Academic Curriculum Summaries Junior Department - Years 3,4 and 5
Curriculum Summaries Junior Department - Years 3,4 and 5
Curriculum Summaries - Junior Department - Years 3, 4 and 5
English
Throughout the Junior Department, pupils’ abilities are developed within an integrated cross-curricular programme designed to sustain lively interest and to build firm foundations in speaking and listening, reading and writing. The schemes of work for each year are firmly based on the National Curriculum Key Stage 2 programme of study and the National Literacy Strategy.
Speaking and Listening (AT1):
Pupils are given opportunities to talk for a range of purposes – exploring, developing and explaining ideas; planning, predicting and investigating; sharing ideas, insights and opinions; reading aloud and telling and enacting stories and poems; reporting and describing events and observations, and giving presentations to audiences. The course aims to give pupils the skills to express themselves confidently and clearly, to organise what they want to say, to identify gist and key points made in discussion, to make relevant contributions and reasoned evaluative comments, to listen carefully and respectfully to others, dealing politely with opposing points of view, seeking clarification if necessary, and qualifying or justifying what they think in the light of different comments and opinions.
Reading (AT2):
Pupils are encouraged to develop as enthusiastic, independent and reflective readers. A graded reading scheme ensures that pupils are given appropriate reading material. They are introduced to a wide range of literature through independent and shared reading, and given opportunities to read extensively for their own interest and pleasure and for information, including access to ICT-based reference materials. The course aims to give pupils the skills which will enable them to consider in detail the quality and depth of what they read; to respond imaginatively to plot, character and use of vocabulary; to make inferences and deductions; to evaluate texts, referring to relevant passages and episodes to support their opinions; to use appropriate reading strategies such as skimming, scanning and close reading; to distinguish between fact and opinion; to make succinct notes; to consider an argument critically; to use dictionaries and thesauruses; to note the meaning and use of newly encountered words, and to re-present information in different forms. The range of literature to which pupils are exposed embraces fiction by significant children’s authors, including some classic fiction, quality classic and modern poetry, myths, legends and traditional stories, and texts drawn from a variety of cultures and traditions.
Writing (AT3):
Pupils are taught to develop, organise and communicate their ideas in writing for a variety of purposes and audiences. They are given opportunities to plan, draft, revise and proof read written work on paper and on screen and to discuss and evaluate the style, format, tone and other aspects of their own and others’ writing. They are encouraged to write in response to a wide range of stimuli, including stories, plays, poems, and their own personal interests and experiences, and to write in various forms, whether imaginative (e.g. stories, poems, scripts) or non-fiction (e.g. reports, notes, letters). Emphasis is placed on developing the pupils’ ability to organise and structure writing, using punctuation marks correctly, including speech marks and apostrophes, linking sentences coherently, using paragraphs to demarcate topics, and paying attention to features of layout and presentation. Close attention is given to the development of correct spelling, including the use of dictionaries where appropriate and the application of knowledge about the organisation of dictionaries (headings, abbreviations and other conventions). Opportunities are given to develop an understanding of the grammar of complex sentences, including clauses and phrases. Pupils are expected to develop legible, joined up handwriting.
Mathematics
Pupils are set according to ability. Higher sets will develop their mathematical skills to a greater level in each topic area.
Pupils in all years in the Junior Department follow the National Curriculum programme of study using Heinemann Mathematics, The Abacus scheme, as the core text with a range of supporting supplementary materials.
In Years 3 and 4, topics include place value, basic arithmetic operations, whole number problems, fractions, use of metric measures, tables and learning of number bonds, number patterns, estimation, area, angles, decimals linked to money, shapes and symmetry, data handling, and time. Topics are developed in activities, which include practical work to give concrete experience of the key concepts. There are regular sessions of mental arithmetic including tables and the development of appropriate strategies to facilitate arithmetic calculation.
In Year 5, topics include place value, basic arithmetic operations, fractions and decimals, percentages, learning of multiplication tables and other mental arithmetic, time, metric units of measure, money and associated decimal skills, shape recognition and area, angles, degrees, and the use of simple graphs. The Higher band enter numerous competitions eg: the Junior Maths Challenge in the Winter Term.
