Curriculum Bk Y1 11-12 by gorseyadmin

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									 Gorsey Bank
Primary School



CURRICULUM
  BOOKLET


  Year One
  2011/12
                                Vision and Values Statement


Gorsey Bank aspires to be an outstanding school, which promises a safe, secure
    and inspirational learning environment where every child can succeed.
We are a community in which children, staff, parents and governors value others,
       develop good relationships and are committed to lifelong learning.

                             Welcome to Year One 2010 - 2011

Welcome to Year 1. The purpose of this booklet is to provide you with information about the
curriculum your child will cover during their time in Year 1 and to inform you of the day-to-
day routines.

The Year 1 team, Miss Barber, Mrs Austin, Mrs Coates, Miss Tetley and Mrs Edwards are
looking forward to working closely with you to ensure that your child receives an inspirational
and exciting year. Our aim is to ensure the children develop their learning and enjoy
themselves. Also, we want to ensure they attain a sound foundation on which to build as they
move into Year 2.

It is important that the children gain an increasing level of independence, perseverance and
responsibility.

Our topics this year provide the children with many ways in which to develop their learning.
These are our Year 1 theme:

Autumn Term          Travel
                     Light and Dark

Spring Term          Growing plants
                     Pupil led theme

Summer Term          Habitats
                     Fantasy

They will be involved in a variety of stimulating first hand learning experiences, which will
help to create a positive and enjoyable learning atmosphere.

We value the support we receive from parents and we are sure that with your help and
continued interest the children will experience a very fulfilling Year 1. Please do not hesitate
to contact us if you have any concerns or questions.




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                                              Purpose

   To provide an overview of the Year 1 curriculum for parents.

   To provide information about uniform, PE kit, homework.

   To provide information about behaviour expectations, reward systems and sanctions.

                                          The Curriculum

Teaching and learning is the core purpose of our work in school. It is the method through which we
offer a curriculum which is broad and balanced and which meets the Government‟s legal requirements
relating to the National Curriculum. It is a process which is constantly developing and which reflects
the changing needs of society.

                                                Aims

We want the children to:

 Achieve their full potential in terms of academic attainment, aesthetic appreciation, personal,
  social, emotional development and spiritual awareness.

 Enjoy learning and understand the benefits “being a learner” can bring to individuals.

 Become independent learners.

 Have a full understanding of their individual learning styles.

 Be tolerant and understanding and be able to demonstrate respect for the rights, opinions and
  property of others.

 Have a full understanding of the skills they require to “learn how to learn”.


                                    Four Pillars of Education

                                         Learning to be
                                       Learning to know
                                         Learning to do
                                    Learning to live together

                                           UNESCO 1996




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                                How do we plan the curriculum?

 Reception classes are taught within the Early Years Foundation Stage framework.
 The National Curriculum subjects are planned across a six-year programme from Year 1 to Year 6.
 All year group teaching teams use either the Early Years Foundation Stage framework or the
  National Curriculum to plan appropriate learning experiences.
 Weekly planning is completed by year group teams to ensure progression and continuity. Learning
  objectives build on prior attainment and progress.
 Topics and themes are used to deliver the curriculum objectives in a creative and relevant format.
 Lessons are delivered in a cross-curricular way where appropriate to enable children to use the
  skills they learn in other subject areas.
 First hand learning activities, including educational visits and visitors, are used to ensure the
  children are engaged in effective and dynamic learning.

Curriculum coverage is provided through the six areas of learning:

   1.   Communication, language and literacy
   2.   Mathematical development
   3.   Knowledge and understanding of the world
   4.   Physical development
   5.   Creative development
   6.   Personal, social and emotional development

In addition to these six areas are RE, ICT and Every Child Matters. ICT and Every Child Matters
operate across all six areas. Cooking and gardening are now curriculum subjects at Gorsey Bank and
will be available to every pupil. Each year group will have an ongoing growing project and every pupil
will join a small cooking group each term and learn a series of basic cooking skills.


