At Knaphill, English forms an integral part of all areas of the curriculum. We are now planning using the National Curriculum and through a range of creative tools and resources, aim to deliver a varied, engaging and enriching curriculum which develops our learners. Children are able to express themselves through a variety of different literary activities at the core of our curriculum. Listening to each other and sharing ideas, thoughts and beliefs enables our learners to develop their ability to communicate effectively. They are also encouraged to participate in assemblies, school productions and present their work within class to ensure that all children become confident speakers.
Inspiring reading is our passion. Our high-quality education in English will teach children to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, children have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables children both to acquire knowledge and to build on what they already know. We are committed to enabling our children to become confident, critical readers through our teaching and through their exposure to varied and challenging material. Stories, poetry, drama and media are used to encourage and motivate writing within the school.
We draw on children’s experiences and teach them to write across a range of genre for a variety of different purposes and audiences in a range of subjects. Each term, teachers plan engaging and creative lessons around a book that links to the topic.
Teacher’s model high expectations for writing and children are given the opportunity to edit and improve their writing. Neat, cursive writing is encouraged and practised and pupil’s work is displayed to a high standard. Explicit teaching of spelling and grammar informs and aids our children to become more skilled writers. We recognise different learning styles in order to provide a broad and balanced curriculum to develop children’s literacy as a fundamental life skill.
Spellings are set every week for the children to learn. They are glued into their spelling book and they are expected to practise at home. Each child is assessed at the beginning of the year to see what spelling level they should be on. Weekly spellings follow a spelling pattern and children are taught different spelling rules as part of the English lesson.
Each child has a writing target sheet in their English book to help them to have a clear idea of what they need to do to improve their work and achieve high personal standards and to enable teachers to evaluate the effectiveness of their teaching strategies. Guided Reading is carried out every morning, where a group of children reads with the class teacher once a week and draw on a range of comprehension skills. Each week, children focus on a different objective target and answer questions to help them to understand and interpret variety of texts.
The National Curriculum states that: Mathematics is far more than simply a core curriculum topic; it is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of Mathematics, and a sense of enjoyment and curiosity about the subject. Developing numerical fluency prepares children to access a world surrounded by number. It equips young people with key skills such as calculating, estimating, observing and predicting, which will be used widely throughout their lives.
The national curriculum for mathematics aims to ensure that all children:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that children develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately;
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language;
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
We ensure every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. All children are entitled to access the Mathematics National Curriculum Programmes of Study and make progress through appropriately differentiated work. Our schemes of work have recently been updated to reflect changes made to the new curriculum and we are now using White Rose Hub materials to support the delivery of a linear curriculum.
All children have a Maths passport linked to a continent or type of traveler. The Maths passports help children know what targets they are working on and they can self-assess against their targets during a Maths topic.
At Knaphill School, we aim to provide a learning atmosphere which encourages curiosity, perseverance, critical reflection and collaboration. We aim to provide a broad and balanced learning experience for all our children and give them opportunities to develop skills and gain an understanding of science concepts through practical work.
The National Curriculum states that: A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all children should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, children are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
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.
Topic at Knaphill incorporates a range of historical and geographical knowledge and skills taught across all year groups. Year 3 study Stone Age to Iron Age; the Romans and complete a local area study. In Year 4, children look at the Anglo Saxons and Scots; conduct an Africa study focusing on Benin and learn about Kings and Queens over different periods of time. In Year 5, children examine the Ancient civilisations of Greece; look at the Vikings and Anglo Saxons and take part in a Space Exploration. Finally, in Year 6, children study London past and present; examine the Ancient civilisations of Egypt and study the Victorians.
Encouraging inquisitive minds and inspiring our children to develop their skills of enquiry is crucial to our teaching of Topic. Our teachers strive to provide children with hands on and creative learning opportunities, utilising primary sources and artefacts as much as possible. Most Topics are celebrated through a Topic Day, where children dress up according to their topic and experience a range of exciting and creative activities.
In line with the new National Curriculum, we place a strong importance on geographical skills e.g. fieldwork and map skills, which are fundamental aspects of our teaching. We also understand that out-of-school visits are fundamental to improving a pupil’s understanding of a Topic and each year group offers trips linked to their topics.
Knaphill School has children of many different ethnic backgrounds and from countries all over the world. Our curriculum celebrates this diversity and helps children appreciate and understand the world in which they live from a historical, local and global perspective, developing a variety of skills in the process.
Computing is an essential part of the curriculum at Knaphill School. Our newly designed computing curriculum ensures that all children are inspired and taught about computer science in a creative learning environment. The subject content for our curriculum has been divided into threads to plan for progression throughout KS2. At Knaphill, we believe that the following aims will create a successful learner in computing:
- Digital citizens who are safe and responsible
- Digital creators who are logical and creative
- Digital communicators who are digitally literate
We strongly believe that e-safety has a fundamental role in the children’s learning, therefore, this is a unit that all year groups will visit.