Science
In all years in the Junior Department, work is based on topics designed to cover aspects closely linked to the National Curriculum Key Stage 2 programme of study. As well as the POS below an on going strand of (Sc1) is planned to ensure that scientific enquiry is taught. This involves ideas and evidence in Science and investigative skills.
Year 3: (1) Living Processes (Sc 2): This is studied during the autumn and summer terms. The pupils are taught about health and safety. They look at plants as examples of living organisms, seed dispersal, and mini-beasts and undertake some basic environmental studies. The children also learn about healthy eating habits, teeth and food. (2) Light and Sound (Sc4 3): Pupils are taught about everyday effects of light, seeing and vibration and sound. (3) Physical Processes (Sc 4): Pupils are taught about the sources and properties of light and colour. All topics include experimental and investigative methods.
Year 4: (1) Ourselves (Sc 2): pupils are taught about the human body (to include nutrition, circulation, support and movement), its care and use (to include exercise, dental care and drug abuse). They also learn about the Human life cycle. (2) Materials and their Properties (Sc 3 4): pupils are taught about everyday materials and their properties, rocks and soils, solids, liquids and gases, solutions and solubility, transparent and opaque materials. (3) Light and the Solar System (Sc 4): pupils are taught about light sources, shadows, reflections, the sun and the moon. All topics are used to teach pupils about experimental and investigative methods and pupils are given opportunities to use IT skills.
Year 5: (1) Electricity and Magnetism (Sc 4): During one half of the autumn term pupils study electricity. They learn about simple circuits, ways of varying current, switches, electrical conductors, and electro magnets. Through the magnets half term the children learn about the forces of attraction and repulsion between magnets, which materials are magnetic and about magnetic fields. (2) Water (AT 3): In the Spring term the pupils are taught about the water cycle. The processes of evaporation and condensation. Heating and cooling materials, and reversible/irreversible changes. Forces (Sc4) Children work on pushing, pulling and twisting, understanding gravity, air and water resistance and mass. (3) Ecology (Sc 2): In the summer term the pupils learn about ecology and the environment. There is a great emphasis placed on investigations and observations of the different environments around the school. They are taught how different plants and animals are suited to their specific environments, food chains, micro organisms and decomposition, and the life cycle of flowering plants. 2) An emphasis is placed on experimental and investigative methods in all topics in Science and pupils are given opportunities and encouraged to use ICT to assist their learning.
French
From Year 3 to Year 5 pupils learn French from a variety of resources, starting with Skoldo book 1. This is a workbook that the pupils write in, thus giving them an exciting record of their work. The emphasis is largely on the development of aural and oral skills through everyday topics, keeping the writing of French to a minimum in order to ensure that the course is essentially a communicative one in which exposure to spoken French is emphasised and pupils gain increasing confidence in using the language. Teaching methodology includes the use of flashcards, mime and songs. In Year 5, basic grammatical points are introduced using Equipe 1 or Comète 1 as a course book.
History
The course in the Junior Department aims to develop the following skills: to place dates, events or objects in chronological order; to understand the concept of time-scale; to identify and describe changes over a period of time; to identify similarities or differences between past and present; to develop empathy with peoples of the past; to use primary and secondary sources; to understand the difference between fact and opinion; to begin to develop the ability to interpret facts; to develop an awareness of cause and effect; to develop IT skills through History-based programs.
In all years in the Junior Department pupils follow a course reflecting the NC KS2 programme of study. Pupils have access to a wide range of reference books, class sets, individual books and worksheets appropriate for different levels of ability, History-based IT resources and other supplementary resources for the enhancement of learning, such as videos, slides and audio-cassettes.
Year 3: In the Autumn Term, pupils study the theme Explorers – Christopher Columbus and Life on board a ship 500 years ago. They learn about what people knew about their world 500 years ago and the need for exploration. They study the voyages of Christopher Columbus and examine life on board ship 500 years ago and the problems that sailors of that period would have had to face. In the Spring Term, the theme is The Aztecs. Topics covered include who the Aztecs were and where they came from and life in the Aztec times; the great city of Tenochtitlan: the rise to power of the Emperor Montezuma; religious beliefs and human sacrifice and the conquest of the Aztec Empire by Cortes. In the Summer Term, pupils study Local History – Glastonbury Abbey and Joseph of Arimathea. They learn about the glory that was Glastonbury Abbey before the Reformation. To support this topic, they visit the Abbey where they trace the development of the Abbey buildings and meet a monk (an actor) who describes what his life would have been like in medieval times. Following this visit the pupils study the life of a monk living in the Abbey in 1530.