The Y1 Learner (taken from current National Strategy guidance)

In Year 1, children move into a new key stage. The end of Foundation Stage assessment (the
Foundation Stage Profile) provides a clear benchmark of children's attainment in literacy and
mathematics. The assessment profile, together with ongoing teacher assessment, informs planning
and teaching across the broader curriculum. The profile enables teachers to identify children's
performance and progress and helps them plan how to address any gaps in learning. Helping children
to recognise their progress maintains their enthusiasm and motivation. Home–school liaison continues
to play a critically important role in children's experiences and the contribution of adults in and out of
school has a significant impact on their early education.

Regular and effective daily literacy and mathematics teaching introduces children to new learning and
to new ways of learning. Children will build on and consolidate their learning through practical work,
practice and the opportunity to use their learning to solve problems and puzzles. Teachers provide
planned opportunities for children to develop and apply their learning in other areas of the curriculum
and beyond. Linking literacy and mathematics to out-of-school experiences, to learning in other
curricular areas and to other daily activity helps children to appreciate the role that these aspects of
learning play in their everyday lives.




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At the start of Key Stage 1, most children are enthusiastic beginner readers and writers. Many
children are able to read and write one grapheme correspondence for each of the 44 phonemes. They
blend and segment CVC (consonant–vowel–consonant), CCVC and CVCC words for reading and
spelling and use their phonic knowledge when trying to read and write more complex words. They
recognise common digraphs and read a range of familiar and common words and simple sentences
independently. They use their phonic knowledge to write simple, regular words and make phonetically
plausible attempts at more complex words. Most children make statements, ask questions, give
commands and reasons and explain processes using simple, compound and complex sentences in
day-to-day speech. They can identify a sentence in a book by the fact that it begins with capital letter
and ends with a full stop. Most compose a sentence around a single idea with the intention of
dictating or writing it and some will insert a capital letter and full stop. Some can compose a series of
sentences for writing a narrative or recount.

In Year 1, children develop their understanding of the elements of stories, such as the main character
and the sequence of events. Children should be motivated to read for pleasure and for information.
They understand how information can be found in non-fiction texts to answer questions about where,
who, why and how. They retell narratives in the correct sequence, using the language patterns of
stories, and will listen with enjoyment to stories, songs, rhymes and poems. Children attempt writing
for various purposes using features of different forms such as lists, stories and information. They
gather information based on their own experience and compose short non-chronological reports using
simple sentences to describe particular aspects of a subject.

At the start of Key Stage 1, most children have acquired an understanding of the basic concepts of
number, shape and measurement and see mathematics as an exciting and practical element of the
curriculum. They say and use the number names. They can count accurately and recognise that
numbers may represent a quantity, position or label. Teachers provide a balance of whole-class
activity involving counting, problem solving in groups and independent work where children apply and
practise their learning. This mix of mental, practical and informal written work engages and motivates
children and fosters purposeful attitudes to mathematics.

In Year 1, children develop their understanding of place value and recognise the importance of 10 in
the number system. They position numbers on a number track and number line. Children count on or
back in ones, twos, fives and tens and develop strategies to add and subtract that relate to counting
and their increasing knowledge of number facts. Children solve problems in a variety of practical
contexts. They talk about the problem they are going to solve and use practical material, numbers
and diagrams to represent and organise the problem. They name and describe the features of
common 2-D shapes and 3-D solids and create pictures and patterns that they can explain. Children
begin to use standard units to measure and read time to the hour and half hour. They record
information and present outcomes as pictures or diagrams and sort objects into groups according to a
given criterion.

