Parents Area : The Curriculum

Mathematics

We aim to foster in children a love of number and the aspiration to solve problems. Talking is a big part of what we do, and we aim to give children the confidence to talk about how and why they have used certain strategies.

There is a high emphasis on mental calculation where children are given the time to solve calculations.

As Mathematics is such an important life skill we aim to equip children with the skills necessary for life outside the classroom. We use real life situations in order to develop their problem solving capabilities.

As the National Curriculum states we study 4 main areas of maths: Number, Shape and Space, Data Handling and Problem Solving. A scheme of work is in place which is used alongside the teachers' own creativity. 

In order to further support the children's learning and motivation we often use ICT to support our lessons. This is especially useful for data handling, where spreadsheets are used across the school. Calculators are also a helpful tool which can give children instant feedback. Although none of these take the place of mental calculations, they can be invaluable in developing a sense of confidence.

In the classroom children are grouped according to ability so that the task set is at a level suitable for them. In Year 6 we set across the year group with 2 (if possible) balanced classes. This allows the more able children to be stretched and pushed, while the less able can build confidence and spend longer making the necessary links in mathematics. Many children feel afraid of maths and can be de-motivated from quite a young age. Here at St. Sampson's there is a high level of enjoyment, which along with suitable activities and resources we hope will foster in them the belief that maths can be fun!

English

English is taught as a discrete subject but as often as possible we
link it to other subjects, particularly studies so that children are
enthused and see a purpose for their learning.  Within English reading, writing, speaking and listening are taught.  Through our teaching we aim to produce children who are able readers, writers, listeners who can express themselves clearly and with enthusiasm on a range of subjects.  

Above all we want our teaching to motivate the children so that they enjoy reading and confidently express themselves through writing and talking.

Reading

We want to develop in every child an enthusiasm for books and a desire to read.  In order to achieve this we use a wide range of methods and texts to teach reading. 

All children will have a school reading book which they choose from the school library.  This book they will read in school and at home.  The reading library is made up of a wide range of books both fiction and non-fiction, covering as many subjects as possible.  We regularly update the library and the school council are involved in choosing the books.  Our annual book fair enables us to spend as much money as possible on putting new books into the library.   The school also has a non-fiction library which all children are shown how to use.  This is used frequently in a wide range of subjects.  You will find each class has their own small library.

Within class children are taught reading skills through looking at a range of texts.  We recognise the importance of a child studying a whole book.  In each year group all children study a text as a whole for half a term.  As well as improving the child's understanding of texts this is an excellent stimulus for writing.  All children have a guided reading session each week.  The children read in a group with the teacher.  As well as being enjoyable, it a great opportunity to look at texts in depth and discuss the books in detail.

 We welcome any adults who can hear children read during school time.  This is a lovely opportunity for children to read with an adult 1:1.  

Writing

All our writing is linked to other subjects as much as possible.  When teaching writing we ensure that there is a purpose for the writing.  We teach a wide genre of writing including story, poetry, persuasive, instruction and explanation writing.  The teachers use a wide range of strategies to teach writing.  These include modelling, shared writing, planning writing, whole class editing and response partners.  The children are given plenty of opportunities for writing.  These range from extended pieces to collaborative whole class writing. We appreciate how hard the children try with their writing and recognise this with a "Writer of the month" award.  This is awarded to two children from each class every month.

Spelling is taught using a range of strategies. Each week children are given about seven spellings to learn in school using look say cover write check.  The children may also be given spellings to learn at home.

We want the children to be able to have handwriting which is legible and joined. We encourage neat presentation of work but also recognise that the content is more important.  Children shouldn't be afraid to put ideas down on paper just because their handwriting isn't neat.  Particularly when draft writing a piece of work we focus on the content of the writing.  They then use a 1,2,3 check system to correct their grammar, content and spelling.

