Here you can access all information related to our school curriculum, including long-term objectives, termly overviews, latest curriculum news and our ‘Outstanding Learners’ showcase.
A school curriculum is broad and comprises a lot of information. To best communicate this to you, our curriculum information is broken down as follows:
|1. Curriculum Introduction and Overview|
|This top level information can be found on this page. It includes curriculum overview, along with phonics scheme and complaints procedure information, relevant for the whole school.|
|2. Subject Overviews|
|Information outlining longer term objectives and plans for each subject.|
|3. Curriculum Breakdown For Each Year Group|
|These documents provide year group specific information about what children will be learning during the year.|
|4. Curriculum News >|
|These are curriculum news articles from daily life at Chapelfield, with accompanying photos and videos, to give you an insight into the classroom, strengthen the home-school partnership and celebrate the work the children are producing. As with all news, the articles can be found in our main news feed and on specific year group pages. You can use the category links at the top of the articles to explore specific subjects in more detail. You can also browse specific subject via the links in the sidebar on this page.|
|5. Outstanding Learners Showcase >|
|A collection of great work from our pupils. This can also be accessed via the Main News menu.|
(Use the title links above to jump to the relevant sections)
The new curriculum at Chapelfield takes account of the New National Curriculum effective from September 2014. The Chapelfield curriculum further develops Chapelfield’s existing Creative Curriculum, and is distinctive in that it aims to:
- Put the needs and views of Chapelfield pupils at its heart by ensuring learning is relevant and challenging. There is an emphasis on school visits and “real life” learning through an enquiry based approach. Pupils are encouraged to ask questions and reflect on their learning. In this way our pupils are “learning to learn.”
- It incorporates the teaching and application of a range of essential “Basic Skills” in Maths, Reading and Writing drawn up by the school’s leadership team
- It makes use of the web based Learning Challenge Curriculum to ensure continuity, progression and national curriculum requirements by making reference to the Essential Knowledge, Skills, and understanding elements in the Learning Challenge Curriculum
The Phonics Scheme we use to teach children to read is “Read, Write, Inc.” This was introduced with effect from September 2015.
Subjects and Skills
Great emphasis is placed upon the acquisition of a wide range of skills in all subjects of the National Curriculum (and beyond) but particularly in Literacy and Numeracy. The aim is to help all children become good learners by making learning enjoyable, relevant and challenging. The Chapelfield curriculum is distinctive and is designed to ensure that this aim is met.
Our curriculum incorporates subject areas which include Science, Art and Design, Technology, Geography, Physical Education, Information Technology, History, Religious Education and Music. Developing children’s social and emotional attitudes to learning is as much a priority as the learning within the subjects themselves. The learning is matched to the child’s age and abilities and the children learn through a thematic/topic approach, with an emphasis on enjoyment. Skills and attitudes are given the highest priority. Our curriculum, as it applies to each year group/class is available to view.
Teaching methods incorporate a variety of styles, including class, group and individual learning in order to meet the learning needs of our children.
The staff are anxious to maintain the traditions and high standards of Chapelfield School and ensure that children’s learning takes place in a happy and stimulating environment where we encourage the development of lively, enquiring minds and where the views of our pupils are taken seriously.
Nursery and Reception aged children make up the Foundation Stage and are taught by our Foundation team of Teachers and Teaching Assistants. The children work in seven areas of learning, the first 3 being known as “prime” areas. These 3 areas are prioritised in Nursery and are: Personal, Social and Emotional Development, Physical Development and Communication and Language. The 4 specific areas which are the main focus of a child’s Reception year are: Literacy, Mathematics, Understanding the World and Expressive Arts and Design. All 7 areas however, have a crucial place in the learning in both the Nursery and Reception classes.
At this stage of their development, children learn best through practical, first hand experiences. Through well planned, structured play opportunities our children progress within these seven areas of learning. They also develop the life skills of independence, working as a team, helping each other, contributing to group discussions, developing their own interests and learning from their mistakes. Most importantly, they discover that learning is fun!
English is a vital way of communicating. In studying English pupils develop speaking, listening, reading and writing.
We aim to help out children become excellent communicators. This involves being able to speak, listen, read and write. All classroom activities help towards the development of communication skills even when children are working on Numeracy, Science and other areas of learning.
Speaking and Listening Skills
The foundations of literacy are laid in the home. Listening to and joining in stories, songs and rhymes are some of the most valuable activities parents/carers can pursue with their child – and we continue with these throughout the school.
We encourage children to discuss, question and learn from each other and we ask parents/carers to help their child develop these skills through conversations and questions at home.
We promote the enjoyment of both fiction and information books and encourage children’s own interests and enjoyment in reading. Children take books home on a regular basis to share with parents/carers.
