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  • National Curriculum

    Whole School Curriculum.(click to link to document)

    Blockley School follows the National Curriculum Programme of Study. 

    The National Curriculum comprises three core subjects: English, mathematics and science.

    • English and mathematics are typically taught daily and in key stage 1 this is in the mornings. Science is taught for a minimum of one afternoon per week.

    A further ten foundation subjects are taught: art and design, computing, design technology, French (in key stage 2) geography, history, music, PHSE (personal health and social education), physical education and religious education.

    Wherever genuine cross curricular links can be made between subjects these are made to enhance the learning experience and support link-making whilst continuing to ensure pupils know which subject they are studying.

    • As a church school, we place great value on daily worship and whole-school assemblies are held in the hall four days a week with the fifth day being a class assembly.
    • Most subjects are taught weekly or bi-weekly; however, some subjects, such as design technology, often lend themselves better to being blocked into longer sessions.
    • Within a two-term block, every subject will have been studied.
    • Foundation subjects are taught on a two-year rolling programme to ensure that all pupils have a broad curriculum and do not miss out on critical learning.
    • From time-to-time enrichment days are timetabled; these often have a specific focus and/or outside agencies are invited into school.
    • Out of the classroom learning including forest school, school trips and residential trips are also enjoyed to deepen and enrich learning studies.

    Please see our Subject Menu (left) for further details regarding individual subjects.

    _____________________________________________________

     

    The structure of the National Curriculum, in terms of which subjects are compulsory at each key stage, is set out in the table below:

    Figure 1 – Structure of the National Curriculum

     

     Key stage 1

     Key stage 2

     Age

     5 – 7

     7 – 11

     Year groups

     1 – 2

     3 – 6

     

     Core subjects

       

     English

     *

     *

     Mathematics

     *

     *

     Science

     *

     *

     

     Foundation subjects

       

     Art and design

     *

     *

     Computing

     *

     *

     Design and technology

     *

     *

     Languages[1]

     

     *

     Geography

     *

     *

     History

     *

     *

      Music

     *

     *

     Physical education

     *

     *

    All schools are also required to teach religious education at all key stages.

    Figure 2 – Statutory teaching of religious education

     

    Key Stage 1

    Lower Key Stage 2

    Higher Key Stage 2

     Age

     5 – 7

     5 – 7

     7 – 11

     Year groups

      1 – 2

     1 – 2

     3 – 6

     Religious  Education

      *

     *

     *

     
     
  • EYFS

    EYFS

    The Early Years Foundation Stage

    The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. At Blockley C of E Primary School, children join the Reception class in the year that they turn five. In partnership with parents and carers we enable the children to begin the process of becoming active learners for life.

    At Blockley School we endeavour to ensure that children learn and develop at their own pace using their own interests to guide our planning. Children are well supported in their learning and are taught in a way which broadens their skills and interests through carefully planned activities inside and outside to ensure they start school with the right foundations to make excellent progress through school and in life. 

    The EYFS is based upon four principles:

    •  A unique child – developing resilient, capable, confident and self-assured individuals.

    • Positive relationships – supporting the children in becoming strong and independent.

    • Enabling environments – where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between practitioners, parents/carers and the child.

    • Learning and developing – An acknowledgement that children learn in different ways and at different rates.

    Learning and Development

    Teachers and teaching assistants provide the curriculum in a mixed age Reception/Year One class of up to 30 children.  In the morning Reception are taught as a year group separately to Year One to allow a dedicated session of Phonics, English and Maths.
    There are seven areas of learning and development of which three are “prime areas,” and four “specific areas.”

    The prime areas are

     -  Communication and Language

     -  Physical Development

     -  Personal, Social and Emotional Development.

    The specific areas are

     -  Literacy

     -  Mathematics

     -  Understanding of the World

     -  Expressive Arts and Design

            

  • Key Stage 1

    Key Stage 1

    Key Stage 1 is the legal term for the two years of schooling in maintained schools in England and Wales normally known as Year 1 and Year 2, when pupils are aged between 5 and 6.

    The term can be defined as the period beginning at the same time as the school year in which the pupil attains the age of six and ending at the same time as the school year in which the majority of pupils in the class attain the age of seven.

