourselves on achieving good outcomes in reading for our children. But we appreciate that reading is not just a functional necessity of our society. We also strive to encourage the enjoyment of reading. For this purpose, we review the content of book stock in the library and encourage children to try new books. Children at Great Kimble have the opportunity, once a week, to engage in ‘Library Time’. This is when they share the books which they have chosen from the library and make recommendations to their classmates. We showcase one book from each class every week and the reader and book are photographed and put on display along with the reader’s reason for recommendation. These are kept in a file for children to access should they be unsure of what book they might like. Friends of Kimble often make helpful suggestions about good books to have in the library: please do make your suggestions known so we can keep books current.
Reading at home
Please can we urge you to listen to your child read EVERY night, even if you can only spare 5 minutes? Whilst most parents are excellent at undertaking nightly reading when their child is a beginner reader, we do find that as pupils become more fluent parental input in the reading process can lessen. In order to help support you in this really important activity, your child should have a colour band book-mark to suggest some of the questions to ask and the points we need to ensure each child covers in order to be a good reader in every sense of the word. If your child hasn’t brought home a book-mark, please contact the class teacher to request one. We honestly believe that this is a school/home partnership – we will endeavour to do our best but we need you to work with us! Whilst we appreciate that many children are reading a wealth of books, with a wide range of genre, at home, the reading of the school book allows us to ensure that new vocabulary is understood, and that pupils are linking their reading to their writing. Thank you.
Reading is a great source of joy and learning. It is our mission to provide the children who come through our doors with the technical and cognitive ability to access a whole world of stories, ideas and information and to foster a love of books which will continue throughout their lives. In this mission, we are conscious of the need to involve you as parents and carers. We hope that this information will support you in the vital role which you play in your child’s journey to success and enjoyment in reading a whole range of texts.
The new curriculum aims to teach children the following essential skills:
- To know and use numbers
- To add and subtract, multiply and divide
- To use fractions
- To understand the properties of shapes, both 2D and 3D
- To describe position, direction and movement
- To use measures
- To use statistics
- To use algebra
The school uses a range of methods to support pupils’ developing calculation skills. We ensure there is a Maths workshop for parents annually to go through these different methods: we are currently writing a page for this website to help you. Until this page is ready, please ask Mrs Jeffs at Reception if you would like any further information.
Our calculation policies for each year group can be accessed by clicking on these links: Foundation Stage
If you would like more general information about Buckinghamshire County Council’s Local Offer, please go to the Bucks Family Information Service website. You will also find our school Local Offer on this site along with the general information about the school.
If you wish to read our SEN Information Report you will find the latest version of this available for download on our policies page.
Physical Education (PE)
We try to ensure that your child undertakes at least two hours of physical activities a week. During the winter months we run round the cross country track, so trainers are essential. Please do write your child’s name inside their trainers, as keeping track of children’s belongings is becoming a full time job!
PE takes place on Tuesdays, Wednesdays, Thursdays and Fridays, so kit is needed throughout the week. If your child takes their kit home after a sports club please ensure that it is returned the following day. Track suit bottoms are essential – although the sky can be blue, the wind factor at Kimble needs to be taken into account.
Reception pupils also have regular ‘physical’ sessions, so it is essential that your child has shorts, T-shirt, sweatshirt (preferably not the one they wear in the classroom) and plimsolls or trainers in school all the time. When the colder weather is here jogging bottoms are also required. Marking of PE kit is essential – plimsolls, trainers, T-shirt, shorts etc. Each year our lost property box is empty in September but overflowing by October and we are unable to return items to their owner without your support. If you have second hand uniform, please do make sure your own child’s name is clearly written over the top of the previous owner. Thank you.
The school participates in both the Princes Risborough Liaison Group sports and also Haddenham Area Schools Sports Partnership. This allows all of our pupils a chance to be engaged in competitive sports with a wide range of children their age.
|Government Sport Premium Funding|
|The Government has provided each school additional funding in the form of a Sports Premium Grant and this has enabled us to improve our sports provision as Great Kimble in mnay ways. Each year we report on the impact and spending of this grant and our last two reports can be found by clicking the links below:
Sports Premium 2016-17
Design and Technology
Part of Design and Technology is Cookery
We continue to be very grateful to Mrs Brooker for leading our cookery programme in school. We now have a recipe page on our website to allow you to continue to make these delicious goodies at home. This term so far the children have made Tomato and sweetcorn soup, tomato chutney, marmalade, pumpkin cake, pear and chocolate tart, vegetable curry and journey cakes.