Our aim is to ensure that all our children are members of Radcliffe Library with whom we have a close relationship.
We hear children read individually as often as possible and, although we are fortunate to have several adult volunteers to hear children read, we are always on the lookout for more! Most of the reading practice in school however comes from group reading sessions where the children not only practise reading aloud but learn strategies to help them with the processes involved in reading and, most importantly, their understanding of the text.
We have a school Library where the infant children themselves – or with the guidance of their parents/carers – can borrow books to take home. We also hold regular Book Fairs where children can buy books.
We acknowledge the vital role parents/carers play in promoting the love of books and reading and ask that they hear their child read / read to their child on a regular basis.
We encourage children to develop as writers and teach them the skills a good writer uses. Mark making is encouraged in the Foundation Stage and we acknowledge the contribution of fine and gross motor skills in the development of early writing. The acquisition of effective speaking skills is also extremely important in this process.
We help children learn that writing has many different purposes and forms by giving them opportunities to write for a variety of reasons and audiences. Child initiated free writing at home is also encouraged with the aim of stimulating and promoting the enjoyment of writing whatever the situation.
We encourage drafting and editing skills and encourage children to attempt and check their own spellings. Letter formation, punctuation, grammar and spelling skills are taught systematically throughout the school and children are encouraged to present their work attractively.
Parents/carers can help children to develop as writers by focusing on their child’s speaking skills, initiating conversations, and encouraging their child to have views and opinions on the world around them.
Children are given a great variety of mathematical experience including learning about shape, measurement of time, mass, volume capacity and weight, algebra, calculation and information gathering as set out in the National Curriculum.
The importance of problem solving and investigative work is emphasised to help children apply what they have learnt in a variety of situations.
We encourage children to learn their number bonds and multiplication tables to provide them with the necessary skills to solve problems.
Parents/carers also have a vital role to play in helping their child acquire maths skills at home, for example through playing dice and sorting games, or by taking their child shopping with them!
Children are encouraged to adopt an investigative approach in Science which builds upon their natural curiosity about the world.
An early understanding of scientific processes is encouraged by activities such as cooking, observations of shadows and light, dissolving or mixing substances and tinkering with objects such as old clocks and watches. The children have opportunities to handle simple equipment eg. magnets, lenses, batteries and bulbs.
Children are encouraged to discuss their work and to record their findings through drawings, models, written work and graphs.
Parents/carers can help by encouraging their child to be inquisitive and to ask questions about why things are as they are and to try to find out why.
Children are encouraged to make their own decisions on when to use computers, ipads and other technology to help their learning – and to assess their own competence in using them. They are taught how to create simple programs and how to program digital devices.
Information technology is also used to help deliver other subjects in the curriculum through the internet, interactive whiteboards and devices such as lap-tops and ipads that have been purchased by the school. A key part of this subject is teaching children how to use technology safely and recognise acceptable/unacceptable behaviour on line.
Parents/carers can help by providing opportunities for children at home to practise their ICT skills eg. to research a project, although caution is advised when your child is using the internet independently. Please ensure your child follows the school’s safety rules for using the internet.
We teach History to stimulate the children’s interest and understanding about people who lived in the past.
Our children need to be interested enough to ask questions, develop research and investigation skills and be able to form and communicate their own opinions to find out about the past. These skills are also extremely important for life outside school.
Parents and relatives can help by discussing their own experiences with their child and by encouraging their child to ask questions, find or suggest possible answers, and come up with a point of view.
The start of learning geography for the young child is an awareness of their immediate environment. Photographs, pictures and plans of the school and its immediate area stimulate interest and questions which lead to an exploration of the local area. Comparing children’s knowledge and experience of places in Britain with those in a different country is also important.
Children are also encouraged to ask questions, use geographical vocabulary and give their own views on subjects eg. environmental issues such as pollution and climate change. Parents can help by encouraging their child to ask questions about such issues and by taking them to new and different places.
Physical Education / Health Education
The school gives great importance to the benefits of physical activity in promoting enjoyable learning and in preparing children for a healthy life outside school. Activities are planned by the teacher to help children become aware of how they use and control their own bodies and to develop the skills of balance, co-ordination and flexibility.
The P.E. curriculum includes gymnastics, circuit training, dance/movement, games, swimming, athletics and outdoor activities. We also link P.E. lessons to Health Education with the aim of encouraging our children to take responsibility for their health and pursuing a healthy lifestyle outside school
The children have an opportunity to experience festivals and games, such as the annual Dance Festival, Bury Athletics and Swimming galas. Older children participate in a variety of inter-school competitions in sports such as hockey, cricket (indoor and outdoor) and football. We use the expertise of P.E. coaches in a variety of sports to widen the experience for all children.