Speaking and listening

For most of their education leading up to Key Stage 1, practical activity and speaking and listening
have been the principal media through which children's learning has taken place. Speaking and
listening continue to underpin the development of children's reading, writing and mathematical skills.
These skills also support learning across a broad and rich curriculum. Children learn to be more
attentive listeners and to sustain conversation with others. They recognise that they are expected to
talk about what they observe and do, and begin to compare their views and ideas with those held by
others, including supporting adults.
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In literacy, opportunities for oral responses to stories and poems are central to children's experience
and learning in Year 1. Most children will develop their understanding of story structure and language
by retelling events from their own experience in the correct sequence using story language and by
making up their own stories. They will use improvisation and role-play and act out familiar stories, for
example using puppets or toys and changing voice for different characters. In mathematics, children
describe simple patterns and relationships between numbers or shapes and replicate or extend these
in practical contexts or using ICT. Teachers provide children with opportunities to respond in a variety
of ways, for example by joining in with familiar rhymes and repetitive phrases or counting activities,
through storytelling and by re-enacting what they have heard and observed.

Children will have opportunities to join in with texts being read aloud, experimenting with ways to
vary the volume, pace or emphasis to enhance the meaning. They will learn to listen with sustained
concentration, follow instructions and take turns within a group. They will use an audible voice when
they are speaking to the class or group, for example to recount an event, tell a story or express their
views. They will experiment with and build new stores of words, including the extension to their
mathematics vocabulary and positional, directional and comparative language, which they will use to
communicate in different contexts. Children name shapes, they say the number that is 1 or 10 more
or less than a given number and talk about objects that turn about a point or a line.

Literacy

The reading curriculum in Year 1 must be based on a wide range of high-quality fiction, poetry and
non-fiction texts and provide opportunities for children to apply their developing reading skills
appropriately. A planned read-aloud programme is one key to the development of early readers,
providing them with the essential tunes, rhythms and structures of language. It offers an ever
increasing store of vocabulary on which children can draw in speech and writing. Teachers promote
pleasure in reading through reading aloud a wide range of stories, poems, rhymes and information
texts. They ensure that children experience a range of fiction, non-fiction and poetry, including a
number of ICT and other visual or multimodal texts and texts that relate to and support other areas of
the curriculum. These include non-chronological reports, dictionaries, instructions and recounts to
enable children to recognise some of the key features of different types of text.

During Year 1, children learn that some vowel sounds can be represented in more than one way, for
example the /ae/ sound can be spelt with „ai‟, „ay‟ or „a-e‟ and that sometimes the same grapheme is
used to represent different sounds, e.g. the letters „ea‟ are said differently in the words „bead‟ and
„bread‟, „g‟ is pronounced differently in „gem‟ and „get‟. By the end of Year 1, most children recognise
automatically an increasing number of familiar high frequency words.

Most children segment sounds in order to spell longer words, including words with common digraphs
and adjacent consonants, and can correctly spell the common vowel phonemes, including long vowel
phonemes. They use knowledge of related words and familiar suffixes in spelling new words and they
learn to reread as they write to check for meaning and accuracy. Teachers plan for early reading
knowledge and skills to be taught explicitly through shared and guided reading and through
systematic and discrete word recognition teaching sessions. Children have regular opportunities to
apply what they have learned when reading independently, using both new and familiar texts.

As children develop their reading skills during the year, they self-correct more rapidly as they are
reading. They use context and syntax to check that what they are reading makes sense. They develop
their reading fluency, paying attention to basic punctuation. Teachers give children opportunities to

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make choices about what to read as well as reading books chosen by the teacher. They are
encouraged to express opinions about what they like and dislike and compare these to other children's
preferences.

In Year 1, the majority of children identify basic story structures in narrative texts, including stories
with familiar settings, stories about fantasy worlds, traditional tales and fairy stories. They make
predictions about events and outcomes. Children compare different aspects of stories such as
characters, settings or themes and learn how to find evidence in the text. They develop their
awareness of character and dialogue through role-playing incidents and re-enacting stories. Children
experience a wide range of poems, rhymes, action verses and chants. They recognise and join in with
patterned and predictable refrains and play with language to make up new lines and poems following
the same pattern.

