We are an International Primary School and will use the International Primary Curriculum (IPC) as a framework for teaching and learning. The curriculum is aimed at helping children learn – academically, socially, spiritually, emotionally and physically. What your children learn should respect the past but must also prepare them for the world in which they are going to live. IPC focuses on academic and personal development, and the development of a global awareness. We will aim to ensure that learning is active and engaging and above all, meaningful to children. The IPC topics covered cross the whole curriculum allowing children to gain an in-depth knowledge of the subjects. As an IPC school we are linked to 1000 other IPC schools across the world. This allows us to extend and develop the learning experience we will provide for the children at our school. By adopting the IPC, we are central to a global learning community. The elements of the International dimension for our children allow them to:
- Recognise their own culture and have a sense of identity
- Be open-minded
- Be respectful of other cultures and beliefs
- Be aware of and able to celebrate diversity and commonality
- Have respect for and value other people and their ideas and opinions
- Be aware of and have an interest in global issues
The school will actively encourage children to lead healthy and active lives through, for example: daily PE sessions, walking and cycling to school, the use of the outdoor environment for learning, encouraging healthy eating by providing nutritious and balanced school lunches and ensuring that children have regular opportunities to cook meals in school. The school will engage with members of the community (including those with dementia) through music, art and crafts and shared lunches.
The New National Curriculum
We will follow the new National Curriculum through the teaching of maths, English and religious education alongside the use of the International Primary Curriculum. The new National Curriculum consists of core and foundation subjects that are taught to all pupils. Mathematics and English are core subjects and will be taught daily. Phonics is taught daily in EYFS, Year 1 and, where required, in Year 2. A best fit approach involving utilising a range of phonics schemes including Read, Write, Inc; Letters and Sounds and Devon Early Reading allows a personalised approach to the teaching of phonics and the development of reading skills. Children will be provided with many opportunities outside of these lessons to practice, reinforce and develop the skills and knowledge they have developed in these subjects.
Art & Design
Personal Social Health Education (PSHE)
Early Years Foundation Stage
We will promote care, learning and play through planned experiences and activities that are challenging but achievable. We will:-
- Build positive relationships with adults and other children;
- Encourage children to try activities and explore and experiment;
- Support children’s learning;
- Organise resources to reflect the ages and abilities of children;
- Practice inclusion;
- Encourage social, emotional and personal development;
- Work towards the Early Learning Goals.
During their time in the Foundation Stage, your child will be following the Early Years Foundation Stage curriculum. The curriculum is split into seven areas of learning.
The seven areas are:
1) Personal, social and emotional development – this includes helping them to develop independence, self-confidence, their relationships with others, self-control and self-esteem.
2) Communication and Language – this includes developing their speaking and listening skills, as well as their understanding.
3) Physical development – this includes developing their fine motor skills, such as using tools, scissors, etc, as well as their PE lessons.
4) Literacy – this includes using phonics to teach them to read and write.
5) Numeracy – this includes developing their counting skills, calculating skills and an understanding of shape, space and measures
6) Understanding the World – this includes the areas of science, ICT, geography, history, RE and design and technology.
7) Expressive Arts and Design – this includes art, music, dance, drama and developing their use of imagination.
The activities are planned around a central topic, so that most things are linked. The majority of your child’s learning will take place through play-based activities, with some guided activities with the class teacher and LSA (Learning Support Assistant) to support and further your child’s learning. Young children are much happier when they are ‘doing’ and they remember much more when they have actually found things out for themselves, rather than being told.
At the beginning of each term you will receive an overview of the work to be covered in that term. There will also be a parents’ evening each term, where you will have the chance to discuss your child’s progress with their class teacher. You will also have the opportunity to come into the classroom once a term after school to look at your child’s learning file.
Sex & Relationship Education (SRE)
Kingsteignton School will offer a programme of sex and relationships education which will be integrated into our curriculum. It will be appropriate to the pupil’s age and experience and will be presented in a moral and family orientated framework. The ethos of the school, the involvement of children and parents in the life of the school, staff/pupil relationships, the learning environment and that which is taught in the classroom, all contribute to a healthy school. The teaching of positive attitudes such as taking care of oneself and respect for others are of great importance and these values will form part of the sex education programme. Parents will be provided with information about the Sex and Relationship education course and will have the right to withdraw their child should they so wish.
The school will follow the Local Authority syllabus – a syllabus which reflects that the religious traditions in Great Britain are, in the main, Christian whilst taking account of the teaching and practices of the other principal religions represented in Great Britain. An important objective within this is to develop an attitude of caring – for other people (including the elderly and those suffering from dementia) and for the natural world in which we live. The school will also adopt a range of values for living which will be embedded into all aspects of school life.
Parents do have the right to withdraw their child from Religious Education.
Extra Curricular Activities
We will actively promote activities that help to bring learning alive for children and develop them as individuals. As such we will provide many opportunities for children to take part in a range of extra curricular activities. These will include: School trips (at least one per term that links to the topics children are learning about); clubs – every teacher will run an extra-curricular club to further enhance the learning experiences at school and children will have the opportunity to attend clubs at schools within the United Schools Federation (USF); they will also have the chance to attend USF residentials from Year 2 upwards. We are fortunate that we will have access to four USF school minibuses that we can regularly use. All of our minibus drivers are fully qualified. In the case of all school activities, you will be informed before it happens and your consent will be sought before your child is able to take part. Where a day trip is planned within school hours, parents will be invited to make a contribution towards the overall costs. If an activity cannot be funded without voluntary contributions this will be made clear to parents from the outset. It will be made known that the activity will not take place if parents are reluctant to support it.
If you have any worries or concern about your child’s care or education we will actively encourage parents and carers to discuss this with their child’s teacher initially or the Principal. In most cases concerns will be resolved quickly and easily as soon as we are aware of the problem. However should this not be the case, there is a formal procedure for complaints regarding the delivery of the curriculum, Special Educational Needs or other matters.