Ewyas Harold Primary School

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Curriculum Statement and Info

Primary Education is divided into three Key Stages.

  • Reception constitutes the Foundation Stage (Early Years).

  • Year 1 and Year 2 constitute Key Stage 1 and

  • Years 3, 4, 5 and 6 constitute Key Stage 2.

The Foundation Stage curriculum is very practical and offers many opportunities to develop through adult led, adult structured and child initiated activities. The experiences, planned for and explored within the Foundation Stage by the Early Years children, are based within six areas of learning.

  • Personal, Social and Emotional Development

  • Knowledge and Understanding of the World

  • Language and Literacy

  • Physical Development

  • Mathematics

  • Creative Development

Built into these are Early Learning Goals, which are not a curriculum in themselves, are established expectations for most children to reach by the close of the Foundation stage. The curriculum is designed so that the transition from Reception to Year 1 provides continuity, progression and security.

In Key Stage 1 and 2 the core subjects of English, Mathematics, Science, ICT, plus RE predominate with Literacy and Numeracy Strategies; both of these elements are worked for a minimum of one hour daily. In addition to Literacy and Numeracy, children will explore other elements of English and Mathematics, some of which will be explored within the Foundation subjects.

Phonic work is best understood as a body of knowledge and skills about how the alphabet works, rather than one of a range of optional 'methods' or 'strategies' for teaching children how to read. We follow the Letters and Sounds Government phonic programme, which teaches high quality systematic, synthetic phonic work and encourages children to apply phonic knowledge and skills. Phonics is taught daily, in a structured and effective way, starting with the easiest sounds and progressing through to the most complex.

Pupils are taught to read fluently, understand extended prose (both fiction and non-fiction) and encouraged to read for pleasure. We do everything to promote wider reading. The school provides library facilities and sets ambitious expectations for reading at home. Our current reading scheme incorporates both fiction and non fiction texts. Children begin with Storyworld and Project X titles, before being exposed to a selection of Ginn and Treetops material, as their reading ability progresses.

We aim for our children to enjoy their experiences. We are aware that what children enjoy they are most likely to internalise and remember. We also aim for the children to be actively involved both in concrete experiences and increasingly mental activities/strategies with far less recording occurring especially in the Early Years and Key Stage 1. We believe our curriculum offers the opportunity to build upon and extend previously learned skills, concepts and knowledge at a child’s appropriate level.

The National Curriculum is described in subjects. They are:

The Core Subjects:

  • English

  • Mathematics

  • Science Core Subjects

  • I.C.T.

  • R.E.

The Foundation Subjects:

  • P.E.

  • History

  • Design and Technology

  • Geography

  • Art and Design

  • Music

  • Modern Foreign Languages

  • Personal, Social and Health Education, including Citizenship

The curriculum is taught with a variety of approaches and teaching styles to promote continuity and progression. It enables children to reach their full potential as individuals, in the context of their role in the school, local community and in society as a whole. We aim to develop their understanding of and care for the environment.

According to the age of the children, between 21½ and 23 hours are spent on teaching during the normal school week, not including registration, assemblies and break times.

All core and foundation subjects of the National Curriculum are taught throughout the school. During the afternoons, teaching uses a cross-curricular ‘topic based’ approach. We comply with the Department for Education and the Local Authority in delivering a curriculum that is broad, balanced, relevant and appropriate to the needs of individual children.