    Key Stage 1 is used to define the group of pupils who must follow the relevant programmes of study from the National Curriculum. All pupils in this Key Stage must follow a programme of education in at least 10 statutory areas:

    ▪ English language
    ▪ Mathematics
    ▪ Science
    ▪ Computing
    ▪ Design Technology
    ▪ History
    ▪ Geography
    ▪ Art and Design
    ▪ Music
    ▪ Physical Education

    In addition, Religious Education is statutory, although schools are not required to follow the non-statutory framework set out in the National Curriculum.

    At the end of this stage, pupils in England aged 7 - in Year 2 – are normally assessed as part of the national programme of teacher assessment.

    Key Stage 1 Phonics and Reading Scheme

    Learning how to read (word recognition)

    As soon as reception children have settled into school, we introduce them to the magical journey of learning to read. This is done through our own synthetic phonics programme developed in collaboration with our local DfE-funded English Hub.

    Phonics means that children are taught to link spoken sounds to individual letters or groups of letters. Over time children learn all 44 sounds used in English and the different ways of writing them.

    In Classes 1 and 2 phonics lessons happen 5 days a week and include learning and practising how to recognise, say and write the sounds. Children learn to blend sounds to make decodable words; for example f-l-a-gà flag, and to segment words to be able to write them, book à b/oo/k. The children also learn the names of the letters and tricky words that cannot be or are difficult to decode, such as the, I and me.

    Once a child has learnt enough phonics sounds, they will be given a carefully matched book to read. At home, they should practise blending the sounds to read the simple text every day. Children keep the same book for a number of days so that they can learn to read it fluently and with expression and confidence

    Book bands

    Children are initially given, and eventually choose, books to read from our book-banded books. Fiction and non-fiction books are banded (grouped) initially on the sounds that they contain and eventually on the difficulty of the text. Age suitability is also a factor although we recognise that for children who are reading above or behind their age-related expectation this can sometimes be a challenge.

    Children in the early stages of reading are regularly assessed to ensure they are on the correct book band. 

    When the book band level is reviewed, the aim is for a child to be able to read at least 90% of the words automatically and be able to understand and answer questions about the text and the meaning of words, phrases and sentences. We actively encourage children to solely focus on reading their school book to maximise progress.

    We regularly update our book-banded reading books to ensure that we have a range of titles available from the classics to recent releases. 

    For more information see English from the curriculum menu

  • Key Stage 2

    Key Stage 2

    Key Stage 2 is the legal term for the four years of schooling in maintained schools in England and Wales normally known as Year 3, Year 4, Year 5 and Year 6, when pupils are aged between 7 and 11.

    The term can be defined as the period beginning at the same time as the school year in which the majority of pupils in the year group attain the age of eight and ending at the same time as the school year in which the majority of pupils in the year group attain the age of eleven.  All pupils in this Key Stage must follow a programme of education in at least 11 areas:

    ▪ English
    ▪ Mathematics
    ▪ Science
    ▪ Computing
    ▪ Design Technology
    ▪ History
    ▪ Geography
    ▪ Art and Design
    ▪ Music
    ▪ Physical Education
    ▪ Religious Education


    At the end of this stage, pupils aged 11 - in Year 6 - are tested as part of the national programme of National Curriculum Tests, colloquially known as SATs. These tests cover English and Mathematics. The resulting levels are a combination of externally marked papers and teachers assessments. The results for each school are published in DfE performance tables.

     

     

     

     

     

     

  • English

    English

     “Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, … Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.” Kofi Annan

    At Blockley, we use the National Curriculum (2013) as the framework for teaching English. 

    DfE link

    English is both a subject in its own right and the medium for teaching: for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

    Acquiring good English skills is a key priority for all children at Blockley School; these include:

    • Speaking and listening:
    • Reading
      • Learning how to read (word recognition)
      • Understanding what is read (comprehension)
      • Listening to books and texts and Reading for Pleasure
    • Writing
    • Vocabulary development

    English lessons are taught every day and comprise of some or all of the above literacy elements. Carefully planned sequences of learning are taught allowing for the learning of and practising of new concepts and skills. Whenever it is beneficial, links are made with topics being studied in other subjects including, but not solely, history, geography and science.

