Key Stage 1 Curriculum
The five core subjects of the National Curriculum (Key Stage 1) are English, Mathematics, Science, Information Technology and Religious Education. To provide a broad and balanced curriculum, the other six subjects of the National Curriculum are integrated into the school day often through a "Cross-Curricular" approach where a topic incorporates several subjects.
Personal, Social and Health Education
PSHE is about personal, social and emotional development. This includes learning about their own and others' feelings, keeping healthy and safe, and behaving well. At Goldfield each class has a weekly circle time and follows the 'Value Education' scheme of work. The school has an ethos which embraces all aspects of PSHE. Every member of staff is involved in nurturing and developing the children.
Goldfield has PSHE weeks where different targets are given a higher profile e.g. Healthy Living week. During the week outside speakers are invited to the school and activities are organised for each day.
This work is of the utmost importance at this early stage.
Speaking and Listening - Good listening habits are essential and time is devoted to helping the acquisition of these. We develop children's understanding of the spoken word, encouraging them to express themselves effectively and confidently. Role-play is particularly encouraged and areas are regularly changed.
Reading - We aim to ensure that children learn to read to the best of their ability and are able to enjoy and make use of their reading. We use a wide variety of materials to enable children to become confident readers. This includes both fiction and non fiction. We use a phonic approach to the teaching of reading across the school through our ‘Fantastic Phonics’ sessions (using 'Letters and Sounds). Use too is made of other schemes and a range of reading materials depending upon the individual. We have a library containing both fiction and non-fiction books where children are encouraged to seek information and browse for enjoyment. For further information about reading at Goldfield please click Goldfield Reading Manual (221KB), Parent Partnership Reading Foundations Powerpoint Presentation (151KB) Goldfield Reading Raffle (170KB), First 100 High Frequency Words (49KB) and Next 200 High Frequency Words (55KB)
Phonics - The teaching of Phonics provides the essential foundations for children to learn to read. At Goldfield the 'Letters and Sounds' scheme is used from Nursery through to Year 2. Please visit https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf
Phase 1 (pre reading) explores sound/rhyme to help children to learn to hear and articulate a range of sounds.
Phase 2 children learn to hear, recognise and begin to blend initial sounds (eg s-a-t- sat).
Phase 3 children learn to blend sounds for reading and learn additional sounds (eg ai, ch, sh).
Phase 4 we concentrate on the blending of longer words including tricky consonant strings (eg s-t-r string)
Phase 5 and 6 focus on alternative spellings for known sounds (eg ay, ai, a-e, eigh,).
Throughout the phases, non-decodable (challenge) words are also learned and practised regularly for reading and writing.
In the Summer term of Year One, children will complete the statutory national Phonics screening.
Writing - Writing is included in most areas of the curriculum and takes place in the form of stories, poetry, recipes, lists, invitations, instructions etc. Good presentation and letter formation is encouraged from the beginning. We have a weekly 'Write/Right' word on the Willow and Field Maple Class Noticeboard page of the website. Good presentation and letter formation is encouraged from the beginning. In Early Years and Year One, the focus is on correct formation of letters, using the Read Write Alphabet Guide (436KB) . In Year Two, children learn a cursive script when they are ready.
Goldfield's Handwriting Script - If you would like to download the style to use at home there is information on
the website http://www.cursivewriting.org we have chosen Joinit C10 and
Cursive 10 (a) unjoined.
SPaG - SPaG consists of Spelling, punctuation and grammar.
In Key Stage One Children learn spelling rules such as suffixes and prefixes (eg words ending in ing/ed/er/est), plurals and past tense. Children learn spelling through reading, the teaching of English and in daily Phonics sessions.
Punctuation is introduced from Reception as children gain confidence to write simple sentences. By the end of Year Two, children use more complex punctuation such as question marks, commas and apostrophes.
In Key Stage One, children are taught to compose sentences which are grammatically correct. Good use of grammar is modelled and taught specifically during English lessons but is reinforced during reading and phonics / SPaG group sessions.
We aim to develop the foundations of mathematical thinking by use of language, observation and first hand experience. Therefore much of our early work is of a practical nature, related to everyday life, when the children are shopping, weighing, measuring, telling the time or handling shapes. As the children gain confidence and understanding in the use of these mathematical skills, they move on to recording their work. Emphasis is placed on mental calculations. The progress is carefully monitored in accordance with the National Curriculum. Numicom is used across the school to develop problem solving skills. Big maths sessions challenge the children to make progress with their mental mathematics and rapid recall of number facts.
We encourage children to use skills of observation and to develop enquiring minds in order to extend their knowledge of the world around them. Great emphasis is laid in the National Curriculum on "exploring" science and many opportunities are available throughout the day for children to investigate individually or with a group.
'Seasonal Change Days' enable the children to learn outside in our wonderful nature area. They observe and explore plants, animals, weather (including temperature and wind) and experience for themselves the changes that occur throughout the year.
Each classroom has a suite of computers which are networked. Laptop computers and ipads (used in conjunction with Airserver) are also available for whole class Computing lessons. Children have access to appropriate sites only, on the world wide web. The school has a bank of digital and video cameras.
Goldfield School also has a wide range of technical equipment to show how information can be communicated, for example sound buttons, recording microphones and listening stations which can be used by a class, small group or individuals using headphones. The children also use a range of programmable toys.
This is a basic subject of the National Curriculum, it is Christian based and undenominational. Other religions are discussed . We have a daily school assembly which is an opportunity for the whole school to be together. Parents are invited to occasional Tuesday Assemblies. They are also invited on other special occasions, e.g. Christmas. If parents prefer their child to be withdrawn from collective worship and Religious Education lessons, this can be arranged by consultation with the Headteacher.
Art and Design
Young children delight in the creative arts e.g. Painting, Handicrafts etc. and we use and develop these interests whenever we can by encouraging children to experiment and to express themselves with a variety of materials.
We aim to make music fun, active and challenging through song, dance and percussion instruments. Careful listening is encouraged in order that the children may develop an appreciation of all types of music . Recorder and Ocarina lessons are available for all children in Key Stage 1.
All infant children need frequent and regular opportunities for physical exercise. We encourage them to move safely and with confidence. They do this through activities in games using large and small apparatus and in dance.
Design and Technology
Our infants are given time and opportunity to plan and design models using constructional toys and a variety of appropriate materials and tools. Time is also given to the evaluation of the end products.
Children are helped to develop an interest and understanding of the past. At first this relates to changes in their own lives and those of their family or adults around them. History is often linked with our work in Geography. It is taught through the use of artefacts, pictures, photographs, stories, discussion and visits to museums.
Local visits and practical activities are an integral part of our policy. We encourage the children to be thoughtfully aware of their local area and then the world around them. Within this work we teach geographical names and facts and build children's confidence in the use of plans and maps.
When questions arise on this subject they are answered suitably and sensitively, according to the level of understanding of our young children.