EARLY YEARS' TEACHING ASSISTANT VACANCIES
Our admissions policy is now available for 2017-2018. Please click the link below.
Tia's Risk Assessment
2017 - 2018 Term Dates
|28 May - 1 June||HALF TERM|
|4 June|| INSET DAY
(school closed to pupils)
|5 June||Cricket Coaching for KS2|
|25 June||School Nurse Yr 5/6|
|2 - 6 July||Keeping Healthy Week|
|6 July||Sports Day|
|11 July||Kingfisher Visit to Chedworth Roman Villa
(Further details to follow soon)
|20 July||End of Year Performance|
|23 July||Year 6 Leavers Assembly in St. Giles Church|
|24 July||Leavers' Assembly in school|
During each day the children encounter a variety of working experiences, sometimes being taught as a whole class, a small group or individually.
We provide a stimulating and language rich working environment, and through carefully planned lessons, interesting displays and visits, we aim to ensure the children receive a rich and relevant education which is appropriate to their needs.
The Governors' Statement on the Curriculum:
The Governing Body have agreed to adopt the Local Education Authority's Statement on the School Curriculum, which describes the curriculum as all the learning and experience which schools provide for pupils, ensuring that they have opportunities to grow in:
- Knowledge and understanding
- Competence in a wide range of skills
- Personal qualities, values and attitudes
The National Curriculum includes the core subjects of English, Maths and Science, the foundation subjects of History, Geography, Design Technology, Music, Art, P.E. and Personal Social Health and Citizenship Education, and the compulsory subject of Religious Education. Our policy statements, which outline the areas for learning in each of these subjects, are available for parents to see. A modern foreign language (French) has been introduced from the start of September 06 to pupils from Yr3-6 this became a statutory requirement from September 14.
Formal baseline assessments are made during a child’s first term at school in the Reception class. On-going assessments are then carried out three times a year across all year groups. Further formal tests are administered at the end of Yr. 1, 2, 3, 4, 5 & 6. Results are compared against National scores. The school sets targets to ensure a continuous improvement in standards, while monitoring our performance against other schools.
The teaching of Literacy occupies a large proportion of the available teaching time partly because it is introduced into most of the separate components of the curriculum. Attainment targets in speaking and listening, reading, writing, spelling and grammar are set and practised to achieve the highest possible standards. At least 45-50 minutes in key stage 1 and an hour a day in key stage 2 is devoted to the teaching of Literacy.
Here at Bletchingdon Primary School, the pupils within our Foundation and Key Stage 1 classes use the Department for Education's 'Letters and Sounds' programme as well as Phonics Play. It is important to us that when teaching phonics that we deliver activities that appeal to all - activities that encourage children to hear the sound as well as activities that encourage children to link the shape of the letter (or group of letters) that the Nelson Thorne spelling and handwriting programme.
Maths is taught for approximately 5 hours per week. In recent years greater emphasis has been placed on mental arithmetic and times tables are practised regularly. We believe a good grasp of our number system is vital in today’s society.
Children are taught about shape, space, measures and handling data. Children will experience a balance of practical, written, investigative, oral and problem-solving activities.
Children are taught how to experiment and investigate in Science. Areas of study include life processes and living things; materials and their properties; physical properties.
We aim, through interesting and enjoyable first hand experiences to provoke children's curiosity and encourage an enthusiasm for finding out and explaining. They are encouraged to work co-operatively in planning, conducting and presenting investigations. These investigations are supported by demonstrations and the specific teaching of skills and knowledge which will enhance the children's ability to work through a problem.
The key elements taught are:
- Chronological understanding
- Historical knowledge and understanding
- Interpretations of history
- Historical enquiry skills
- Organisation and communication
Throughout our teaching and learning of history we:
- foster an interest in the past and to develop an understanding that enables them to enjoy all that history has to offer;
- enable children to know about significant events in British history and to appreciate how things have changed over time;
gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’;
- lean how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world;
- understand the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history;
- understand how Britain is part of a wider European culture and to study some aspects of European history;
- develop a sense of chronology;
- gain some knowledge and understanding of historical development in the wider world, including ancient civilisations;
- help children understand society and their place within it, so that they develop a sense of their cultural heritage;
- develop in children the skills of enquiry, investigation, analysis and evaluation
- understand how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
Pupils will be taught:
- Geographical skills
- Knowledge and understanding of places
- Physical geography
- Human geography
- Environmental geography
Throughout our teaching and learning of geography we:
- enable children to gain knowledge and understanding of places in the world – both terrestrial and marine – including their defining physical and human characteristic;
- enable children to understand that key physical and human geographical features of the word are interdependent and how they bring about spatial variation and change over time;
- enable children to know and understand environmental problems at a local, regional and global level;
- encourage in children a commitment to sustainable development and an appreciation of what ‘global citizenship’ means;
- increase children’s knowledge of other cultures and, in so doing, teach a respect and understanding of what it means to be a positive citizen in a multi-cultural country;
- allow children to learn graphic skills, including how to use, draw and interpret maps;
- encourage development of a variety of other skills, including those of enquiry, interpretation of data, problem solving, aerial photography, ICT, investigation and how to present their conclusions in the most appropriate way. We will be introducing children in the upper school to Geographical Information Systems (GIS).
Pupils will be taught to develop their design and technology capability through combining their Designing and Making skills with Knowledge and Understanding in order to design and make products. Using their own creativity and imagination, our children will be enouraged to design and make products that solve real and relevant problems. they will be encouraged to critique, evaluate ann test their own ideas and products, as well as those of others. Through working within a variety of subects, they will consider their own and others' needs. We see DT as being very much a cross-curricular subject that draws on other knowledge and skills such as mathematics, science, art, computing and engineering.