    Speaking and listening 

    Being able to communicate ideas and emotions clearly and confidently, and listen to, understand and respect others are essential life-long skills enabling children to fully become members of society. Also, good speaking and listening skills enable children to clarify their thinking as well as organise their ideas for writing. 

    From the moment children become a part of the Blockley community, in all subjects, every day, children are encouraged to, and practise, explaining their ideas, thoughts, and opinions in a clear respectful manner. More … 

    How you can help your child’s speaking and listening skills at home more …

    Reading

    Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. Learning to read age-appropriate texts fluently with expression and to understand their meanings is a critical skill that all children need to be fully secure in before secondary school.

    Reading comprises of many separate skills as is shown in the illustration below

    At Blockley, we put a great deal of time and effort into teaching children how to read, understand what they are reading and sharing our love of books.

    Learning how to read (word recognition)

    As soon as reception children have settled into school, we introduce them to the magical journey of learning to read. This is done through our own synthetic phonics programme developed in collaboration with our local DfE-funded English Hub.

    Phonics means that children are taught to link spoken sounds to individual letters or groups of letters. Over time children learn all 44 sounds used in English and the different ways of writing them.

    More

    Book bands

    Children are initially given, and eventually choose, books to read from our book-banded books. Fiction and non-fiction books are banded (grouped) initially on the sounds that they contain and eventually on the difficulty of the text. Age suitability is also a factor More

    Supporting children’s reading at home

    You are the best role model your children can have, let them see you reading at home and hear you talking about books.

    As parents and carers, the role that you play in supporting your child as they first learn to decode books and then become fluent expressive readers who understand and enjoy what they are reading is huge. Reading needs to become a habit: reading daily More

    Understanding what is read (comprehension)

    We read so that we can find out information and/or be entertained. Reading comprehension is an extension of understanding what is being spoken to us.

    At Blockley, we place great importance on understanding what is being read, whether that is by the teacher, another child or by the child themselves. We use whole-class guided reading to develop children’s comprehension skills. This includes books or short texts, fiction, non-fiction, poetry and plays.

    We have adopted a framework to ensure coverage of all of the reading comprehension skills children need to learn to be able to fully understand what is written or implied: it uses the acronym VIPERS.

    In key stage 1 VIPERS stands for: Vocabulary, Infer, Predict, Explain, Retrieve, Sequence

    In key stage 2 VIPERS stands for: Vocabulary, Infer, Predict, Explain, Retrieve, Summarise

    By using this framework, we ensure that children become skilled in all of the elements of reading comprehension which will enable them to fully understand what they are reading.

    Listening to books and texts and Reading for Pleasure

    At Blockley, we invest a lot of time sharing literature in all classes across numerous subjects. Books offer a portal to different people, relationships and emotions; cultures, societies and times in history culturally; they can offer knowledge and spirituality.

    All classes have a class novel that they enjoy together. These may be linked with topics being studied or to broaden the literary genres that children encounter. Authors range from well-known to up-and-coming writers. We want to celebrate this golden time in children’s literature and engender a love of books.

    As a special treat, every Friday afternoon, our Starbook’s Reading Café opens for business. Teachers visit a different class to share a book (or two) whilst the children can listen and nibble on a treat.

    Reading for Pleasure means choosing to read as a pleasurable activity. We aspire for all of our children to discover a love of reading that will sustain them throughout their lives.

    Supporting the development of a love of reading at home

    If children see us participating in an activity and enjoying it then they will want to do it too!

    More

    Writing

    The skill of writing begins early at reception age and is developed progressively throughout the school. It comprises of two aspects:

    • transcription (spelling and handwriting)
    • composition (articulating ideas and structuring them in speech and writing).

    Children learn to write for a range of purposes and audiences. Opportunities for writing are used across numerous subjects in readiness for secondary school and beyond.

    Just as with reading, writing comprises many skills that are taught (see the illustration below)

    More

    Children’s writing is assessed against progressively more challenging criteria in each year group. Below are links to the assessment criteria for independent writing exercises. At other times, specific features will be the focus of writing to practise the different strands that successful writing requires.