In addition to the fantastic end result, the children also practise their maths skills for weighing and measuring, improve their fine motor skills through many of the cooking skills, and also learn where much of their food is grown.
Click here to view Great Kimble School Recipes
In our curriculum we aim to help children do the following:
- Think independently and raise questions about working scientifically and the knowledge and skills that it brings
- Grow in confidence and competence in a wide range of practical skills, taking the initiative in planning and carrying out investigations
- Gain excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations
- Undertake practical work in a variety of contexts, including fieldwork
- Develop a passion for science and its application in past, present and future technologies
Developing a Home Scientist!
Perhaps you would like to try the following experiments with your child at home!
Taste Testing Without Smell
We all know that some foods taste better than others but what gives us the ability to experience all these unique flavours? This simple experiment shows that there’s a lot more to taste than you might have first thought.
What you’ll need:
- A small piece of peeled potato
- A small piece of peeled apple (same shape as the potato so you can’t tell the difference)
1.Close your eyes and mix up the piece of potato and the piece of apple so you don’t know which is which.
2.Hold your nose and eat each piece, can you tell the difference?
Holding your nose while tasting the potato and apple makes it hard to tell the difference between the two. Your nose and mouth are connected through the same airway which means that you taste and smell foods at the same time. Your sense of taste can recognize salty, sweet, bitter and sour but when you combine this with your sense of smell you can recognize many other individual ‘tastes’. Take away your smell (and sight) and you limit your brain’s ability to tell the difference between certain foods.
Design and Test a Parachute
Learn about air resistance while making an awesome parachute! Design one that can fall slowly to the ground before putting it to the test, making modifications as you go.
What you’ll need:
- A plastic bag or light material
- A small object to act as the weight, a little action figure would be perfect
1.Cut out a large square from your plastic bag or material.
2.Trim the edges so it looks like an octagon (an eight sided shape).
3.Cut a small whole near the edge of each side.
4.Attach 8 pieces of string of the same length to each of the holes.
5.Tie the pieces of string to the object you are using as a weight.
6.Use a chair or find a high spot to drop your parachute and test how well it worked, remember that you want it to drop as slow as possible.
Hopefully your parachute will descend slowly to the ground, giving your weight a comfortable landing. When you release the parachute the weight pulls down on the strings and opens up a large surface area of material that uses air resistance to slow it down. The larger the surface area the more air resistance and the slower the parachute will drop.
Cutting a small hole in the middle of the parachute will allow air to slowly pass through it rather than spilling out over one side, this should help the parachute fall straighter.
Purple Mash is a new creative online resource for primary schools. It provides children with full access to the suite of Online Tools, 2Paint Projects, Simple City, 2Type, Maths Games 2Investigate online, create a 3D Game using 2DIY3D and so much more! Your child now has access to this resource – it is free for them to use at home as we have paid the subscription here at school. Their user name and password is in the back of their yellow reading record. In order for children to use this at home, open your Internet browser and type http://mashlogin.com/great-hp17. When your child clicks on it they will be asked to enter their username and password. It is an excellent resource, fun and educational.
Homework (Please see our Home Learning Page too)
If your child is in Year One or Two they will begin to bring home either Maths or English homework on a Friday. This academic year we have introduced learning logs to allow your child greater flexibility in the way they respond to the given task. Although each child is expected to do a minimum of 30 minutes homework, if it is a subject that interests your child and they want to continue to carry on the research during the week this log enables them to do this. It also allows for a more creative response than previously. Many young children benefit from tackling their homework in 2 x 15 minute slots. We offer homework as a means of reinforcing learning, and also to enable you to see the type of work your child is undertaking in class. It is incredibly helpful if you support your child by ensuring that they have a quiet place in which to work – we recommend there is no television on in the background. Take time to set up a good routine, as homework is part of your child’s school life and it is much easier if you set your boundaries now!
If your child initially wants your support, that is fine. It is very helpful if you give staff an indication of the length of time taken to complete the work – no child should be sat doing their homework for more than 30 minutes at a stretch. If your child is concentrating well and you find you have gone past half an hour, please just stop at that point and initial where your child has reached. If they are happy to return to this another day, then fine. If not, provided they have worked for half an hour they have fulfilled our expectation. Your comments on their ability to undertake the given task feeds into our future planning. Homework needs to be returned by the following THURSDAY at the latest – it is each child’s responsibility to take their homework out of their book bag and give to the class teacher.
Most Fridays your children will also bring back spellings alongside their piece of English or Maths homework. There are many different ways to approach a spelling list – saying them, covering them, writing them, checking the words, putting the words in sentences, making up chants to name a few. Children are individuals and learn in a multitude of ways. However, regular reinforcement is key so once you think they know them, please do remember to keep on checking.
