Prospectus
THE CURRICULUM
Our curriculum has been designed to meet the aims of the school. It takes into account the child’s needs for intellectual, aesthetic, emotional, social, physical, moral and spiritual development. All children will be encouraged and helped to reach their full potential. Records are kept of every child’s progress.
The National Curriculum is designed to standardise educational provision within all community schools. The Staff and Governors together have the responsibility to make sure all aspects of the statutory curriculum are covered. The following summary provides only a brief description of the content and organisation of the curriculum. Greater details may be obtained from the documentation that is available to parents.
· The County Council’s statement of the policy in its schools;
· Information about the National Curriculum’s subjects and assessment procedure;
· The school’s curriculum policy document for each subject.
If you would like to read any of these documents, please request them at the office.
Our school is divided into thre key stages:
The Foundations Stage 3-5 years old
Key Stage 1 5-7 years old
Key Stage 2 7-9 years old
The National curriculum comprises:
Core Subjects
English, Mathematics, Science, Information Communication Technology (ICT), Religious Education
The Foundation Subjects
Art, Design and Technology, History, Geography, Music, Physical Activity
At the end of Year Two, all children complete Standardised Attainment Tests (SAT’s) in English and Maths.
These tests are used to confirm the Teacher's assessments that have been made throughout the year.
ENGLISH
Your child will be taught the skills of reading, writing, speaking and listening in line with the National Curriculum and National Literacy Strategy.
Most children read with fluency and understanding when they leave this school, especially when they are supported and encouraged by parents at home. They are also able to use reference books and dictionaries.
A variety of reading schemes are used to support the teaching of reading.
Phonics is taught on a daily basis throughout the school.
Children are taught to write for a variety of audiances. Grammar, punctuation and spelling are a feature.
Handwriting is taught from the Foundation Stage and developed throughout the school.
Speaking and listening skills are encouraged through a variety of activities. Drama emphasises the importance of expressing a child’s feelings and perception of life. Whenever possible we invite actors, poets and musicians into school to perform to and sometimes with the children. It may sometimes be necessary to ask parents for a voluntary contribution towards such visits.
All children are encouraged to take home books from the school and class library.
MATHEMATICS
In line with the National Curriculum and Numeracy Strategy we strive to develop in all childrens enjoyment and enthusiasm for Mathematics. All children are encouraged to reach their potential through suitably differentiated work.
We follow the National Numeracy Strategy. The children are encouraged to develop their Mathematical skills through mental and oral activities before recording symbolically. They are taught mathematical vocabulary and are encouraged to discuss the ways in which they work out answers to their problems. It is essential that they recognise that there is not only one way to achieve the answer to a problem. The first 10/15 minutes of each lesson is devoted to oral/mental work.
Your child will also be taught the essentials of measurement, algebra, shape, and space and data handling.
SCIENCE
The child’s natural curiosity and interest in his/her world is developed, children are encouraged to plan, hypothesise, predict, design and carry out investigations and experiments. They are able to interpret results and to draw inferences and finally to communicate ideas and conclusions in a way suited to the individual, the task and the audience.
Your child will learn about life processes and the organisation of living things, their variations and the way they work. They also study materials and their properties and physical properties.
Our Science is based upon the Bedfordshire and QCA schemes of work. Pupils will be offered a set of broad and balanced experiences and opportunities, provided to develop skills and gain understanding of scientific concepts through first hand experience.
Emphasis will be placed on everyday contexts and the contribution that science makes to our daily lives.
INFORMATION AND COMMUNICATIONSTECHNOLOGY(ICT)
School Philosophy
“We believe that the pupils of this school must be able to recognise and adapt to a society which is served by an ever increasing use of Information and Communications Technology and processes. To enable pupils to prepare for this we believe that all pupils must have access to ICT which will enable them to develop the ability to operate effectively and creatively with ICT; thus enabling them to develop the required knowledge, skills and values which will allow them to demonstrate an autonomous use of ICT processes across the whole range of curriculum experiences.”
Programmes of study promote learning and experiences with ICT and conform to National Curricul Guidelines include opportunities:
- to communicate ideas and information in Word Processing and Desktop Publishing
- to collect, store, retrieve and modify information
- to promote investigational techniques through adventure games
- to use drawing and design packages e.g. 2 Paint to develop art and technology skills
- to control movement using floor robots
- to develop an awareness of ICT systems in society for instance barcodes, automatic doors
- to access the Internet and use Electronic Mail
- to support children with Special Educational Needs.
The children are taught to use ICT equipment and software confidently and purposefully in order to communicate and handle information and to support their problem solving, recording and expressive work.
The need for continued upgrading of both hard and software is closely monitored.
HISTORY
Through the study of history children will begin by gaining an awareness of themselves and their immediate family. This will develop into the study of past events beyond living memory. Children will learn about Victorian Families, the history of Dunstable and finally a study of Invaders and Settlers including Roman Britain.