    Spellings

    Initially, spellings are directly linked to phonics and act to reinforce the matching of sounds to letters.

    By the time a child is working at phase 6 phonics, there is a shift of focus onto the underpinning rules that guide much of our spelling.

    It is easier and much more useful to learn spelling rules and …

    More

    Supporting children’s spellings at home

    More

    Handwriting

    As a school, we teach children to write using cursive script from reception level. This helps smooth the transition to joined-up handwriting which all children are expected to adopt in key stage 2.

    A tripod grip is taught so that handwriting is legible and no undue pressure is placed on the hand, wrist, arm or shoulder.

    Pencils are used initially and once accurately formed and sized writing is secure, children progress onto handwriting pens.

    Supporting children’s handwriting at home

    More

    Punctuation

    More

    Vocabulary

    At Blockley, we recognise the impact vocabulary size has. It has been identified that pupils from pre-nursery age to A-level students who have, understand, and use a wide range of words access all learning more easily and have better life outcomes.

    We focus on vocabulary acquisition and use it in multiple ways:

    More

     

  • Maths

    Maths

    The study of mathematics, like the Nile, begins in minuteness but ends in magnificence.
    — Charles Caleb Colton, English cleric, writer and collector

    At Blockley, we use the National Curriculum (2013) as the framework for teaching mathematics.

    DfE Link

    Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Acquiring good mathematical skills is a key priority for all children at Blockley School; these include for all year groups:

    • becoming fluent in the basics of mathematics, so that they have strong conceptual understandings and the ability to recall and apply knowledge rapidly and accurately
    • being able to reason mathematically by following systematic lines of enquiry, make links to explore relationships and generalisations, and developing reasoned opinions, explanations or proof using mathematical language
    • solving problems by applying their mathematics to a variety of age-appropriate problems including breaking down problems into simpler steps and persevering in seeking solutions.

    All children have daily maths lessons which include practising and becoming skilled in arithmetic, revisiting some previously learnt concepts and skills and building on and practising current learning.

    How can I help my child to become a skilled mathematician?

    • Be positive about maths. Don't say things like "I can’t do maths" or "I hated maths at school"; your child might start to think like that themselves.
    • Point out the maths in everyday life. Include your child in activities involving maths such as using money, cooking and travelling.
    • Praise your child for effort rather than talent - this shows them that by working hard they can always improve.
    • Ask your child how they do it at school and/or ask their class teacher. None of the below have changed …
      • 10 = 7 + 3
      • 144 = 12 x 12
      • 3 ÷ 10 = 1.43
      • the sum of the interior angles of a triangle still equal 180˚

                 BUT how your child learns mathematics will almost certainly have changed.

    • Maths today places a greater emphasis on understanding the underpinning concepts instead of just getting the right answer. There is a far greater emphasis on being able to reason, show and explain: making connections and finding patterns helps children to become better mathematicians in the long run.

     

    For example: 14.3 ÷ 10 = 1.43. You may have learnt that you move the decimal point one place to the left. Your child will learn that the decimal point does not move but that the digits do – in this instance, by dividing by 10, the value of each digit becomes 10 times smaller so each digit moves one place to the left. (Such knowledge relies on a robust understanding of place value and so every school year begins with this aspect of mathematics.)

     