Throughout the school, we will be using a wide range of different software and hardware. Some of the software that we are using is available online. Some examples are listed below:
- Scratch – programming software that enables the children to learn about basic programming commands: http://scratch.mit.edu/
- Logo – a programming tool: http://turtleacademy.com/
Why PE is important:
Participation in PE and sport can improve a huge range of skills for children:
- Positive attitudes, attributes and physical skills
- Fine motor skills
- Health and wellbeing
- Positive behaviour
- Promotes inclusion and cohesion
- Introduces competition and the concepts of winning and losing
- Team work and listening skills.
At Knaphill, we believe that it is every child’s right to be offered a Physical Education that is challenging, fun and competitive. Therefore, we offer every child an hour of Games and an hour of dance or gymnastics each week in the autumn and spring terms and in the summer, an additional hour is added for swimming, making 3 hours of curriculum time PE.
The children are offered a wide range of sport in curriculum time including dance, gymnastics, hockey, Outdoor and Adventurous Activities (OAA), cricket, rugby, football, athletics, swimming, netball, hockey, circuits and basketball. (Please see the curriculum plan to see which year group are taught which sports.) The children also take part in lots of fun and engaging sports activities during Sport Relief.
We get involved in many borough competitions and have an intra-competition every half term. (Please see the competition calendar for a full year overview).
We offer lots of after school clubs that give the children an opportunity to engage in an additional hour of sport a week. (See the clubs section of the website for more details).
Intra competitions are competitions that are played inside school. The children compete against other classes in their year group. Competitions are held every half term and will involve the skills children have learnt that term. This consolidates their learning from class and gives them the opportunity to use the skills they have learnt in a game/competition situation.
Sport Premium information
The Government have ring fenced £300 million for the next two years to support delivery of PE and sport in primary schools.
Each year every school will be given a lump sum of funding allocated to their school.
A typical 3 form entry junior school will receive approximately £9,000 each year for two years.
At Knaphill, we want to improve the teaching of PE/Games across the school so we have invested some money into coaches to teach most Games sessions. We have also entered a partnership with Winston Churchill to allow the children a chance to enter sports festivals, but also for the staff to attend training to improve their teaching. Some of our money has also gone into improving sports equipment and play equipment during break and lunch times. We are now looking into updating our gymnastics plans in line with the New National Curriculum.
Every year we hold a swimming gala at Woking Pool in the Park for the Year 5 children, following on from their swimming lessons. The children are put into races depending on their ability in swimming to ensure the races are fair and the children feel confident.
At Knaphill, our sports day takes place in the Summer term on the school site. The children compete in races in front of the parents in an attempt to win more points for their house. They only race against children in their year group. The houses win points throughout the morning and the winner is announced to the children.
Children are awarded house points throughout the school year for good work, behaviour and a positive attitude. These are counted every week and the team with the most points for that week gets rewarded with extra time on the playground equipment and play frame. At the end of the year, a cup is awarded to the house with the most points.
We believe that education in PSHE and citizenship enables children to become healthier, more independent and more responsible members of society. We encourage our children to play a positive role in contributing to the life of the school and the wider community. In so doing, we help to develop their sense of self-worth. We teach them how society is organised and governed. We ensure that the children experience the process of democracy through participation in the school council and during Year 6 ‘campaigns and elections’. We teach children about their rights and about their responsibilities. They learn to appreciate what it means to be a positive member of a diverse and multi-cultural society. Indeed, the teaching of PSHE and citizenship helps in many ways to meet the objectives set out in The Children’s Act 2004 (‘Every Child Matters’) – that children ‘be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being’.
Our objectives in the teaching of PSHE and citizenship are for all of our children:
- to know and understand what is meant by a healthy lifestyle;
- to be aware of safety issues;
- to understand what makes for good relationships with others;
- to have respect for others;
- to be thoughtful and responsible members of their community and their school;
- to become active members of our democratic society;
- to develop self-confidence and self-esteem;
- to make informed choices regarding personal and social issues;
- to develop good relationships with other members of the community.
PSHE and citizenship curriculum planning
We teach PSHE and citizenship in a variety of ways. Sometimes, e.g. when dealing with issues in drugs education, we teach PSHE and citizenship as a discrete subject. Outside speakers are also invited to give specialist talks, including the Life Education Centre’s ‘Lifebus’. On other occasions, we introduce PSHE and citizenship topics through teaching in other subjects. For example, Year 6 learn about respect of different races and political events within their London topic and in groups they create political party campaigns to encourage parents to vote for their idea to improve the classroom environment. In Year 4, children discuss the values and beliefs of Nelson Mandela linked to their Africa topic. Also, as there is a large overlap between the programme of study for religious education and the aims of PSHE and citizenship, we deliver a considerable amount of the PSHE and citizenship curriculum through our religious education lessons.
We also develop PSHE and citizenship through various activities and whole-school events, e.g. the Pupil Parliament representatives from each class meet regularly to discuss school matters and there is a whole school multi-cultural week where children take part in many fun and engaging activities and learn about customs, beliefs and customs in different cultures. We offer a residential visit for Years 4, 5 and 6 (PGL, Hindleap Warren and Stone Farm respectively), where there is a particular focus on developing children’ self-esteem, and giving them opportunities to develop leadership skills and positive group work. The Year 6 children also take part in a Junior Citizen day at Woking Football club.