Year 4: During the year pupils study The Greeks, The Egyptians and The Celts. Each topic is studied for one term. In an Olympic year the Greeks are studied in the Summer Term.
Ancient Greece: Topics covered include a Greek timeline and a comparison of the city-states of Athens and Sparta; wars; myths and legends; everyday life; culture and art; gods and goddesses, writers and writing, the Greek legacy and the Ancient Olympic Games. The theme is supported by computer software. In an Olympic year the pupils present their version of the Ancient Olympic Games on Open Day.
Ancient Egypt: Pupils learn about the length of time spanned by the Egyptians; the importance of the River Nile; food and farming in the Nile Valley; the hierarchical structure of society, from pharaoh to scribe to peasant; building technology, including pyramids, boats and shadufs; religious beliefs; culture, picture writing and art; and the discovery of the tomb of Tutankhamun. Pupils are encouraged to use archaeological evidence to develop their ideas, and are given access to examples of papyrus, a hieroglyph printing set and appropriate computer software. Their work is supported by a visit to the Tutankhamun Exhibition in Dorchester.
The Celts (Ancient Britons/Iron Age People): Pupils compare the time spanned by the Celts, Egyptians and Greeks. They learn where the Celts settled in Europe and study their way of life including food and farming, homes and hill forts, technology and the use of iron, clothing, art and religious beliefs. Throughout the term pupils are encouraged to recognise our Celtic heritage and to use and interpret archaeological evidence. The topic is supported by a visit to a Celtic hill fort (weather permitting) and a “Celtic Experience” held in and around a locally reconstructed round house.
Year 5: In the Autumn Term, pupils study the theme Roman Britain. They are introduced to the early history of the British Isles and the ways in which British society was shaped by the Romans. The Roman conquest and its impact on Britain is examined in some depth and supported by a visit to the Roman legionary town of Caerleon, with its amphitheatre, barracks and Roman museum, or to the Roman baths at Bath.
In the Spring Term, pupils learn about Anglo-Saxons. They study the reasons behind the arrival of these so-called invaders in Britain and examine the effects they had on the British way of life in terms of religion, trade and geographical and political rule. To support this topic, pupils visit The National Waterways Museum in Gloucester.
In the Summer Term, the theme is Life in Tudor Times. Pupils are introduced to some of the major events of Tudor times. They learn about Tudor monarchs, the way of life of people at different levels of society and the beginning of Britain’s expansion overseas. As in the two previous terms, the theme is supported by a visit, this time to Montacute House, an Elizabethan mansion.
Geography
In all years in the Junior Department, the course is broadly based on the skills, places and themes laid down in the NC KS2 programme of study, enriched with talks, field work where appropriate and visits within the locality.
Year 3: In the Autumn Term, pupils learn Mapping Skills, which form the basis of more formal map work in Year 4. The following topics are studied: how maps developed, scale and direction including compass work, location on maps using a grid. The term’s work involves much practical activity and work outdoors where appropriate. In the Spring Term, pupils learn Atlas Skills, focusing on the variety of information to be found in an atlas and ways to retrieve it. The following topics are studied: information found in an atlas, the map of the British Isles, the World Map, including continents, countries, capital cities, mountains and rivers. In the Summer Term, pupils learn about Vanishing Tribes: The Amazonian Rain Forest. They study a variety of aspects of life in the rain forest, including physical features of Amazonia, climate, food and settlement. Emphasis is placed on the reasons for the disappearance of these tribes and what can be done to help them survive.
Year 4: In the Summer Term, work is based on Britain and Bangladesh using a variety of resources. Pupils compare the geography of the UK with aspects of life in Bangladesh giving pupils an insight into what it is like to be a child in a developing country where there is a constant threat of cyclones and serious flooding. In the Spring Term, pupils study different aspects of the Weather and go on to learn how some features of the weather can be measured and recorded. This includes making and experimenting with their own designs of weather instruments. They also study and use real weather instruments and learn to keep their own weather record. The term ends with a look at weather forecasting. In the Autumn Term, pupils learn about Rivers. The unit of study begins by looking at the Water Cycle and how this gives rise to rivers and then goes on to study the processes of erosion, transportation and deposition through a variety of practical simulations through which pupils discover factors, which affect the processes. They then take a closer look at river systems as preparation for a field investigation on a stream in the Quantocks. This familiarises pupils with fieldwork techniques, including measuring, recording and sketching. The term’s work ends with a study of the River Rhine and some individual research on world rivers.