    • Nevertheless, being able to recall and apply knowledge rapidly and accurately is extremely important and a key area that you can help with at home. Below is a list of foundation mathematics skills which need to become unconscious and automatic to allow children to use them without effortful thinking to learn more complex skills.
    • Secure one to one correspondence – being able to touch a row of toys and count how many as each one is touched. (As opposed to chanting numbers in a similar vein to singing a nursery rhyme.)
    • Knowing number bonds to 10 (4 + ? = 10, 10 – 2 = ?)
    • Knowing the number bonds for any number from 0 to 9 (7 = ? + 2)
    • Knowing number bonds to 20 (20 = 9 + ?)
    • Knowing number bonds to 100 and 1000 (36 + ? = 100, 100 = ? + 451)
    • Knowing number bonds to 1 in decimal tenths, hundredths and thousandths (0.4 + ? = 1, 1 = 0.09 + ?, 0.027 + ? = 1)
    • Being able to mentally add and subtract (? = 17 + 29, 56 – 27 = )
    • Knowing multiplication facts to 12 x 12 and the inverse division facts (? = 9 x 7, 72 ÷ 6 =?)
    • Knowing related multiplication and division facts to the above (600 x 80 =?, ? = 1080 ÷ 9, 0.4 x 9 = ? ) When your child begins to learn their times tables, they will be given free access to Times Tables Rockstars, a fun online learning tool.
    • Being able to count in 25s, 50s and 100s
    • Halving (half of 4, 7, 35, 0.9)
    • Doubling (double 3, 8, 17, 39, 156, 0.82)

    Annual mathematics plan

     

     

     

  • Science

    Science

    The National Curriculum for Science aims to ensure that all children:

    • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
    • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
    • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

    As a school we aim to:

    • Set challenging targets with high expectations for all pupils (In progress and attainment).
    • Offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
    • Ensure a smooth transition between the Key Stages to ensure progression.
    • Explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of science.

    Our principle aim in KS1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them.  We encourage each pupil to be curious and ask questions about what they notice.  Most of the learning at KS1 will be through first-hand practical experiences enhanced by books, photographs and CD Roms/Internet packages.  Pupils will be helped to develop their understanding of scientific enquiry to answer their own questions; observing, noticing, grouping and classifying, testing and finding things out.

    The principal focus of science teaching in Y3/4 is to allow pupils to explore, talk about, test and develop their ideas about the world around them.  Comparative and fair testing, drawing conclusions and using scientific language is part of this approach.  In Y5/6 pupils will be encouraged to plan their own enquiries, take accurate measurements, explain which variables need to be controlled and why, record data and present the data in oral and written forms.

    We are proud of our Cluster collaborations and links with the local secondary school.

    SCIENCE CURRICULUM MAP      PROGRESSION MAP


  • History

    History

    History

    At Blockley, we use the National Curriculum guidance when teaching history.

    DfE Link

    Blockley School believes that history is an essential part of the curriculum which can foster a pupil’s curiosity, extend their knowledge and understanding of the world, their ability to question, think critically, weigh evidence, sift arguments and make judgements in context as well as further their sense of identity and place the challenges of our time into a broader context.

    A people without the knowledge of their past history, origin and culture is like a tree without roots.’ Marcus Garvey

    We aspire to teach a coherent, chronological programme of work that will support all of the aforementioned through studying key aspects of Britain’s past, including our own rich local history, and elements of world history.

    History is taught across all year groups on a two-year rolling programme to make sure that all children gain knowledge of aspects of British, world, ancient and modern history. Our curriculum also reflects and celebrates history within our locality as well as challenging children’s cultural assumptions by introducing them to the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups.

    History Curriculum Plan

     

  • Computing

    Computing

     

    The National Curriculum for Computing aims to ensure that all children

    • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

    • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

    • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

    • are responsible, competent, confident and creative users of information and communication technology.

    As a school we aim to:

    • set challenging targets with high expectations for all pupils (in progress and attainment).
    • offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.

    • ensure a smooth transition between the Key Stages to ensure progression.
    • explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of computing.

    Computing and its related technology is an exciting area both in school and the wider world.

     In school we provide a curriculum which prepares all our pupils for the world of the future. We teach our pupils how to use technology to extend their understanding whilst remaining safe.

    The school has laptops, tablets, digital cameras and various peripheral devices which allow children to engage with technology in all areas of the curriculum.

    Classrooms contain interactive TV screens.

    Children learn how to use and implement the technology in all curriculum subjects and they also have a dedicated computing lesson each week in which they learn new skills.

    We assess the children’s understanding, use and application of computing and are continuously open to evaluating new technological developments to enhance the children’s learning.

     

    Computing annual plan

     

  • Religious Education

    Religious Education

    The Gloucestershire Agreed Syllabus 2011-2016 for Religious Education aims to:

    Engage pupils with questions arising from the study of religion and beliefs so as to promote their spiritual, moral social and cultural development.