Speaking and listening

Spoken language is crucial to the development of thought.  Children need contexts in which they see a reason to express their thoughts and listen to the views of others.  Speaking and listening is included within the entire curriculum.  We encourage discussions and arrange activities which allow children to feel confident in expressing themselves amongst their peer group and adults.

Drama is another opportunity where the children have opportunity to express themselves.  Opportunities are provided for drama in English and other curriculum areas.  Class assemblies are another time for children to perform.  Each year the children will have the opportunity to take part in a "theatrical production".  As well as these being enjoyable and a highlight of their junior school time, they provide the opportunity for children to increase their confidence in performing in front of others.

Science

Science is a subject of discovery. It is about finding out about ourselves and the world around us.  Most of all it's about learning to be scientists. That means encouraging children to be curious and inquisitive.  It's about encouraging them to ask lots of questions and think of ways to find answers. 

At St Sampson's science is a very "hands-on" subject with lots of opportunities to investigate and test ideas.  This could be finding out which brand of paper tissue would be best for Mr. Wolf's cold or inventing a new species that would adapt to a new and unusual environment. The children may become super fit as they measure and compare their pulse rates during exercise as part of their work on the human body and have great fun testing the bounciness of assorted power balls as they learn about forces. 
Within the school grounds we have a well stocked and established nature area that the children have worked hard to improve.  In fact nature club is a lively and exciting after-school club for many of the children. Further afield the children have opportunities to become seashore explorers, collecting and identifying rocks, fossils and seashore life.

Science is all around us and here at St Sampson's we certainly don't leave it behind in the classroom.

Special Educational Needs

We believe in providing every possible opportunity to develop children's full potential.  Our aim is that pupils with special needs take part in all activities, and have the right to a broad and balanced curriculum including extra-curricular activities, and full access to the National Curriculum.  All pupils are valued and their self esteem promoted.

Mrs Ann Brown is responsible for coordinating the provision of special educational needs throughout the school (SENCO).  She oversees the day-today operation of the special needs policy and works alongside staff in assessing pupil's needs to ensure the pupils make progress.

Mrs. Jane Templeton is the named governor whose role it is to oversee the SEN policy and to ensure it is applied effectively.

The school follows the guidance contained in the Special Educational Needs Code of Practice (2002), recognising those children's needs and requirements.

The needs of the majority of pupils will be met in the classroom.  Teachers make every effort to ensure that pupils with special educational needs are fully involved in the life of the class, such as participation in assemblies and the literacy and numeracy hours.  For some pupils it will be necessary for them to be withdrawn from the classroom for specific activities related to the needs identified in their individual education plans.  This may be delivered by the teacher or a teaching assistant but will complement ordinary classroom work so that skills, knowledge and understanding will be transferred to the classroom.

Parents/carers are seen as partners in the effective working relationship with the school in raising their child's attainment.  Parents' contributions to their child's education are highly valued by the staff of our school.  They are also encouraged to involve their child in implementing and reviewing individual education plans.

Information and Communications Technology

Children in St Sampson's have an opportunity to learn how to use equipment safely and improve their skills to enable them to apply this to other aspects in the curriculum as well as in every day life. 

Every class room in St Sampson's school has a computer and a laptop that are used by the children.  Each class room has two Internet access points allowing unlimited Broadband throughout the school day. This is safely filtered by our Service provider to ensure that our children are not linked to undesirable sites.

We are also fortunate in having a brand new ICT suite with 25 computers again connected with Broadband Internet-, a projector, laser printer and two digital cameras.  Every class has a pre-booked slot for one hour per week and the room is available at other times to be used for any subject on the curriculum. The ICT suite is also available for competent and trustworthy pupils to use during the lunch time. 

Each computer has relevant software that can be used by the year group specifically matched to areas of the curriculum and studies covered.  This ensures that ICT can be learnt as a subject on its own as well as being fully integrated into other subject areas.

An ICT club meets regularly after school for more fun and learning on these vital pieces of equipment in current times.