Year 5: The course consists of three units, which are rotated within the year group:
In the Autumn Term, pupils learn about Travel and Tourism. The children begin by learning about types of transport, reasons for travelling, advantages and disadvantages of tourism and popular tourist destinations. The children then record a week’s holiday to a given destination, in the form of a diary. Resources include the Internet, travel brochures, photographs, Airport advisers and a wide range of maps and atlases. The projects are then displayed for the pupils to communicate their findings and experiences.
In the Spring Term pupils study the major world climate zones: polar, desert, tropical and temperate. They study not only the climate but also the way in which people have adapted to life in these very different parts of the world. Reference is made to coping with the climate and changes to the people’s environment.
In the Summer Term, pupils study the unit Somerset Levels. Children study the most important ‘wetlands’ left in England, which we are fortunate enough to be surrounded by. This is a very practical topic which includes fieldwork and stimulating trips to local industries, such as dairy farms, the Willows and Wetlands Centre, peat farms, the cider factory and nature reserves. Children learn to become aware of their local environment and will be conscious of a flourishing ecosystem that needs protecting.
Religious Studies
The RS syllabus aims to create an understanding of religious concepts at a level appropriate to the age of the children being taught. A revision and assessment programme is undertaken in conjunction with the set topics. Pupils are tested regularly and progress is assessed through both written and oral questioning.
The subject is studied through seven key areas: Beliefs and Values; Worship and Symbols; Festivals and Celebrations; World religion.
Year 3: In the Autumn Term, pupils study Festivals and Celebrations. They are introduced to different religions in a concrete and practical way through the study of Harvest, Divali, Hanukkah and Christmas. They also study baptism and marriage celebrations. In the Spring Term, pupils learn about Faith in Action. They are introduced to different iconic leaders and people who have made a difference to people less fortunate than themselves. In the Summer Term, the theme is Self Worth. Pupils reflect on their own thoughts and feelings about social relationships as a means to enhance their own personal spiritual development.
Year 4: In Year 4 children embark on a PoS based upon world religions. In the Autumn term children study Christianity. A series of individual lessons are planned to teach the main Christian beliefs, festivals and practices. Both implicit and explicit values are visited whilst teaching Christianity. In the Spring Term Judaism is taught using a set and structured Junior scheme of work accompanied by artefacts, videos and posters. During the Summer Term Islamic studies are taught in the hope that children will acquire the empathy and knowledge of the Muslim faith.
Year 5: In Year 5 pupils continue to learn about the 3 remaining world faiths. In the Autumn Term Year 5 pupils learn about Hinduism. In particular they learn about the major festivals that link into the Lunar Year, the names, stories and beliefs that are associated with the different Deities and the importance of the Festival of Divali. In the Spring Term children following a series of individual lessons to learn about Sikhism and using artefacts, a set scheme of work and a video sample the beliefs and faith of a Sikh to understanding that there is only one God. In the Summer Term Buddhism is studied. Children in Year 5 learn that this Eastern religion teaches that the way to find happiness and contentment is by over coming suffering. Children learn about the teachings of ‘The Enlightened One’ and discover that Buddhism is a way of living rather a religion in itself.
Art
Year 3: During this foundation year Art is studied as part of integrated units of work and pupils are encouraged to explore a range of arts media, skills and techniques, developing individual skills as well as those, which encourage collaboration with others. Opportunities are given to use the following materials, skills and techniques:
- The activities and skills covered include –
- Drawing (Using line, shading and texture in observational work. Optical effects and simple perspective.)
- Colour (Introduction of vocabulary, colour mixing and matching in observational work.)
- Collage (Using natural/manmade materials, quilling, papier mache and puppetry)
- Printing (Using clay and polystyrene)
- Ceramics (Thumb and coil pots and simple figures and forms.)