    As a school we aim to:

    • Encourage the development of self-awareness by asking questions and discussion thereby helping children to think for themselves and express their own beliefs.

    • Promote respect for all and open-mindedness by widening pupil’s experiences and knowledge of other faiths and cultures.

    • Foster an appreciation and wonder of the world around them.

    • Offer a variety of approaches including the use of drama, art and music and ICT to explore and express ideas and beliefs.

    All children take part in weekly R.E. lessons and follow a two year rolling programme, which focuses on Christianity with aspects of Judaism in KS1 and then widens to include studies of Islam, Judaism and Hinduism in KS2, as well as Christianity.

    When exploring other faiths we include use of Persona dolls and artefacts belonging to that faith and visits to place of worship have often been arranged.

    We have good links with our local church which we encourage through the monthly School Bulletin, which always includes ‘Church Chat.’ The Open the Book team visit every week to bring Bible stories to life and there are services in the church for Harvest, Christmas and Easter.  Classes visit the church as part of their R.E. lessons to become familiar with the church building as a place of worship.

    We have a termly programme of Values, such as Courage, Compassion and Thankfulness, which we promote and explore through collective worship, through displays and in the classroom.

    RE Progression Grid

     

     

  • Geography

    Geography

    The National Curriculum for Geography aims to ensure that all children:

    • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

    • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

    • are competent in the geographical skills needed to:

    • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

    • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
       

    As a school we aim to:

    • set challenging targets with high expectations for all pupils (in progress and attainment). 

    • offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.

    • ensure a smooth transition between the Key Stages to ensure progression.

    • explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of geography.

    In KS1 classes at Blockley School we develop pupils knowledge about the World, the United Kingdom and the immediate locality by first-hand observation, fieldwork, maps, atlases and globes with a non-European country. The children will learn how to use a compass and aerial photographs to recognise landmarks and basic human and physical features of the school and their locality. The pupils will begin to describe their work using the correct geographical vocabulary. 

    Geography at KS2 covers locational knowledge when our pupils extend their knowledge and understanding beyond Blockley to include the UK, Europe, North and South America. They also use maps, atlases and globes. The pupils will learn about the similarities and differences between different regions. Describing and understanding key aspects of physical and human geography to include settlement and land use, trade links and economic activity will ensure that our pupils develop a curiosity and fascination about the World and its people.

    GEOGRAPHY ANNUAL PLAN

  • Design And Technology

    Design And Technology

    The National Curriculum for Design and Technology aims to ensure that all children:

    • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

    • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

    • critique, evaluate and test their ideas and products and the work of others

    • understand and apply the principles of nutrition and learn how to cook.

    As a school we aim to: 

    • set challenging targets with high expectations for all pupils (in progress and attainment).
    • offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
    • ensure a smooth transition between the Key Stages to ensure progression.
    • explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of design and technology.

     Children at Blockley School take part in regular Design and Technology lessons, delivered weekly or in blocks.  The school is fully equipped with a range of tools and materials to allow children to experience a range of design and construction methods.  Children at Blockley School experience designing and creating using a range of mediums including textiles, cookery and construction.

    As children progress through the school we encourage them to gain independence by taking control of their work through choosing appropriate tools for the set task.

    As an Arts Mark Gold School, we offer a wide range of enrichment opportunities including After School Art and Crafts Clubs.

    We have strong connections with local designers and artisans.

    DESIGN AND TECHNOLOGY ANNUAL PLAN

     

  • Music

    Music

    The National Curriculum for Music aims to ensure that all children:

    • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
    • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
    • understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

    As a school we aim to:

    • offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
    • explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of music.

    Music is taught using Charanga from Reception to Year 6 where children are given the opportunity to learn about many examples of music styles and genres from different times and places. There are explored via active listening, performing and composing activities where children are actively involved in using and developing their singing voice, using body percussion and whole-body actions, and learning how to handle and play classroom instruments effectively to create and express their own and others’ music.  Throughout the teaching of Music, children learn about and develop their understanding of the different dimensions or elements of music.

