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PROSPECTUS
and, in our school, we believe that learning is for life. While the learning opportunities children are offered conform to the requirements of the National Curriculum, they go well beyond those basic programmes of study. Skilled and dedicated staff committed to high quality teaching aim to give children a lifelong love of learning as well as equipping them with the skills and knowledge to function effectively in the 21st century.
Part of our work is approached through topics or themes. These are carefully chosen to capture children’s interest and to provide coverage of key areas of the National Curriculum. A cycle of topics is covered in each year providing a comprehensive Scheme of Work across Key Stages One and Two in The National Curriculum. (Work for children in our Nursery and Reception classes is based on the Government’s Early Learning Goals).
The cross-curricular nature of topics means, for example, that a topic called "Ourselves" will cover basic human anatomy (Science), people in the past (History), people from other lands and cultures (Geography and RE) as well as offering children opportunities to develop language, mathematical and creative skills. and understanding. Alongside this, inter-personal skills and attitudes will be examined and developed through our Personal, Social and Health Education programme.
Click here to view the current cycle of topics.
Individual members of the teaching staff act as Curriculum Co-ordinators for the various subjects of the Curriculum. In this role, they support colleagues and develop ideas and resources which are used throughout the school. They have contributed to the following information on each subject area.
Children’s language development encompasses a range of skills in speaking, listening, reading and writing. By the time they come to school, most children have achieved some competence in the first two areas. We aim to extend their knowledge of the way language works and teach reading and writing skills.
The majority of this teaching now takes place in the daily LITERACY HOUR lessons. Discussions and role play activities provide increasingly challenging contexts for developing oral language. In whole class sessions children encounter a wide range of literature and learn to use a variety of reading strategies. Follow-up group activities give them opportunities to practise these skills and to work towards becoming confident, independent readers.
The Infant and Junior Libraries and the class Book Corners provide a stimulating environment for young readers. An important part of the school’s reading programme is the loan of books from school for children to share with parents at home.
From the very beginning, children are encouraged to express themselves through their writing and the importance of each stage - from the first marks on the page to complex story writing - is recognised and celebrated. Children are taught to write for different purposes and learn the related skills of spelling, handwriting, punctuation and grammar.
We aim to give each child the opportunity to develop their skills in all areas of the English language to their fullest potential. This will encompass reading for pleasure and information, writing to communicate with a variety of audiences, expressing themselves clearly, effectively and with confidence through spoken language in different situations and listening to others with concentration and understanding.
In Nursery and Reception classes teachers model reading, writing speaking and listening and teach the basic skills required at levels appropriate to each child's needs. Children are introduced to different strategies for reading and phonic approaches to spelling. At this stage English teaching takes place in all areas of the Early Years curriculum.
From Year 1 children are mainly taught these skills through the daily Literacy Hour and a weekly guided reading session for each child. Their learning takes place within the context of a variety of texts including fiction, non-fiction, poetry and drama. Through these they experience a wide range of vocabulary which enhances their comprehension and their use of English. Outside of the Literacy Hour children practise the skills they have learnt in many different ways. This may be through discussions, recording information, using books for research purposes or listening to instructions.
Children's progress is regularly monitored and assessed and there are several strategies in place to support children with difficulties. Parents are encouraged to participate in their children's learning. Children choose a book to take home every day; from Year 2 they also have spellings to learn each week and from Year 3 English homework is set on a weekly basis.
Reading, writing, speaking and listening are fundamental to everything else a child learns. The school respects the right of every child to be given frequent opportunities for developing and applying these important skills across the curriculum - and ultimately for using them to maximum effect in whatever areas their strengths lie.
In our school, we believe children should be offered challenging and exciting mathematical experiences which will enable them to acquire the necessary skills, concepts and understanding of the nature of mathematics and its everyday applications.
Mathematics is taught in line with the National Numeracy Strategy, following a 3 part lesson, lasting between 45 and 60 minutes depending on age.
Mental skills will be fostered through interesting and practical activities. There is a great emphasis given to teachers teaching the whole class together for a high proportion of the time, which will be lively, interactive and stimulating. Children's task may be done individually, in pairs or groups and sometimes in ability/mixed ability groups. A plenary is used to clarify learning and correct any misconceptions.
Children are encouraged to develop sound skills of mental calculation before being introduced to written calculation. Calculators are rarely used until the upper juniors are reached. This will help encourage the idea that children select the right "tool" for the given calculation.
Children will gain the appropriate experience in the key elements of NNS:
Pupils will be given the opportunity to use maths as a tool to solve problems and investigate mathematical ideas and concepts. Children are given full support and encouragement to ensure maths builds confidence and enthusiasm whilst remaining challenging.
Throughout the school the emphasis is on giving all pupils the tools necessary to become independent learners, able to discuss their strategies clearly with others and apply their skills to meaningful problem solving situations.