- Textiles (Fabric painting and card weaving)
- Graphics (Use of letter patterns and software to create images)
Year 4: Art is studied as an integrated aspect of the curriculum in English, Mathematics, Science, History and Geography. Pupils continue to develop their ability to explore a range of arts media, skills and techniques. They begin to develop an appreciation of work from different periods and cultures. Through cross-curricular projects and broad-based themes, pupils continue to learn the skills and techniques of collage, life drawing, printmaking, 3D design, model making, clay work and pattern making. They gain an understanding of how to use colour effectively and have the opportunity to use textiles media. Opportunities are given in the following areas: Papier-Mâché *- e.g. design and construction of rockets for “space travel”, Celtic roundhouses, Easter flowers; *Painting and Collage – e.g. colour washes to represent moods and seasons of the year, reproducing the work of an artist, Greek ships, portraying “food” on a plate as part of a Science topic; Looking and warm and cool colours, aerial perspective and removal and resist techniques. Clay – e.g. modelling Ancient Egyptian hieroglyphs and canopic jars; Textiles- creating self-portraits. Drawing – Looking at features, Egyptian art, optical work in one and two point perspective and observational work with tone. Graphics – Looking at calligrams and Dazzle and images for posters. Printing – Pointillism, marbling, repeat and block work.
Year 5: During this year, we continue the process of building upon pupils’ ability to exploit a wide range of investigative and making processes to communicate their ideas. Pupils are encouraged to refine further their skills so that media can be used with greater confidence and fluency – they extend their understanding and appreciation of art from different periods and cultures. Art is studied as an integrated aspect of the curriculum and pupils are exposed to a wide range of materials and activities, which include: Drawing and Painting – proportion in life drawing, self-portrait painting, and expressive use of colour in the paintings of Turner; 3D Design (Clay) – creating Roman oil lamps; modelling Tudor house facades and soft sculpture portraits; creating composite slab images; Printmaking – exploring repeat patterns with string and simple blocks, using Batik and screen printing techniques Collage and mixed media in Tudor portrait studies and as an aspect of “Ships and Seafarers”; ICT – Tudor studies and illuminated lettering linking to St. Bede in Anglo-Saxons.
Design and Technology
Year 3: The aims of the course are to raise pupil awareness of materials in the ‘made’ world, to place emphasis on safety in the workshop and technology room environment and to use a cross-curricular approach wherever possible to enhance pupil learning. The programme of study includes Minibeasts (Science), Aztec Masks and Ships of Discovery (History), Windmills (Geography). Additional short projects are undertaken to either help develop measuring and marking skills or help introduce more tool skills, eg wooden dice, spinning tops, simple vehicles, mechanically made badges, small whiteboard.
Year 4: The aims of the course are to develop capability in designing, planning and problem-solving skills; to develop individual skills and team-working in the workshop environment; to increase pupil use of technical vocabulary; to improve accuracy in making and finishing; also to introduce some power tools and a wider range of hand tools and material processes. The programme of study includes Homes and Rooms (designing and modelling a room), Houses (modelling a house, with consideration of other cultures/times eg Celtic Round House), String and glove Puppets and Theatres (constructing a set and props and producing a play for an audience).
Year 5: The aims of the course are a) to introduce Control and Mechanisms. This includes simple programming of computer controlled output devices (both PC linked via wires and remote programmable vehicles), introducing soldering techniques to produce some practical circuits eg flashing light badges, torch and burglar alarm, b) also to understand the use of mechanisms such as linkages, cams and axles to control movement, also elastic to store energy (a rubber band powered low friction wheeled vehicle is produced). c) Food Technology to introduce the pupils on the basic of use of the kitchen as a workshop and subsequent development of associated skills; accurate measurement of materials, appropriate selection of utensils, awareness of the hygiene and safety standards that encompass all food production; awareness of dietary goals in relation to healthy eating and basic nutritional needs for all members of society; designing and evaluating work in a methodical manner in the production, understanding and appreciation of food products.
Assessment in all years is based on general observation, evaluation of written work in design books and short progress tests on technical vocabulary and aspects of safety relevant to the programme of study.
Information and Communication Technology
Year 3: In the Autumn Term, pupils are introduced to the network and become familiar with the keyboard. They begin basic word processing, create graphs, and use basic tools such as straight lines, shapes and fill for Art and Design. In the Spring Term, topics include Modelling (World Maps), Extending Word Processing for cross-curricular work, and Control (LOGO and the Aztecs). In the Summer Term, pupils are introduced to Databases (Food at Glastonbury Abbey) and DTP (Rainforest Posters).