    Peripatetic teachers provide children with the opportunity of learning to play brass, woodwind and string instruments if they are interested. After school clubs provide children with the opportunity of singing in the choir.

    Performing to an audience is an important aspect of Music at Blockley School and children are able to do so during a Christmas and end of year performance. Children also perform to a wider audience at Church Services and to the residents at Orchard Bank.

    Music annual plan

     

     

  • Physical Education

    Physical Education

    The National Curriculum for English aims to ensure that all children:

    • develop competence to excel in a broad range of physical activities
    • are physically active for sustained periods of time
    • engage in competitive sports and activities
    • lead healthy, active lives

    As a school we aim to:

    • set challenging targets with high expectations for all pupils (in progress and attainment).
    • offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
    • ensure a smooth tranistion between the Key Stages to ensure progression.
    • explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of physical education.

    Physical Education and Sport throughout the school is enjoyed and accessible to all pupils. We believe that allowing children to achieve their sporting potential can change their lives for the better.

    Through P.E. and Sport pupils learn to develop the Olympic and Paralympic Values of Friendship, Respect, Excellence, Determination, Inspiration, Courage and Equality. We believe that these are important skills for life and along with Healthy Living and Leadership Qualities are embedded throughout our teaching during the day and in lunchtime and after school clubs.

    The school offers a wide range of high quality experiences in school including Archery, Athletics, Football, Floorball, Tag Rugby, Tennis and Cross-Country. We offer opportunities to enjoy these activities and to compete in a wide range of Intra and Inter School events through to County level.

    The school recognises that for P.E. and Sport to be a success in the future then the sportsmen and women are in school today. With this in mind we offer pupils the chance to develop their leadership and sportsmanship skills during PE tournaments and sporting events.

     

  • PSHE and Citizenship

    PSHE and Citizenship

    Personal, Social, Health and Economic Education (PSHE)

    Personal, Social, Health and Economic Education (PSHE) is a non-statutory subject however, section 2.5 of the National Curriculum framework document states that:

     ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’.

    The DfE published guidance on PSHE education, states that the subject is ‘an important and necessary part of all pupils’ education’ and that:

     ‘Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.'

    PSHE education aims to ensure that all children and young people:

    • acquire the knowledge, understanding and skills they need to manage their lives, now and in the future
    • develop the qualities and attributes needed to thrive as individuals, family members and members of society.

    As a school we aim to:

    • promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society.
    • prepare pupils at the school for the opportunities, responsibilities and experiences of later life.

    Citizenship

    At Key Stages 1 and 2 Citizenship is part of the joint non-statutory framework for personal, social, health and economic (PSHE) education and citizenship.  PSHE education provides a focus on the personal dimension and Citizenship a focus on the public dimension. 

    PSHE and Citizenship is taught as a discrete subject from Reception to Year 6. As a school we use Coram Life Education to support our delivery of the subject.

    Coram

  • Art And Design

    Art And Design

    The National Curriculum for Art and Design aims to ensure that all children:

    The national curriculum for art and design aims to ensure that all pupils: 

    • produce creative work, exploring their ideas and recording their experiences 
    • become proficient in drawing, painting, sculpture and other art, craft and design techniques 
    • evaluate and analyse creative works using the language of art, craft and design 
    • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

    As a school we aim to:

    • set challenging targets with high expectations for all pupils (in progress and attainment).
    • offer a variety of approaches to teaching and learning which engages and motivates all children to want to learn.
    • ensure a smooth transition between the Key Stages to ensure progression.
    • explore enrichment opportunities outside the curriculum to enhance learning and enjoyment of art and design.

    Children at Blockley School are encouraged to be creative and expressive in their art work.  Studying the work of other artists is used as inspiration for the children's own work.

    Throughout the school children take part in regular art and design lessons.  The school is equipped with an extensive range of resources for the children to explore and experience using a range of mediums in their art.  Giving the children these experiences ensures that as they progress through the school they increase their confidence and skills using a range of tools and methods.

    As an Artsmark Gold School we offer a wide range of enrichment opportunities to all children including a range of after school clubs.  At Blockley School we are lucky enough to have strong connections with a range of artisans from the local area.

