Curriculum

We hope you will find all that you need to know about our curriculum here. If you would like to know anything further, below you will find the name of the person responsible for each subject, the office staff would be happy to arrange contact for you.

Parents_Complete_Guide

2015 curriculum Map – Reception

2015 curriculum Map -Years 1 and 2

Curriculum Map Year 3 and 4

Year 5 and 6 Ditchingham and Gillingham

assessment statement 2015

Both academies follow the National Curriculum. This requires all schools to have a broad and balanced curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, prepares pupils for the opportunities, responsibilities and experiences of adult life. Children in the school will be taught by their class teacher for most of the time.  This allows for relationships of understanding and trust to be built up during the year.  There are times when classes will be taught by other members of staff.  In this way staff expertise in specific subjects can be used effectively.  The National Curriculum is organised in subjects but it is important to remember that knowledge and understanding cross subject boundaries, therefore we often use the term ‘topic’ as opposed to history or Geography.  Teaching will be structured to bring working areas together in a way which allows learning to be meaningful to the child. We try to ensure that able children are challenged whilst those who have learning difficulties are supported.  All staff will be aware of and differentiate for children’s needs and learning preferences, matching the level of help to the needs of the pupils.  The procedures laid down in the Special Needs Policy correspond to the national Code of Practice.

Areas of Study

Foundation stage: Leader=Leanne Munro – In Reception years, the school follows the areas of learning from the Government guidance (the early learning goals).

English: Leader=Leanne Munro, Mim Barnes – In the teaching of English equal emphasis is given to three elements:

  • speaking and listening
  • reading
  • writing

Opportunities are provided for children to talk about events or experiences, to express their own views and opinions:

  • discuss different points of view
  • learn to listen attentively
  • follow verbal instructions.

We aim to provide children with a broad cross-section of reading materials. Reading books are colour-coded according to readability, giving a structured reading programme. Parents are encouraged to read with their children and the emphasis, both at school and at home, should be on the enjoyment of reading. Other school activities, such as the teaching of phonics, are also used to help develop children’s reading.

Children will be given the opportunity to produce written work in different contexts and for a variety of purposes and audiences. This will often be connected with children’s own first-hand experiences, or related to work in other subjects, and will include opportunities for creative writing.

A joined style of handwriting is taught from the early years, initially using pencil, but with children being encouraged to use ink pens when they are ready.

Phonics:  Our aim in school is that children become life long readers with a love of books. We work very hard with families to enable children to become confident and independent readers who enjoy reading texts of all kinds.

A very big part of this will be taught through phonics, and we encourage families to support this at home. Our system is also linked to the teaching of handwriting and spelling. We use the nationally recognised Letters and Sounds as the basis of our phonics teaching.

In Reception we teach the 26 initial letter sounds.  Once these are secure and the children are confident with reading and spelling CVC words,  we move onto learning about digraphs.  This is where two letters can make one sound. Alongside this we teach the reading of high frequency words, some of which do not fit common phonic patterns. Early in Reception we invite all parents to attend a reading meeting that goes into this approach in further detail.

In Year 1 and Year 2, children go on to investigate other spelling patterns that make common sounds.

If knowledge of phonics still needs developing into Key Stage 2, we use the Sounds Discovery intervention programme to target any gaps.

Pupil Premium has also helped pay for learning support for targeted intervention to improve phonetic awareness.

Maths: Leader=Polly ChurchThere is also a daily mathematics lesson. This always includes time devoted to acquiring fast and accurate mental arithmetic skills and strategies as well as a main activity focusing on number work, shape and space, measuring or data handling. Children will be given the necessary knowledge, skills and processes to enable them to handle mathematical situations logically and with confidence.

Science: Leader=Ruth Sherwood Science work in school attempts to stimulate the children’s curiosity and interest in the world around them.  Scientific concepts are developed through the children’s own investigations and experience. Sometimes a topic-based approach may be used in which a number of subject units are combined to form elements of a topic.