Personal Social and Health Education and Citizenship (PHSE)
 
The social, spiritual and personal development of our pupils is deeply embedded within the ethos of the school which reflects the values and attitudes we wish to promote. We believe in promoting a positive atmosphere in which children may grow and pupils are given responsibilities which allow them to develop their citizenship skills.

P.S.H.E. is about the health and well being of the child, their relationships with others and their role in the community. It is very much part of the whole curriculum and pupils may raise an issue at any time during a lesson e.g. an environmental issue during geography, or a discrimination issue during R.E. Knowledge and understanding are essential to the development of our pupils in order that they may make reasoned and responsible judgements.

Our teaching approach must best suit the topic, the age of the pupils and any particular situation that requires particular note. Our pupils are very much part of the decision making process within the school, they help to decide their own Golden Rules within the classroom, they elect their own class representatives for the School Council and vote on issues raised at School Council meetings.

Assemblies are important in helping to re-affirm and interpret the values of the school. They are used to celebrate and reward personal and school achievements reinforcing the child's important role within the school.

Sex Education

Our sex education programme is encompassed in work on personal health and hygiene as well as within science lessons.  We have a close liaison with the local health service for the delivery of some aspects of the programme.  Sex education is not taught in isolation but is delivered in a context where family life, loving relationships and high moral and personal values are reinforced.

Summary of aspects covered in each year group
Year 3 What is special about me?
Year 4 Ourselves
Year 5 Living and Growing
Year 6 Revisit the differences between the sexes, how our bodies change, a guide to puberty.

Letters are sent to parents of Year 6 pupils prior to this module of work.  Parents can withdraw their children from this aspect of the curriculum.  Please write to the Headteacher if that is the case.

Studies

Here at St. Sampson's the two subjects of History and Geography are linked together to create our studies. History - the study of the past. Geography - the study of place. Both subjects are the interaction between people and places.

Our studies are not taught as subjects on their own but are linked to every other curriculum subject taught in school.

We become historians; an archaeologist digging up facts from the past to help us understand the way our world is today. We learn to see the rich diversity of human experience and to understand more about ourselves as individuals and as members of society. Through these subjects we are challenged to explore how and why, a place has changed over time. We are encouraged to think about our own place in the world, our values and our responsibilities to all living things and the environment.

Studies at St. Sampson's gives us the opportunity to explore the world as it was and as it is now; we are inspired to think about the shape of our world in the future and the role we have in shaping that future.  

Religious Education

The school follows the Wiltshire Agreed Syllabus for Religious Education.

The R.E curriculum provides knowledge and understanding of the belief and practice of various religious traditions. Pupils will explore, reflect and respond to questions and issues raised by these traditions. The work is based upon Christianity, in line with our school status as a voluntary controlled Church of England school, but we also study other major religions with an emphasis on Judaism in the Lower School and Islam in the Upper School.

In following this curriculum, we try to stimulate curiosity and develop the children's sense of exploration and discovery. We aim to help children understand that there can be many answers to questions in R.E. and that worthwhile questions can seldom be answered by facts.
We encourage children to look for alternative possibilities and to be open-minded and flexible in their thinking. We strive to provide children with the opportunity to develop their own spirituality and creativity and to appreciate the spirituality and creativity of others. We aim to teach children to think for themselves, become reflective learners and to draw their own conclusions.

 Much of the work in R.E. is covered in discussion sessions and so there is not always a written record of the work in any one lesson.

Collective Worship - Assemblies

Every morning, all our children are involved in an Act of Collective Worship (school or class based). The worship in the assemblies is predominately Christian, but non-sectarian and this time spent together is vital in helping to create a caring, reflective and respectful atmosphere in our school. This is in accordance with the government regulations, but children can be withdrawn from religious education lessons and/or assemblies on denominational grounds in accordance with the 1988 Education Act. Anyone wishing to withdraw their child should discuss this desire with the Headteacher and alternative arrangements can be made.