It is really worth while setting up good homework practice at this time, because children engage in homework throughout the rest of their school career. Please help them to find a quiet area (no television screen in their sight line), preferably a desk/table and chair, and agree the time to be spent. Give lots of praise for effort, and for applying themselves to the task. If your child feels that something is challenging, acknowledge that they may not be able to do this easily YET, but with practise it will become much easier. Try to discourage distraction techniques such as going to the toilet, needing a drink etc!
The Prevent Duty
Recently the DfE has reinforced the need to ‘create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.’ Diversity is one of our curriculum drivers. We actively promote diversity through our celebrations of different faiths and cultures. Religious education lessons and PSHE (Personal, Social and Health Education) lessons reinforce messages of respect and tolerance for others. Our daily collective worship, whilst mostly Christian, reinforces our values of thankfulness, forgiveness, respect and endurance. Members of different faiths and religions are encouraged to share their knowledge to enhance learning within school. Additionally we promote fundamental British Values through:
- Democracy: we listen to pupil and parent voice. Our school values make it clear that children are expected to take into account the views of others. We have a school council: each child on the school council is voted in by their class.
- The Rule of Law: children are taught the difference between right and wrong, and taught the reasons behind our expectations and rules. They are taught to make the correct choice.
- Individual Liberty: children are actively encouraged to make choices knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make informed choices. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely for example through our e safety and PSHE lessons.
- Mutual Respect: Respect is one of our 4 school values: children are taught that their behaviour has an impact on others, and that we should treat everyone as we would like to be treated ourselves.
- Tolerance of those of different faiths and beliefs: our programme of collective worship includes Bible readings, prayers and songs. Additionally our collective worship celebrates the major festivals of other religions: pupils of other faiths are encouraged to talk within our worship about their own experiences. Our programme is designed to help pupils become aware of the multicultural world in which they live.
Philosophy for Children
At Great Kimble School we believe in a growth mindset. This is where children are encouraged to see changing their mind, looking at things afresh and being willing to have a go as more important than getting things right first time.
Thinking philosophically helps children to consider questions that involve the words what? where? how? Why? It is about encouraging children to reason, explain their thinking, listen and build on the ideas of others. The questions have many answers and no ‘right’ answer. The teachers introduce a question through a range of stimuli, and the children lead the dialogue, with the teacher asking questions which encourage pupils to think more deeply and challenge their own and other’s assumptions. It helps to develop manners, with lots of turn taking and reflecting on others’ points of view.
We sit in a circle so that all children can be seen and heard equally. Children are allowed to change their mind through thought, discussion and reflection. The teacher’s role remains one of a learner, never giving an answer but just checking what a child has said and asking if anyone else would like to comment on that. We also teach children the language of disagreement: I have listened to your point of view but I think……………………..Our hope is that through our weekly Philosophy focus we will be encouraging our children to develop an interest in puzzling and challenging questions, and that they will become more enquiring about life generally. It also compliments our school ethos of respecting the opinions of others, valuing others even though they may hold a different opinion, and appreciating the joy of learning.
In order to share all that is going on at school with you, I asked Mr Wilson to give some further information about Karate as part of our curriculum. Please find this below:
Seido Karate is a traditional style of karate founded by Kaicho ( Grandmaster) Nakamura in 1976. We established Seido Karate in the UK nearly 30 years ago. Stuart Wilson has been studying this martial art since 1985 and is a 4th degree black belt. Seido means “sincere way” and Kaicho’s vision was that karate should be inclusive of everyone whatever their age or ability and should be used as a means of developing good characters who make a positive contribution within their communities.
As well as having 5 clubs locally and others in London and Kent, we also have programmes for young people with learning and physical difficulties. We started our schools programme about 5 years ago and now teach all age groups across all key stages in a number of schools in South Bucks.
At Great Kimble our aim is to teach the basics of Karate in a friendly, supportive atmosphere. The children learn basic kicks, strikes, blocks and co-ordination skills as well as a few Japanese terms and phrases. More importantly, we reinforce key principles such as respect (for themselves and others), self control and hope to raise self confidence and awareness of others. There is no physical contact between the children and all techniques are performed with great care and control.
We very much hope to inspire some of the children to pursue their interest in Seido Karate out of school hours and have clubs locally where they can continue to learn.
Virtual Learning Environment (VLE)
The school purchases Purple Mash for all pupils to access from home. Having spent a huge amount of time and work on the VLE there was very limited interest from families; we have therefore stopped having a VLE and feel that Purple Mash offers a variety of opportunities for your child at home.