The school’s commitment to these areas of learning is reflected in the award of both the Healthy Schools Standard and the “Active Mark” standard.
Parents can help by ensuring their child has their P.E. kit in school at all times and by encouraging their child in all sporting activities.
Chapelfield places great importance on music as a way of communicating feelings and of developing an appreciation of music which will last beyond a child’s school years.
Music also brings the whole school together. We meet regularly to learn new songs and share these songs with parents/carers, friends and family.
The school gives the opportunity for children to receive instrumental tuition from outside teachers (all children in the Y4 class learn a brass instrument), or to learn the recorder. Singing is encouraged by membership of the choir in Year 4, 5 and 6. (see also “Extra Curricular Activities” section)
Parents/carers can help by exposing their child to various types of music thereby stimulating musical appreciation, and encouraging their child if they show a particular interest or aptitude in playing an instrument.
Art and Design
Children are encouraged to look, see, question and discover as well as express ideas and feeling. Children are encouraged to explore art through a variety of media and techniques and experiment and develop skills using different materials and tools.
The children are also given the opportunity to look at the work of other artists. This develops the children’s critical awareness and appreciation of their own and other’s art.
Parents can help by discussing with their child examples of art they come across in everyday situations thereby encouraging questioning and further enquiry.
Modern Foreign Languages
We teach French throughout Key Stage 2 and through French Clubs which take place after school throughout the year, including for Key Stage 1 children. A French Foreign Language Assistant is employed to help class teachers deliver this subject, primarily through quizzes, games and songs. There is a focus on spoken rather than written French.
Parents can help by encouraging their child to find out about France and by encouraging one another to speak in French!
Religious Education (RE)
R.E is taught according to the Bury Agreed Syllabus which sets out studies of the major faiths. In particular, the themes of self respect, caring for one another, families and friends, and festivals are covered.
The many similarities between the different faiths are highlighted (our School Aims provide a basis for this comparison) which helps to promote understanding in our own diverse community and in the wider world.
Parents/carers have the right to withdraw their child from R.E. lessons but are strongly encouraged to discuss any concerns they may have with the Headteacher first.
Parents can help their child by discussing the R.E. learning covered in school in an open and non-judgemental way and by encouraging their child to ask questions.Parents/carers receive information on the curriculum to be covered in R.E. lessons each term, just as they do for other subjects.
We see this subject as particularly important at Chapelfield and it is a key part of our curriculum. Our aim is to encourage children to develop positive attitudes to learning and address any difficulties they may face, by understanding their own feelings and emotions.
Learning covers topics such as “Change,” “Feelings,” and “Going For Goals.” Time is set aside for this learning but these areas also come into all other subject areas as we try to ensure children become “good learners.”
We work closely with parents/carers to assess childrens’ social, emotional and organisational skills. Our partnership with parents to improve pupil learning is a strong feature of our school. We have a full-time Parent Liaison Officer , Mrs. McLoughlin, who is central to this partnership. We also have a part-time Pastoral Support Assistant, Mrs. Ryan, who, along with Mrs. McLoughlin, ensures all our pupils have a “voice.”
Parents/carers can help their child by encouraging them to talk about how they feel and to help them recognise that these feelings are normal – but that it is how we manage them that is important!
In this way, we see emotional and social “literacy” ie. being able to recognise our own feelings and act appropriately on them, as important as literacy itself as a way of raising achievement through increasing children’s resilience and resourcefulness as learners. Persistence and effort, reflected in our School Value of “Commitment,” are qualities we try to develop in our children.
The Curriculum Overview for academic year 2015-2016 is available below. The document contains a table outlining what each year group will be learning:
The Basic Skills for academic year 2015-2016 is available below. The document contains a table outlining which basic skills each school year will be achieving, in Maths, Reading and Writing. The Phonics Scheme we use to teach children to read is “Read, Write, Inc.”. This was introduced with effect from September 2015:
We recognise that children learn in lots of ways and we are committed to providing a broad, exciting and challenging curriculum which gives every child the chance to excel both during and after school.
- The Head Teacher deals with all aspects of the school curriculum and is the first point of contact for any parent who has concerns about what is taught and learned in school.
- School rarely receive complaints about the curriculum, but all schools are required to set out a curriculum complaints procedure.
- If you contact us we will try to answer any questions you may have in an informal and helpful manner.
- If, the concerns cannot be resolved, then a formal complaint may be referred to the Governing Body and from there to the Local Education. Please refer to our Complaints Policy for more information on how to do this.
Still Want To Know More?
If you can’t find the curriculum information that you’re looking for, or want to find out more about our curriculum, please speak to your teacher, or another member of staff.