Ministers and lay people from the local United Church and Roman Catholic Church, as well as St. Sampson's, lead our whole school assemblies at times during the year. As a voluntary controlled Church of England school, we attend St. Sampson's Church on special occasions, such as Christmas, Easter and end of the school year.

Music

Music is an important and exciting part of our curriculum. All children participate in singing and music making activities in class, school assemblies and in whole school productions. They learn to appreciate, compose and perform music and are introduced to notation. Through music children learn much about our cultural heritage and other musical traditions as well as the enjoyment of participating in a group.

All children in Year 3 start to learn to play the recorder.  At the end of Year 4 the majority of children should be able to read music and those who are keen to continue their recorder work often join music groups in Years 5 & 6.  Recorders are the cheapest instrument available and may be bought at a subsidized price through the school.  They can be ordered during the autumn term.

Instrumental tuition is provided for some of the older children by visiting tutors.  Instrumental tuition, at present, includes the guitar, woodwind (clarinet, saxophone, flute), brass (cornet, trumpet, trombone, horn) and strings (violin, viola, cello).  We have a limited number of instruments belonging to the school, which some children can borrow.  Most of the children do, however, have to purchase their own instruments and there are hire facilities available through major suppliers, which can be converted, to a purchase agreement.  Expensive instruments can often be purchased through the school at a significantly reduced price.  (School contract discount and exemption from V.A.T.) If your child is capable of playing a musical instrument and is so inclined, we shall do everything possible to help.  At present almost half of the pupils in Years 5 & 6 play an individual instrument.

The school uses private tutors and county peripatetic staff and charges have therefore to be levied for the lessons.  Invitations for your child to participate with details of charges are sent to parents during the summer term.  Priority is given to those who are already under instruction and to the older pupils should there be a limited number of spaces.  Some instruments are only suitable for the older pupils due to their physical size.
Physical Education

Physical Education at St Sampson's includes all of the usual sporting activities that one would expect to find taking place in a Junior School, however, we also offer many exciting other opportunities for the children to develop a love of sport and general fitness.  We have two playgrounds, both containing netball courts.  We have a wonderful school field which is used by all our children.  In the summer we have a rounders pitch marked out as well an athletics track.  We are also lucky enough to have a long jump pit!

Many dance activities are incorporated into the topic areas that the children study and it has been known for the children to choreograph dance moves to their very own musical compositions!  Gymnastics takes place throughout the school and encourages the children to be aware of their bodies and to move them in a controlled manner.  We have many Gymnastic ribbons that help the children visually appreciate how graceful their movements can be.

We are lucky enough to have a wide selection of specialist circus equipment ranging from juggling beanbags, scarves and Diablo's to pedaloes and spinning plates!  The children have an enormous amount of fun and enjoyment with this equipment whilst, again, learning to control their bodies.  All children have access to these.
Swimming takes place for years 3, 4, 5 and some children in year 6, the culmination of which is a swimming gala.  All children within years 4, 5 and 6 take part in this and gain a huge sense of satisfaction in their own personal achievements. 

We have enthusiastic Football and High 5 Netball teams who are part of a local league.  They play both friendly and competitive games, again, culminating in a local tournament.  All children in years 5 and 6 have the opportunity to join the football and netball clubs that take place after school.  Other sporting clubs include badminton, rounders, cricket, orienteering and athletics.  (The latter of which occur during the summer months).

Co-operative team games allow the children to develop a sense of belonging and sportsmanship.  They are given the opportunity to create and play their own games using the skills which they develop during their P.E. lessons.   We have strong links with the local leisure centre and Years 5 and 6 are able to take advantage of the wonderful facilities on offer during the spring term.  Each and every child regardless of their sporting ability will find something to enjoy at St Sampson's.