    Art and Design Annual Plan

     

  • French

    French
     

    Learning a foreign language is part of the primary National Curriculum and is a requirement for all children within Key Stage 2 (KS2). Blockley Church of England Primary School has adopted a whole school approach to the teaching of French across the school from Reception to Year 6.

    Aims

    Our aim is to develop the confidence and competence of each child in the foreign language they are learning. Our goal is for them to be passionate, curious and confident about their own foreign language learning abilities when they finish the primary school phase of their education.

    We will help them develop and demonstrate substantial progress in the 5 key language skills necessary for learning French: Speaking, Listening, Reading, Writing, Grammar.

    We aim to ensure that pupils of all abilities develop solid foundations in these key language learning skills - properly preparing them for the next stage of their language learning journey. These skills will develop children’s ability to understand what they hear and read and enable them to express themselves in speech and writing. We will extend their knowledge of how language works and explore the similarities and differences between the foreign language they are learning and English. We will also help strengthen their sense of identity through learning about culture in other countries and comparing it with their own.

    Teaching and Learning Overview

    Our whole school approach to language teaching and learning is in line with the recommendations of the National Curriculum and the requirements outlined in the Department for Education Languages Programme of Study for Key Stage 2.

    The National Curriculum for languages aims to ensure that all pupils:

    • Understand and respond to spoken and written language from a variety of authentic sources
    • Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
    • Can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
    • Discover and develop an appreciation of a range of authentic writing in the language studied.

    By the end of key stage 2, pupils should be able to:

    1. Listen attentively to spoken language and show understanding by joining in and responding.
    2. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words.
    3. Engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help.
    4. Speak in sentences, using familiar vocabulary, phrases and basic language structures.
    5. Develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases.
    6. Present ideas and information orally to a range of audiences.
    7. Read carefully and show understanding of words, phrases and simple writing.
    8. Appreciate stories, songs, poems and rhymes in the language.
    9. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
    10. Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
    11. Describe people, places, things and actions orally and in writing.
    12. Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

    Our language teaching will be based upon the Language Angels scheme of work.

     

    Modern Foreign Language Annual Plan

  • Sex and Relationships Education

    We do recognise that Sex Education is a continuous process based on the needs of pupils at particular stages in their development. As such, elements are taught at various ages in all classes. It may take the form of noticing the difference between a baby and a five year old in the Infant class. In later years human differences and human reproduction are discussed in more detail. The school has a carefully structured Scheme of Work which provides guidelines on the teaching of all aspects of personal, social and emotional development from the Reception group through to Year 6 pupils. The Governing Body has approved this scheme and is committed to reviewing it at regular intervals.

  • Equality Of Opportunity

    Equality Of Opportunity

    The school, through its Equal Opportunity policy, seeks to lead the children into an understanding of other races and creeds and into believing in the equality of opportunity for all people regardless of age, race or gender. We do this as part of our planned scheme of topic work and by ensuring that the principals of equal opportunity are an integral part of every aspect of teaching and learning in the school.

  • Economic Awareness

    Economic Awareness

    An element of ‘Economic Awareness’ is included in some of the work undertaken by the children. This may be in the form of a simple comparison of two dolls to discover which is the more valuable and why, or it may be a more detailed look at the world of work carried out by older children in the course of their investigative work. There are many aspects of economics, all of which are designed to give the children an idea of the world beyond the classroom. Visits to factories or other commercial ventures are occasionally arranged where they fit in with classroom activities. We arrange for visiting speakers to come in and talk to the children when their expertise and involvement is appropriate and relevant to the Unit of work being taught.

    Ofsted inspected this area of the curriculum on the 22nd May 2012 and gave the school 'outstanding'.

  • Safety

    Safety

    We are conscious of the need to make our school environment and the wider community as safe as possible for the children. Consequently, an element of Safety Education is provided for in the Curriculum covering aspects of personal and road safety. The older children are given an opportunity to take part in the Cycling Proficiency Scheme run by the County. Visiting speakers from local and national businesses also come to the school to talk on a variety of safety-related topics at a level which the children can understand.