Through history children will be taught about major figures from the past as well as important national events. They will gain an appreciation of time and order of events. They will look at objects from the past and see how design and technology has changed. We will encourage children to develop the skill to enquire, to ask “How do we know?” to appreciate that there are different opinions and points of view, and to be able to contract the world of the past with that of the present.
GEOGRAPHY
In geography, children will begin by appreciation and learning about their immediate environment, which will later broaden out to the study of their home town and region.
Contrasting localities are studied. Alongside the study of people and places, children will be taught geographical skills such as using maps, interpreting photographs, gaining an understanding that environments change as well as contrasting different places. They will be taught about the weather and will develop their understanding and recording skills.
Through geography we aim to teach about citizenship, having a feeling of belonging, respecting amenities and the people that live in the community. We will teach about transporting goods and services and begin to develop an understanding that these involve costs and choices. Children will be taught about their environment, the recycling of waste and the changes taking place in their locality.
ART
The children’s understanding and enjoyment of art, craft and design is developed through learning techniques to record what they observe and imagine, in a variety of media. Pupils are also introduced to the work of artists from a variety of cultures (past and present).
Children need to be provided with 'aprons’ so that they may participate in these activities without worries about getting their clothes spoiled. Of course ‘accidents’ do happen occasionally.
DESIGN & TECHNOLOGY
Pupils are taught how to develop their design and technology capability through combining practical skills with knowledge and understanding of the materials involved.
The children are given opportunities to work with a range of materials including sheet material, textiles, malleable materials, wood, construction kits and food. This progresses until the children are able to choose appropriate materials for given task. Knowledge and understanding of how simple mechanisms work, such as levers, wheels and axles and how structures can be strengthened or made more stable are taught. The children are constantly made aware of Health and Safety issues.
MUSIC
All children participate in music lessons. These are aimed to develop awareness of all kinds of music and an enjoyment in participation and creation of music.
Some children have lessons with the County peripatetic violin and ‘cello teachers.
Parents wishing their child to have tuition on playing any of these instruments are asked to complete forms provided by the County Music Service at the end of Year 2. Violins and ‘cello’s can usually be loaned either by the school or by the County, though numbers are limited. Parents are expected to give support to their child by checking regular practice is undertaken! Fees for these lessons are payable directly to the County Council.
RELIGIOUS EDUCATION
The aim of Religious Education is to contribute educationally to the development of pupils as individuals and members of society by fostering a reflective approach to life in the context of a growing understanding of the experiences, attitudes, beliefs and religious practices of humanity.
The 1988 Education Reform Act requires that we use a syllabus that will “reflect the fact that the religious traditions in Great Britain are in the main Christian, whilst taking account of the teaching and practices of other principal religions represented in Great Britain”.
Religious Education is taught in accordance with the Bedfordshire Agreed Syllabus.
Every effort is made to educate our children to appreciate without prejudice the customs and lifestyles of all people. Children being taken to visit places of interest do this, for example, with the help of visiting speakers. We welcome children from all cultural backgrounds into our school, and hope they will learn from each other about the diversity of human life in a spirit of tolerance and understanding.
Parents have the right to withdraw pupils from R.E. lessons.
PHYSICAL EDUCATION
Physical activity and healthy lifestyle are promoted through these areas in accordance with the National Curriculum.
Games
Gymnastic Activities
Dance
The school has a wide range and small apparatus and both the indoor and outdoor environments are used all year.
Fitness, co-ordination and skills are developed along with a strong emphasis on safe practice and co-operation.
Children gain enormously in confidence and co-ordination from these lessons and it is important that they should not miss them. Please ensure that your child has their PE kit (T-shirt and shorts) with them.
The wearing of jewellery, such as necklaces, watches and particularly earrings can lead to injury if caught in apparatus, and in the interests of safety should not be worn during PE lessons.
Swimming, outdoor and adventurous activities and athletics are given greater emphasis by middle schools.
Sports Day is held annually. The children are organised into family groups and rotate around a circuit of activities. This ensures all children remain involved and challenges a variety of skills learnt in PE.
Football and Netball are played outside formal school hours both after school and at weekends.
We do not have a playing field on the site but we have access to Bennetts Recreation Grounds playing fields for teaching sessions.
As part of our Healthy Schools Programme all children have 10 minutes of physical activity between lessons.
COLLECTIVE WORSHIP
As laid down in the Education Reform Act 1988, we have a daily non-denominational Collective Worship based on broad Christian traditions.
During the year the children learn about key festivals and celebrations from world religions. Guest speakers are often invited to contribute to these events.
The children themselves lead class assemblies. On these occasions, the parents of the relevant class are invited to attend.