Religious Education: Leader=Ruth SherwoodReligious Education is provided in school within the framework of the County’s Agreed Syllabus, drawn up by the Norfolk Standing Advisory Council on Religious Education.

Collective Worship: Leader= Maria Adcock/Ruth Sherwood – A daily act of collective worship is held and is in accordance with the school’s Trust Deeds, and consequently is in line with the teaching of the Church of England. The vicar shares with staff in leading the worship. We develop a key Christian ‘Value’ each half term through these sessions and the rest of the school day.

Computing: Leader= Emily HarrisWe encourage children become confident in using Information and Communication Technology in a variety of contexts.  Particular emphasis is placed on word processing, data handling, control technology and music composition programs.  Each school has a set of laptops/netbooks and each teaching base is fitted with an interactive whiteboard.

History and Geography: Leader= Leanne Munro/Mim BarnesThrough varied and broad studies, we hope to instil in the children an interest about the past and the world around them, leading to an understanding of their position in time, place and society. Where possible we teach these subjects through a cross curricular ‘topic’ approach.

Art and Design and Technology (including cookery): Leader= Heather BrandA varied programme of artwork emphasises observation and creativity, with the use of a range of media including textiles.  Children will also look at and discuss work by famous artists to increase their knowledge and appreciation. The schools have a range of woodwork benches and tools available.  Children undertake work, in small groups, to develop skills of design, construction and evaluation using a variety of materials and processes.

Langauges: Leader=Wendy Green – Children in years 3-6 learn French. Lessons encompass practical, verbal communication skills as well as written work.

Music: Leader= Hugh StannersClass music lessons encompass practical, creative music-making as well as extending children’s knowledge of more formal music styles. We buy into a scheme called ‘Charanga’ to support our class based teaching. There is also Peripatetic music tuition available in both schools

Physical Education: Leader= Wendy Green/Miles MuttittEvery child takes part in a regular programme of indoor and outdoor physical education.  These activities help to improve the children’s physical development and creative movement and encourages them to develop a physically active and healthy lifestyle.  Teamwork helps encourage good relationships between individual children.  In Key Stage 2, pupils have regular swimming lessons with a qualified instructor at local High schools.

Values, Personal, Social and Health Education and Citizenship: Leader= Maria AdcockThrough PATHs, P.S.H.E. and Citizenship we aim to “give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active responsible citizens.”  The subject forms part of the timetable but is also included in all other subjects within the curriculum. We aim to link this work to the ‘value’ we are exploring as part of our collective worship.  

Kingfisher Academy provides a broad and rich Curriculum which it strives to closely match to the needs, interests and life goals of the children its serves. Our integrated approach to PSHE and Citizenship provides pupils with a range of opportunities to develop the attitudes and skills which will enable them to grow into happy young adults with great self-belief and integrity who will make a positive contribution to society.

Our school policies including our behaviour management system sets clear guidelines as to pupils expected standards of behaviour in and outside lessons

There are an array of extra curricular clubs at both academies as well as day and residential trips which reinforce the learning taking place in the classroom and maximise opportunities for pupils to find something they excel at; thus improving self-esteem, raising aspirations and acting as a powerful incentive for pupils to work hard to reach their life goal

Whole school events such as church services, European Day of languages, safer internet day, shared learning workshops between the partnership bring the whole academy/partnership community together and provide a memorable and meaningful context within which pupils can live their school’s values

The school promotes Democracy and encourages parental feedback at parents Evening and through surveys. In addition, Pupil Voice is becoming a strong feature of the school with an array of opportunities for pupils to influence the decisions that affect them.   This is done either directly with pupils taking part in surveys for providing feedback, as well as expressing their views indirectly through elected representatives such as  School Councillors; the election of which provide pupils with first-hand experience of the democratic process.

Pupils are encouraged to represent their school in a range of local sporting tournaments (hockey, basketball, athletics, netball, tennis, gymnastics).

The academies support a range of charities with money raised so far this year for the Royal British Legion, Children in Need.

The academies have good links with the local communities (parents, church, local charities)