Year 4: In the Autumn Term, topics include Familiarisation with the Network, Typing practice, Word Processing skills, including Editing text and the use of Effects, and Graphics. In the Spring Term, topics include CD ROM resources (Kingfisher Micropedia and Encarta research tasks), Modelling (Ancient Egyptians) and Databases (collection of data, adding it to a prepared database, interrogating the stored data and interpreting the results). In the Summer Term, pupils undertake Graphics assessment tasks (designing wrapping paper) and extend their Word Processing and Desk Top Publishing skills (Sports Day programmes and posters).
Year 5: In the Autumn Term, pupils revise Network skills (user name, password, WIMP); continue to develop Word Processing skills (editing text), Desk Top Publishing skills (reorganising a page) and Graphics skills (designing a Christmas card, wrapping paper or a robot). They also learn to improve text by redrafting. In the Spring Term, topics include CD ROM resources, Control and Monitoring (LOGO), and Graphics (linking with the Art curriculum on the Impressionists). In the Summer Term, pupils undertake Database assessment tasks (collecting data on the Tudors and entering the data into prepared data files) and use Desk Top Publishing to produce newspaper articles on the Spanish Armada.
Personal, Social and Health Education and Citizenship
Year 3: PSHE is introduced to pupils by their class teachers in a variety ways. In Group Tutor sessions pupils discuss aspects of school life, particularly how to cope with moving to a new school and working in a new environment. PSHE is also introduced through the curriculum in RS (self-worth and self-esteem), History (empathy), Geography (the environment/social issues), Science (the healthy human body) and PE (health-related fitness). In English lessons, pupils learn the essential skills of listening and orderly discussion and apply them in considering many wide-ranging issues.
Years 4 and 5: In addition to sessions with their Group Tutor, pupils have one timetabled lesson per week with the Deputy Head. Topics covered include Relationships (Myself and Others, Feelings, Friendships); Citizenship (Rules, Communities, Conflict, Responsibilities and Rights); Health (Hygiene, Illness, Food, Lifestyle); Disability (Exercise, Leisure, Environment); Safety (Harmful Materials, Dangerous Places, Feeling Safe).
Music
Music is regarded as an essential element in the education of the whole child. The cognitive advantages bestowed by musical education are transferable to other subject areas have been clearly demonstrated in recent research.
The curriculum for Years 3, 4 and 5 closely follows the guidelines laid down by the National Curriculum for Key Stage 2. The development of aural skills is seen as the main centre of activity throughout the key stage. Specifically, internalising, and recalling songs, internalising rhythm and pitch phrases and making comparisons between these phrases. Both instruments and voices are used as a means to develop these skills.
During the Key stage the elements of music (pitch, rhythm, dynamics, tempo, duration, timbre, texture, and beat/pulse) are introduced, explored, developed and extended.
The first term for all years is focused on establishing and consolidating good singing technique, including the importance of using the diaphragm, clear diction, posture, phrasing and accurate pitch matching. A variety of vocal music is used and all years are involved in an end of year production to demonstrate their abilities.
During the following terms Year 3 have the opportunity to take a closer look at the elements of pitch, pulse, rhythm, timbre and dynamics, using voices and instruments. They listen to a variety of recorded music and begin to develop the ability to appraise what they hear. Composition skills are introduced using given devices and structures including ostinati, ternary, and rondo form. Musical symbols are introduced. The pupils will learn about music and instruments from different nations and countries through listening. The end of the year production enables the children to use their knowledge in a performance situation
Years 4 and 5 continue their musical journey, exploring music through listening, composing and performing. Continuity is preserved whilst the increasing demands and expectations provide progression. Previously learned skills are consolidated. Thus the following terms deal with the elements of music, including increasing use of notation, both graphic and conventional. Some history of music is introduced. Again, the end of year production enables the children to use their knowledge with understanding.