Our aim is that children will not only develop the appropriate range of skills but will come to enjoy mathematics for its own sake.
At Oakwood, we know that all children have a natural curiosity and excitement about their world. We are aware that from a very early age children ask questions and enjoy discovering answers. Science is a perfect forum for investigating and developing a great knowledge of our world.
Scientific understanding and investigation applies to almost every aspect of life and children will naturally ask questions such as "how..? and "why...?" and what happens if...?". In our school we aim to develop their natural curiosity in the world about them. Through practical investigations they are encouraged to question, observe, predict, evaluate and record their results. There is a strong emphasis on group work which helps develop communication and cooperation skills.
Children will be encouraged to see themselves as scientists. They will begin to appreciate that science is about experimenting exploring and exchanging ideas. They will be helped to develop the skills of questioning and observation. They will be eager and confident to try out their ideas and willing to take risks. As they make discoveries they will come to understand that there may be different answers to a question and many ways to find out the answers.
Science will be taught as a practical subject. The bulk of the Science scheme of work is now covered via regular specialist lessons taught weekly throughout the year. Topics are used to revisit knowledge and concepts to ensure that progression is made. The cycle of topics follows the QCA scheme of work and is in line with National Curriculum guidelines.
Teachers at Oakwood have a good understanding of science so that they feel confident and supported in the content they cover. They will have an understanding of common misconceptions and will strive to ensure that children are not left with any misunderstandings.
We aim to provide all pupils with equal access to ICT and to develop their confidence in its use. As well as being a powerful motivator for even the most reluctant learners Information and Communication Technology is seen as a tool which is used to enrich and to support children’s learning across the whole curriculum. Children are encouraged to use ICT to investigate real and imaginary situations and to present their ideas in attractive and exciting forms. In addition, computer activities allow children to develop personal and social skills such as perseverance and cooperation.
Children will use ICT to enhance and extend their learning across the whole curriculum. We aim to develop their capabilities in the use of ICT so that they can use these skills later in life. Specifically the children should be taught a balance of activities which include the following:
Naturally we have access to the Internet and the exciting new range of educational opportunities it offers. Rest assured, our connection is via a recognised educational service provider which protects children from access to unsuitable material.
Children should have the opportunity to observe and evaluate technology in the world around them. They should be involved in technological activities within a cross-curricular context where the child can develop learning and communication skills.
Throughout Key Stage One and Key Stage Two progression of technological skills and equality of opportunity is provided through the QCA Scheme of work. This provides a balanced technology programme covering Food, Construction, Textiles, Graphics and Media.
The year's programme will include experience of working through the design process as follows:
In our school, we aim to develop children’s understanding of the past and how it is responsible for influencing and shaping our lives today. Through studying the past, children are able to make sense of the world in which they live, developing their sense of identity and their awareness and tolerance of other countries and cultures. Using a Topic approach, we aim to arouse children’s interest in the past and equip them with skills to evaluate and criticise and the confidence to form their own judgements. To develop their historical skills, children will use real evidence, for example artefacts, photographs, newspapers and visits to historical sites. Children will look at different historical times and events, developing their understanding of change and continuity, examining the causes and consequences of past events and increasing their knowledge of different historical periods.
Geography explores the relationship between the Earth and its peoples through the study of place, space, and environment. Geographers ask the questions where and what, and how and why?
The main aims for geographical education at Oakwood are:
Programmes of work for geography are largely incorporated within topic work at Key Stage One where emphasis is largely on the child's immediate environment e.g. school, home, Eastbourne and the surrounding area.
There will also be an attempt at this stage to familiarise children with some basic geographical skills such as the use of a compass and elementary map work.
At Key Stage Two Geography is again incorporated into many different topics. However due to the wide diversity of content in the Geography National Curriculum, certain aspects are taught separately, e.g. the study of landforms, meteorology, map reading, bearings and aerial photographs.
Music teaching is based on County guidelines and teachers and children are supported by a specialist music teacher. In addition, children are given the opportunity to receive instrumental tuition for recorder, violin, clarinet and guitar. As pupils progress, they are able to participate in County as well as school based activities and performances. Both Infants and Juniors take part in local Music Festivals.
In our school, we aim to provide children with a variety of Art experiences using different media and techniques to explore their imagination and to respond to the world around them. We support them in developing and communicating their own ideas as well as helping them to appreciate the work of great artists from their own and from other times and cultures. By allowing them to explore styles and techniques within a supportive framework, we encourage them to develop, not only their artistic skills, but also their confidence. We believe art can enhance and support other areas of the curriculum, enable children to express their individuality and provide them with great personal enrichment and satisfaction.
The work the children have planned for them follows the Q.C.A. scheme of work in Art and Design and is topic based.