Children are always encouraged to behave in a quiet, respectful and orderly manner when entering, leaving and during their time in the school assembly hall. The assembly itself follows various forms but always includes a time for reflection. We follow a values programme focusing on a different value each month. The value of the month is clearly dispayed around the school.
Our aim is to develop children’s understanding and awareness of the needs of other members of society. By fostering a reflective approach, children are encouraged to develop their own spiritual awareness.
Assemblies provide an opportunity to express ideas in dance, music, poetry, art and accounts of visits etc. Most importantly, they provide an opportunity to share experiences with the whole school family and they underpin the ethos of the school.
Parents have the right to withdraw pupils from Collective Worship.
MULTICULTURAL EDUCATION
At Dunstable Icknield Lower School, we value all people equally. We promote global awareness of different cultures, to celebrate our own community’s cultural diversity and actively discourage racism and discrimination.
CIRCLE TIME
The school is committed to raising self-esteem amongst its pupils and each class will regularly involve all its members in activities and discussions to promote this. ‘Circle Time’ takes place at least once a week for a short period. Each child also has the regular opportunity for a ‘Special Day’ when they are praised for their unique contribution to the class and their individual achievements.
SEX & RELATIONSHIPS EDUCATION (SRE)
SRE forms part of our Personal, Social, Health and Citizenship Education Curriculum. It is dealt with appropriately through topics including, Good to be Me, Getting on and Falling Out, Changes, and Relationships. At the end of Year 4 children undergo the DELAY programme which focuses on 'Changes' both emotionally and physically. The school is happy to discuss this policy with parents. Parents have the right to withdraw their children but should notify the headteacher of their decision.
HOMEWORK
Homework is provided each week. Children in Years 1 – 4 are given open ended tasks, 'brain stretchers' in their Big Book of Homework. The children are encouraged to think creatively and personalise their learning when approaching the set tasks. Spellings, reading and learning times tables also contributes to homework activities.
Homework is sent home each Tuesday and should be returned to school on the following Monday, children are then able to discuss their learning with the class teacher and their peers.
PERIPATETIC STAFF
We have two County peripatetic music staff for violin and 'cello lessons.
Fees are charged in line with the County Policy.
SPECIAL EDUCATIONAL NEEDS
We believe that all children are entitled to achieve their full potential and should be given the opportunity to participate in the life and work of the school to the best of their abilities, whatever their needs.
We aim to ensure that all children have access to the curriculum, and through this cater for children’s individual needs. This applies both to those who are particularly able or gifted as well as to those who have learning, medical or behavioural difficulties. Those children identified as having special educational needs will have these needs met namely within the classroom situation, although some support may be given in withdrawal groups if this is appropriate.
A full copy of the School’s Special Needs Policy is available from the School free of charge.
In accordance with the Disability Discrimination Act 1995, the school follows an equal opportunities policy, which is in line with the Bedfordshire County Council policy.
Admission arrangements for pupils with disabilities are made on an individual assessment of the child’s needs and the school’s ability to provide for those needs. An Individual Education Plan will set out the needs of the child and outline the steps taken to ensure equal opportunities for that child. The Individual Education Plan will be monitored and reviewed in line with the School’s Special Needs Policy.
The Governing Body monitor the school’s accessibility as part of the School Development Cycle.
ASSESSMENT, RECORDING AND REPORTING
ASSESSMENT
Assessment of children’s work is an integral part of the teaching, learning and planning process.
Children’s work is assessed in two different ways:
(a) continuous assessments (b) formal assessments
(a) Continuous assessment involves the regular marking of work, observing skills and evaluating progress made by individual children. At set times short tests may be given to assess achievement e.g. at the end of a Science topic. These assessments help the teacher to build up a knowledge of children’s achievements in different subjects in the National Curriculum.
(b) The Foundation Stage Profile assesses the children’s development. All assessments carried out are through observation.
Children in Year 2 take Standard Assessment Tasks (S.A.T.’s) in English and Mathematics. Year 2 teachers also assess the children's chievements in Science.Parents are informed about their child's achievements.
At the end of Year 3 and Year 4 Children are assessed in Mathematics and English using QCA Tests. Again parents are informed of their child's attainment
QCA = Qualifications and Curriculum Authority
RECORDING
Records of assessments and progress of pupils in different subjects are kept by all teachers and support staff where necessary.
Individual Pupil Profiles are used to record results and indicate targets.
REPORTING
All assessments and overviews of attainment are passed on to the child's new teacher. This helps continuity and progression. When a child leaves Icknield and moves to middle school, assessments are passed on and teachers liaise between the schools.
Staff report to parents the progress of pupils on consultation evenings. Academic and social aspects are discussed and targets set. A written report to parents is sent home at the end of each year. Parents of children in Year 2 also receive reports on Key Stage 1 tests (S.A.T.’s) and Year 4 parents receive the results of the QCA Exit tests.