Chess
The playing of Chess undoubtedly makes an important contribution to a child’s educational development and the level of intellectual activity that chess can generate in a very young child is probably unmatched by any other discipline. Specific intellectual benefits include the strengthening of concentration, logic, problem solving, anticipation, spatial awareness and organisational skills. Social and psychological benefits include the opportunity to meet and face people of all types and ages in a contest of pure skill, the acceptance and observation of a code of etiquette and behaviour, the development of determination and the will to overcome problems, the ability to reconcile calculation with intuition and the ability to recover from temporary defeats and setbacks and start afresh.
Year 3 and 4 pupils have one timetabled lesson of Chess per week. They are taught the basic rules and helped to develop an appreciation of tactics and strategy. Etiquette is regarded as an important element of the course and pupils are firmly directed towards appropriate behaviour at the board so that decisions are made in an atmosphere of quiet reflection. Play is sometimes deliberately interrupted to oblige players to examine positional aspects of the game; pupils are invited to suggest moves in all games before the end of each session.
Drama (Year 5)
Year 5 receive timetabled weekly lessons in Drama with a specialist tutor. These lessons will introduce pupils to the subject of Drama at a basic level.
Physical Education
The aims of Physical Education at MPS are to promote physical development and confidence and the resultant self-esteem; to provide individual programmes to help all pupils realise their full potential, including outstanding athletes and pupils with special needs; to ensure pupils understand the short and long-term effects of exercise on the body systems, and to make pupils aware of the various methods of improving fitness, preparing for activities and recovering afterwards; to help pupils to value safety codes, minimise risk, avoid danger and respond appropriately, when necessary, to emergency situations; to teach pupils to know about and value the benefits of participation in physical activity and to develop in them a positive, committed, enthusiastic, hard-working approach which will help them derive maximum enjoyment and satisfaction from successful endeavour both at school and throughout life; to develop an appreciation of skilful and creative performances across the areas of activity; to develop problem-solving skills; to develop interpersonal skills and qualities such as integrity, fairness, self-discipline and a concern for quality as well as success and to ensure pupils in teams treat opponents, fellow team members and officials with respect.
Whilst MPS has earned a wide reputation for high standards in Physical Education, gained mainly through the success of our teams in County, Regional and National events and outstanding individual performances, our competitive achievements are only part of the picture. The major part of our programme is concerned with teaching pupils a broad, balanced syllabus, which is differentiated to meet the needs of individual pupils. We study all parts of the National Curriculum but go far beyond its basic requirements in terms of range of sports and activities offered, curriculum time allotted and standards expected.
Years 3 & 4: The PE curriculum embraces gymnastics, tennis, dance, swimming, athletics, cricket (boys), rounders (girls), rugby (boys), netball (girls), hockey and football (boys).
Year 5: In addition to all the Year 4 elements, the Year 5 PE curriculum includes trampolining.
The theme of Health-Related Fitness, with its emphasis on developing and maintaining cardio-vascular fitness and flexibility, runs through all PE programmes.
Swimming is considered to be a very important part of the PE programme and particular emphasis is placed on teaching swimming to younger pupils. In Year 3, swimming is taught each week throughout the academic year.
Athletics: In Years 3, 4 and 5, the basic skills of running, jumping and throwing are taught, as well as activities such as throwing a cricket ball for distance and accuracy and jumping for height and distance. Pupils are encouraged to sustain energetic activity over appropriate periods of time.
In Games, pupils are taught to explore and understand common skills and principles, including attack and defence in invasion (rugby, football, netball, and hockey in Years 3, 4 and 5) striking and fielding (rounders and cricket in Years 3, 4 and 5) and net games (tennis in Year 5).
Gymnastics is taught using the “Core Skills” method. Core skills are developed through stages or orientation and exploration activities, learning the technique, exploring the skills, variations on the skills and sequence development. Pupils are taught to understand the factors that influence quality in gymnastic performance including extension, body tension and clarity of body shapes.
Dance: Junior pupils are taught some simple dance with clear beginnings, middles and ends. A range of stimuli such as music, percussion, words, poems, pictures, dreams and geographical phenomena are used to help pupils express feelings and develop ideas. Pupils perform their dances in small groups to the rest of the class.
Language Development Centre
Information regarding the LDC (Special Needs) is available from Mary Mountstephen, Director of Learning Development, or from Sally Garland-Jones, Tutor for Admissions.
English as an Additional Language (EAL)
Information regarding EAL is available from Pippa Wynn, EAL co-ordinator or from Sally Garland-Jones, Tutor for Admissions.