We also have an Art Week every second year which includes visits to local galleries, artists working in school alongside the children, an in-house exhibition to celebrate the work of the children over the past two years and the opportunity to visit artist in their place of work.
Physical Education provides a medium for learning, for physical development and for self-expression. Throughout the school, children will exercise, develop and refine the fine and gross motor skills that are required in everyday life. Through games and gymnastics they will develop interpersonal skills such as cooperation and consideration for others and will understand the need for fairness and for rules.
PE activities will develop problem-solving skills encouraging children to question and explore ideas. Through movement, children can derive pleasure and experience a great sense of achievement as they come to appreciate what their bodies are capable of. We provide opportunities in gymnastics, games and dance. In addition, children in Year 4 attend weekly swimming sessions at the Sovereign Centre.
Religious Education is taught in accordance with County guidelines which are primarily Christian and non-denominational. It recognises and investigates other major religions as it is through the study of the cultures and beliefs of others children are able to understand and define their own more clearly. RE is taught mainly through themes which are planned to provide children with experiences which will extend their knowledge and understanding.
The school seeks to promote the spiritual and moral awareness of its pupils through the opportunities for discussion and reflection it provides and the general ethos of the school. If parents do not wish their children to be taught the agreed syllabus, or to take part in assemblies, they should contact the school to enable alternative arrangements to be made.
Infant and Junior assemblies are held each day with the whole school coming together on Fridays.
Education is not only about intellectual ability and achievement.
The importance of developing in children a positive attitude to themselves, to their bodies and to others is seen as fundamental to all their learning. Personal, Social and Health Education is one aspect of a child's development that relies to a great extent on the partnership between parents and school. With this in mind it is important that the values of this policy are reinforced by the support of the child's home environment. Our aims are to enable children to realise their full potential as confident, responsible individuals, showing consideration for others.
The fulfilment of these aims is to be achieved by:
PROMOTING;
DEVELOPING;
TEACHING THEM;
The school's role in the moral, spiritual and cultural development of children extends through every area of the curriculum and into every aspect of school life. It cannot be dealt with entirely within the constraints of Religious Education and collective worship.
Our affect on children's moral development reflects the values and standards, which the school upholds. These values should be supported by their home environment to reinforce their importance and avoid conflict for the children.
The school aims to promote these values:
We need to give children the information and decision making capabilities to make their own moral judgements when faced with issues to which there are no universally agreed answers.
To do this we must develop their understanding of the difference between right and wrong in the moral sense, their sense of principles, the desire to adopt a moral code of behaviour and the ability to apply the principles and their knowledge of society's agreed codes of conduct (both in implicit standards of acceptable behaviour and legal requirements).
Children's spiritual development is not limited to the acquisition of religious beliefs. It is concerned more with the development of their inner self, self-knowledge, relationships with others and consideration of questions about the purpose of life and their ultimate destiny. To encourage these we need to promote:
In children's cultural development they need to consider aspects affecting their own culture. Examining and comparing other cultures will broaden their understanding of their own. Developing a sense of belonging and identifying elements essential to cultures will enable them to define cultural groups. Through the Humanities children should be encouraged to respect other cultures and show some understanding of cultural development.
The school aims to achieve this through:
There will be no attempt to assess children's development in these areas, as it would be almost impossible to do this objectively and without intrusion.
Schools have a legal obligation to deliver the National Curriculum Science Programmes of Study, which include some aspects of sex education. Although it would be possible to deliver the biological facts of sex education in isolation, it would be irresponsible to do this out of the context of personal development, relationships, moral values and attitudes. Within this framework it is also necessary to include the development of skills to enable children to protect themselves from sexual abuse. It is essential to involve parents in any sex education programme and encourage discussion with them to achieve mutual support and secure a balanced understanding for each child appropriate to their level of maturity.
The partnership between parents and school is valued in all aspects of school life at Oakwood School, but assumes probably its greatest importance in areas of PSHE.
The aim of sex education is to develop children's understanding of biological, emotional, social, moral and legal aspects of sex and sexuality at their own level. To achieve these aims we need to cover three main areas:
To ensure that we meet the needs of children and that their learning is related to their level of understanding, in the main our approach must enable them to be actively involved. As discussions necessarily cover sensitive issues it is important that children feel secure enough in the classroom atmosphere to participate without embarrassment. The climate to induce this security should be achieved through allowing the children to become accustomed to discussing personal issues from an early age to develop respect for others' points of view, tolerance, sensitivity towards the feelings of others and confidentiality. One important consideration in achieving the right environment is the establishment of ground rules, in particular the right to pass. The majority of the sex education programme should be organised in mixed groups where discussion is encouraged to promote communication within relationships. However, opportunities should be given for some work in single gender groups to address needs which differ between sexes.