Due to the vigorous nature of P.E. children need to change out of their everyday clothing into appropriate garments that provide freedom of movement and when necessary, some protection from the weather.  When working inside, the children will need a plain T-shirt and shorts; and lightweight, canvas topped, rubber soled, slip on daps or trainers are recommended.  During outdoor lessons, children will require warmer garments such as a tracksuit or sweatshirt and jog pants, as well as trainers.

For safety and hygiene reasons, hair that is long enough to be tied back should be; this applies to both sexes.  Each pupil will be expected to change into the appropriate clothing/footwear and remove all jewellery or cover earrings with sticking plasters.

Design Technology

At St. Sampson's School we aim for our children to produce practical solutions to real problems, through the teaching of technical understanding, design methods and 'making' skills. Children are encouraged to investigate their environment and the materials around them. We aim to prepare them for living and working in a technological world and to develop their confidence and ability. At St. Sampson's, Design Technology develops teamwork and social interaction. We aim to stimulate the curiosity, imagination and creativity of children.

Art and Design

Our children follow a scheme for Art and Design which allows them to develop their skills, knowledge and enjoyment of Art. They work on a range of two and three dimensional projects in which the children are encouraged to explore a variety of media and techniques including ICT. Art and Design work is often closely linked to other curriculum subjects, particularly Studies. St Sampson's believes in fostering enjoyment and love of art as the children progress in the subject. There are opportunities for planning their own designs, selecting their materials and creating!! Children are encouraged to evaluate and set targets, thus becoming involved in their own artistic development. For several years, St. Sampson's has held a very successful Summer Art Week; it has been the highlight of the year for many children and they have proudly shown their parents around the exhibition of work.

Assessment

Pupils are assessed at the end of Key Stage 1 (Year 2) and those results are sent home to parents.  National testing also happens at the end of Key Stage 2 when all pupils take their Standard Attainment Tests (SATs).  These scores are sent home to parents usually during July.

We believe that is important to chart the progress of pupils throughout their junior school career and so teachers assess pupils on a regular basis in all National Curriculum subjects.  These assessments mean that we can check that pupils are making good or very good progress and adapt our teaching programmes or teaching organisation to encourage the best possible levels of achievement.

On the following pages you will find the 2005 key stage 2 SATs results. At St Sampson's Junior School we place a great deal of emphasis on Teacher assessments as well as test results. Teacher assessments may vary from test results because they are based upon a teacher's knowledge of a pupil formed over a period of time in that subject, rather that a short externally set standard assessment. 

To help you interpret the results it is important to remember that a level 4 should challenge a 'typical' 11 year old.

In May 2006 SAT tests will take place during the week Monday 8th May to Friday 12th May.

In May 2007 SAT tests will take place during the week Monday 14th May to Friday 18th May.

KEY STAGE 2 SAT'S RESULTS

Figures may not total 100% due to rounding.

KEY STAGE 2 SAT'S RESULTS FOR JUNE 2004

Subject	Absent	Level 1	Level 2	Level 3	Level 4	Level 5
English	0	0	2%	14%	42%	42%
Mathematics	0	2%	0	18%	32%	48%
Science	2%	2%	0	8%	28%	60%

KEY STAGE 2 SAT'S RESULTS FOR JUNE 2005 

Subject	Absent	Level 1	Level 2	Level 3	Level 4	Level 5
English	4%	0	2%	21%	38%	36%
Mathematics	2%	0	4%	9%	47%	36%
Science	2%	0	2%	9%	34%	53%

NATIONAL & SCHOOL COMPARISONS

It should be noted that each year there is a change in the natural ability of the year group so there will not always be a rise in results.

Level 4+	2002				2003				2004
	Eng	Maths	Sci		Eng	Maths	Sci		Eng	Maths	Sci
National	75	73	86		75	73	87		77	74	86
St. Sampson	85	87	93		71	83	96		84	80	88
Difference	+10	+14	+7		-4	+13	+9		+7	+6	+2