Computing is concerned with how computers and computer systems work, and how they are designed and programmed. Pupils studying computing will gain an understanding of computational systems of all kinds, whether or not they include computers. Computational thinking provides insights into many areas of the curriculum, and influences work at the cutting edge of a wide range of disciplines.
The new National Curriculum presents the subject as one lens through which pupils can understand the world. There is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
Throughout our teaching and learning of computing we
- enable children to understand the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
- enable children to build on this knowledge and understanding by equipping them to use information technology to create programs, systems and a range of content as well as to evaluate in order to solve problems
- increase children’s understanding of computing so as to ensure they 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.
A high quality music education should engage and inspire pupils to develop a love of music and their talent as musicians. Through high quality music education children will experience increased self-confidence, creativity and sense of achievement. There is a range of musical activities available to meet the needs and interests of all pupils. These include singing and percussion work in groups, classes or whole school concerts, composition using percussion instruments and / IT, performance and music appreciation.
Music is timetabled for a weekly class lesson and a range of teaching approaches are used in school:
In Foundation teaching can be individual, small group or whole class depending on the area of study. In addition children may also learn through directed or self-initiated activities.
In KS1 and KS2 teaching can be individual, small group or whole class depending on the area of study. All Upper Junior children are taught to play a musical Instrument and private lessons can be arranged (assuming there is a suitable uptake).
Through art children learn to work and respond independently and imaginatively in ways that can enrich their whole lives. In art and craft activities children are able to express themselves, and to develop their understanding and appreciation of the world around them.
Children are given the opportunity to work with a wide variety of materials and techniques, including printing, painting, sketching, collage, claywork, textiles and modelling. They are taught the skills they require to use the various materials, but are also able to explore and evaluate by themselves.
They come into regular contact with work of other artists, craft makers and designers from many cultures and traditions, and so begin to understand the historical and cultural development of their art forms as well as appreciate that art is the response of the individual to the world.
The children experience a balance of individual and team as well as co-operative and competitive activities. Through partner, group and team work we engender a sense of fair play.
In Key Stage 1 Physical Education will include: games, ball skills and dance. In Key Stage 2, it includes: games, ball skills, dance, athletic activities, outdoor and adventurous activities and swimming. Through the employment of specialist sports coaches we provide opportunities for our pupils to become physically confident and CPD for our teachers. We believe that the provision of opportunities to compete in sporting activities builds character and helps to embed a sense of fairness, courage and respect. Yr5/6 children have the opportunity to attend a five-day residential outdoor activity centre in Wales and Devon, experiencing outdoor pursuits such as: canoeing, caving, surfing, coasteering, walking and orienteering.
At Bletchingdon CE Primary School we are concerned with the development of the whole child. Religious Education forms part of this. Children are taught to make comparative links between Christianity, Judaism, Hinduism and Islam. They study these religions through themes including places of worship, prayer, festivals, holy books, family and rites of passage.
Through our teaching and Christian values we aim to encourage all pupils to:
- develop knowledge, understanding and awareness of Christianity and other principal religions
- express a sense of awe and wonder
- understand religious concepts such as spirituality, mystery, values andcommitment;
- hold respect for those holding different beliefs;
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- develop general study skills such as observation, analysis and investigation;
- develop sound attitudes such as sensitivity, empathy, reflection and response.
- see the link between content in religious education and the challenges of their everyday lives.
Worship is held daily and led by our local clergy on a Monday.
Parents have the right to withdraw their child from collective worship only.
Personal, Social, Health Education and Citizenship
Through pupil school council work, discrete lessons and our Christian Values (Love, Honesty, Courage and Respect), children are encouraged to mature and grow in their understanding of what helps to lead a fulfilled life. Children are taught to take responsibility for their own actions and that, depending upon the choice they make, there could be a consequence.
Modern Foreign Language
French is taught from Year 3 to Year 6. Our teaching of French aims to enable children to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and writing. Through effective teaching we aim to ensure our pupils speak with increasing confidence and fluency, whilst continually improving the accuracy of their pronunciation and intonation. We aim to ensure that by the end of Year 6 our pupils can use a variety of grammatical structures to write at varying length and for different purposes and audiences.
All curriculum policies are available on request. Owing to the new National Curriculum 2014, many are currently in draft format.
The National Curriculum attainment targets provide standards against which pupil's progress and performance can be assessed. The main purpose is to show what a pupil has learnt and mastered and to enable teachers and parents to ensure that he/she is making adequate progress. Children in all year groups are formerly assessed three times yearly and on-going assessments are made by the teacher and pupil against daily lesson objectives. In the lower school this pupil self-assessment may take the form of thumbs up/down or the use of smiley/sad faces and a traffic light system. As pupils move into the upper school this self assessment appears as a sentence or two explaining what they found challenging. From these assessments,, future learning targets are set.
Children will undertake Standard Assessment Tests at the age of 7 and 11. The results of these, together with the teacher's personal assessment will be communicated to the parents of each child privately.
Reporting, Profiles & Parent Consultations
Parent/teacher consultations are held in the Autumn and Spring terms. In July a written report is sent to parents. A copy of the report is retained in school as part of the pupil’s profile - an ongoing record of the child's attainments and progress in academic and non-academic areas throughout the school. The profile also contains out of school interests and attainments. It will eventually be owned by the child, but is added to throughout his/her school years.