Modern Foreign Language
At Knaphill we learn French. French is taught once a week and follows the 4 main strands of modern language learning: listening, speaking, reading and writing. Teachers at Knaphill Junior School are supported in their teaching of French by the new Jolie Ronde scheme of work which has been implemented since September 2017.
Each year group follows termly Jolie Ronde units throughout the course of the academic year. Each of the units has interactive resources to support activities which include stories, songs and games. The Jolie Ronde programme supports the requirements of the 2014 National Curriculum in England: Languages Programme of Study- Key Stage 2 and the children are engaged in a variety of ways through stories, songs, traditional and new media, graphics and audio.
Our music curriculum is underpinned by the four main skills of composing, performing, listening and appraising. Every child takes part in class music and has the opportunity to learn through singing, movement, directed listening and playing both tuned and untuned instruments. There is also the opportunity for children to receive private or small group instrumental tuition through Surrey Arts and can learn an instrument from the choice of flute, clarinet, guitar, keyboard, and violin.
Extra-curricular music groups take place at school throughout the year. The school choir took part in the Young Voices concert at the 02 Arena in January 2014. This was an exciting opportunity for forty pupils from our school to join with 6000 children from schools in the South East. The evening was a great success and we were very proud of all the children that took part.
We also have various music workshop days throughout the year such as: African drumming and a rock band workshop.
A range of music is played at the start and end of each assembly and there is a singing assembly every Tuesday. The songs reflect a variety of cultures, times and styles.
Year 3 children explore rhythm and notation, play percussion instruments and learn about music in South America. The composer focus is Hans Zimmer in the Spring term and the music artist focus is Paul Weller in the summer term. Year 3 form the choir and cast for the lower school Christmas production.
Year 4 children look at music in a historical context through singing and movement, and explore music from another culture and from the Tudor times. They also develop their musical skills through playing the recorder for a term. The music artist focus is Ladysmith Black Mambazo and the musical instrument focus is Lyre. Year 4 form the choir and cast for the lower school Christmas production.
Year 5 children spend a term learning to play the recorder. They also explore music from other cultures through movement and improvisation and practice their vocal skills. The composer focus is Holst. They also develop their musical skills through playing the recorder for a term Year 5 are a part of the upper school Christmas concert at the Holy Trinity Church.
Year 6 children perform at the Vine where they sing harvest songs; in the upper school Christmas concert at the Holy Trinity Church; the Year 6 summer production and in the Year 6 leaver’s assembly. They also develop their musical skills through playing the recorder for a term. The composer focus is Mendelssohn. Children also learn an ancient Egyptian song and create additional lyrics in the same style.
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As children progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
The national curriculum for art and design aims to ensure that all children:
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.
At Knaphill School, we use a variety of teaching and learning styles in art and design lessons. Our principal aim is to develop the children’s knowledge, skills and understanding in art and design. We ensure that the act of investigating and making something includes exploring and developing ideas, and evaluating and developing work. We do this best through a mixture of whole-class teaching and individual/group activities. Teachers draw attention to good examples of individual performance as models for the other children. They encourage children to evaluate their own ideas and methods, and the work of others, and say what they think and feel about them. We give children the opportunity within lessons to work on their own and collaborate with others, on projects in two and three dimensions and on different scales. Children also have the opportunity to use a wide range of materials and resources, including Computing.
We recognise the fact that we have children of differing ability in all our classes, and so we provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child.
Cross Curricular Links
Art and design contributes to the teaching of English in our school by encouraging children to ask and answer questions about the starting points for their work. They have the opportunity to compare ideas, methods and approaches in their own work and that of other children, and to say what they think and feel about them.
Art and design contributes to the teaching of mathematics in our school by giving opportunities to develop the children’s understanding of shape and space through work in two and three dimensions.
We use Computing to support art and design teaching when appropriate (see LTP’s for Computing). Children use software to explore shape, colour and pattern in their work. Older children collect visual information to help them develop their ideas by using digital and video cameras to record their observations. Children use the internet to find out more about famous artists and designers.
Personal, social and health education (PSHE) and citizenship
Art and design contributes to the teaching of some elements of personal, social and health education and citizenship. The children discuss how they feel about their own work and the methods and approaches used by others. They have the opportunity to meet and talk with artists and other talented adults whilst undertaking their work.
Spiritual, moral, social and cultural development
The teaching of art and design offers opportunities to support the social development of our children through the way we expect them to work with each other in lessons. Groupings allow children to work together and give them the chance to discuss their ideas and feelings about their own work and the work of others. Their work in general helps them to develop a respect for the abilities of other children and encourages them to collaborate and co-operate across a range of activities and experiences. The children learn to respect and work with each other and with adults, thus developing a better understanding of themselves. They also develop an understanding of different times and cultures through their work on famous artists, designers and craftspeople.