Other Subjects - Non-core Subjects
Computing is taught as a subject in its own right and also supports children’s learning in other subjects, including English and mathematics and many other curriculum areas. Within computing lessons children learn to use a wide range of ICT including:
- Word Processing to write stories, poems or letters
- Databases to record information, e.g. mini-beasts
- Spreadsheets to create tables, charts and graphs
- Desktop Publishing to design posters, leaflets or cards
- Multimedia Presentation to present text, pictures and sound and ideas over the internet
- Drawing Programs to create pictures and designs
- Internet Safety
- Digital Video/Cameras to record what they have done in class or on a visit
- Controllable Robots to give instructions and make something happen
Computing is not just about using a computer. It also includes the use of controllable toys, digital cameras and everyday equipment such as a CD Players, Macs/Tablets or DVD players.
How we know that using computing at home can help
Many studies have looked at the benefits of having access to a computer/tablet and/or the Internet at home. Here are some of the key findings:
- used effectively, Computing can improve children’s achievement
- using Computing at home and at school develops skills for life
- children with supportive and involved parents and care
- r’s do better at school
- children enjoy using Computing
- using Computing provides access to a wider and more flexible range of learning materials.
Whilst many Internet Service Providers offer filtering systems to help you safeguard your child at home, it remains surprisingly easy for children to access inappropriate material including unsuitable texts, pictures and movies. Parents are advised to set the security levels within your browser with this in mind. Don’t deny your child the opportunity to learn from the wide variety of material and games available on the Internet. Instead set some simple rules for keeping them safe and make sure they understand their importance.
- To keep your child safe they should:
- Ask permission before using the Internet
- Only use websites you have chosen together or a child friendly search engine
- Not use their real name when using games on the Internet, (create a nick name)
- Use age appropriate social media sites
- Tell an adult if they are unsure of anything.
Teaching science is important as it arouses curiosity of the wider world. It also facilitates the children’s understanding of other subject areas e.g. English, mathematics, geography, history, art, D.T, ICT.
Overall, science encourages innovation while boosting creativity, making children all round individuals.
At Christchurch Primary School we embrace a cross curricular and investigative approach to teaching science to all our pupils. All children are ‘scientists’ from an early age as they are naturally inquisitive about the world around them.
The teaching of science is in line with the New National Curriculum for science 2014.
Key Stage 1 Science
The teaching builds on prior knowledge and is practical and hands on. It enables pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them.
This is done by:
- Looking closely and commenting on what pupils see,
- Asking questions about what they have observed,
- Investigating, experimenting and exploring to develop scientific enquiry to answer the questions that the pupils have posed. This includes observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information e.g. books, photographs and videos,
- Encouraging scientific talk about what the children have found out and communicating their ideas to a range of audiences.
Key Stage 2 Science
The teaching involves learning through broader and more in depth practical investigative activities and discussions building on Key Stage 1(See above.)
Pupils are encouraged to apply their scientific knowledge to solve problems, understand and predict how the world around them operates.
This is done by:
- Exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments,
- Developing the pupils’ ideas about functions, relationships and interactions,
- Asking questions about what they observe and making decisions about which types of scientific enquiry are likely to be the best ways of answering these questions,
- Writing about what the children have found out using appropriate scientific language. Pupils are taught to draw conclusions based on their data and observations. They are encouraged to use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
The practical nature of this subject involves children in developing their own personal skills and knowledge of a wide range of materials, equipment and techniques. The aim of the school is to develop in children an understanding of how a design works, product analysis, and to develop their own confidence and ability to work through the same process.
Mainly through theme work, children will be helped to develop geographical knowledge and understanding. They will be introduced to geographical enquiry and they will be helped to develop a sense of identity through learning first about the geography at home and immediate locality, to the United Kingdom and the world beyond. Children will be given a chance to develop their map reading skills.
Beginning with their own personal history, children begin to explore the concept of time past, leading to more important episodes and developments in Britain’s past, including Invaders and Settlers (Vikings, Romans and Anglo-Saxons), the Tudors and Britain since the 1930s, the local history of Ilford, Ancient Egypt and Ancient Greeks and the Mayan Civilisation. They develop an understanding of how the past influences all our lives, shaping the customs and beliefs of the communities to which we belong. Children will have the opportunity to explore the past through a range of creative resources and teaching techniques.
Children use and explore a variety of media, acquiring the skills and techniques which will not only help them to develop self-confidence, but also to give themselves and others pleasure. Children are able to create their own opinions by studying the works of others from different eras and cultures, as well as their peers. All children in Key Stage 2 have an art journal in which their developing sketches are a permanent record of their skills
Our music education starts in the Early Years Foundation Stage with activities such as:- Singing, focused listening activities and playing age appropriate instruments.
In KS1 we then build on these musical experiences by using our voices expressively through singing songs, speaking chants and rhymes as well as playing tuned and untuned instruments. The children create musical patterns and explore, choose and organise sounds and musical ideas. Children learn to express their ideas and feelings about music using movement, dance and expressive and musical language.
In KS2 children have the opportunity to learn a musical instrument, use a range of ICT to understand and explore how music is created, produced and communicated. Pupil will also perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including music of the great composers and musicians.
We have strong links with Redbridge Music Service where children are given the opportunity to learn woodwind, strings and brass instruments through peripatetic lessons. The school is charged for this service. Therefore, a charge will be made per term to parents to partly or wholly recoup this at a level agreed by the Governors. Please see the school’s Charging and Remissions Policy, available on the website or from the school office, for details. Drumming tuition is also offered to Key Stage 2; a charge is made for these lessons. There are 4 choirs across the key stages that give the children the chance to perform to both their parents and their peers.
French is taught from Year 3 onwards
We follow the Redbridge locally agreed syllabus for religious education. At Foundation Stage the key topics include Understanding the World- people and communities. At Key Stage 1 and Key Stage 2 pupils explore questions of belonging and identity. They develop their understanding of religious beliefs, that some people do not follow a particular faith, places of worship and key figures. Children are able to relate their learning to Christianity (Year 2), Hinduism (Year 3), Judaism (Year 4), Islam (Year 5) and Sikhism (Year 6).
Religious Education enables them to develop their knowledge and understanding of important concepts focussed around
- What people believe and teach
- What people do and how they live their lives
- How people express themselves
- Making sense of who we are
- Making sense of life
- Making sense of values and commitments
PHSE and SEAL
At Christchurch we value highly the Personal, Social, Health and Economic wellbeing (PSHE) of all our pupils in addition to the Social, Emotional Aspects of Learning (SEAL). Therefore from Early Years up to Year 6 we have a planned programme to help the children to develop fully as individuals, as members of families, social and economic communities. We aim to give them a greater awareness of how to keep safe, healthy and to make responsible choices. We also place a strong focus on pupil voice so that the children can become active citizens in society, making a positive contribution. Throughout the years the children have the opportunity to explore relationships and celebrate diversity; set, monitor and achieve goals; discuss strategies of how to deal with changes, including transition from primary to secondary school and tackle bullying.
- To introduce children to a variety of competitive team and individual games.
- To develop in children the concepts of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators.
- To give the children the opportunity to practise and develop relevant skills for sports participation.
- To give children the opportunity to measure, compare and improve their own performance.
- To promote active, healthy lifestyle choices.
In order to fulfil these aims we have a very comprehensive P.E. Policy, copies of which may be seen in school.