Children learn to read and use the information around them for practical purposes, for example
information in signs, labels, captions, lists and instructions around the classroom and school. They
explore the differences between story and information books and gain confidence in making
predictions about the content of particular books. They join in class discussion to generate questions
before reading and then learn how to locate particular pieces of information in a text, for example by
using the contents and index.

Acquiring isolated skills can seem pointless to young children so teachers will demonstrate the
application of these skills in real contexts. They will then expect children to 'have a go' independently
whenever possible. Early identification of children who are not making the expected rate of progress
with their reading, writing or phonic skills is vital. Their needs can be met through well-differentiated
teaching and an appropriate literacy intervention programme.

All writing needs a clear purpose and audience, set in a relevant and motivating context, and children
need to see that their writing affects the people and world around them. Teachers plan regular
opportunities for children to write simple stories during the year. Telling stories and hearing good
models read aloud will help them to rehearse and plan what they are going to write. Children build
their own stories around familiar plots, characters or settings, and develop their confidence through
retelling familiar stories. By the end of Year 1, most children write their own stories which include a
simple setting and have a clear beginning, middle and end. They write and present information for
everyday classroom use, for example extended captions for displays, labels, lists and instructions for
using equipment. They contribute to class information books which include factual recounts and
labelled diagrams. Role-play areas encourage children to write purposefully for real and imaginary
audiences.

During Year 1, children form an explicit understanding of a sentence and most become able to
compose and write simple sentences that convey meaning, punctuated by capital letters and full
stops. They use sentences (probably without punctuation) when writing stories and experiences. In
creating a description, they compose one simple sentence at a time, each around a single idea, and
hold each one in memory while writing it, punctuating using capital letters and full stops.

In regular handwriting lessons, children will use handwriting patterns to establish rhythm and control
in writing, using a comfortable and efficient pencil grip. They will form lower case letters correctly in
cursive script. They will practise handwriting in conjunction with spelling and independent writing,
ensuring correct letter orientation, formation and proportion. Teachers need to provide additional


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support for children whose fine motor skills are slow to develop, to avoid the consequence of them
becoming frustrated with this aspect of writing. Children will learn where all the letters of the alphabet
and the space bar are on the keyboard and type simple texts.



Mathematics

In Year 1, children solve problems in the context of numbers, measures or money. They describe the
problem or puzzle in their own words and use numbers, practical resources or diagrams to help them.
Children begin to sustain their problem-solving activity and return to problems to develop their
solutions further. Teachers support the whole class and groups of children by providing scaffolded
contexts that enable children to identify and develop problem-solving strategies and to explain their
methods, choices and decisions to other children. Teachers plan for and provide children with
problems that require a similar approach so they can practise and consolidate the strategies they need
to solve them.

Children count groups of objects with increasing accuracy. They count aloud, forwards and
backwards, and order numbers, positioning them on a number line. They develop their sense of the
size of numbers and use this to estimate a number of objects that can be checked by counting.
Teachers provide a range of practical contexts that involve children in comparing and ordering
numbers, and from which children begin to draw conclusions and distil methods of working that
require less recourse to practical resources.

During Year 1, most children learn number facts that they can recall and use to calculate and to
derive additional facts. Teachers use resources and pictures to help children build up images and
patterns of number pairs that total 10 and to derive addition facts and corresponding number facts
and doubles to 10. Children relate addition to counting on, subtraction to taking away and finding a
difference by counting up. They use practical and informal written methods to support addition and
subtraction involving one-digit and two-digit numbers or multiples of 10. Teachers provide activities
that involve children in using number facts and calculations, within which there is embedded practice.

Children read and record number sentences for addition and subtraction. They understand the
vocabulary and use it when solving related problems. Children solve practical problems that involve
combining groups of 2, 5 or 10 and sharing objects into equal groups. Teachers model how the
associated vocabulary and language is used and provide images that support the process such as
bead strings, number lines or ICT representations.

Children decide whether examples satisfy given conditions. They visualise and name common 2-D
shapes and 3-D solids, describe their features and use the features to sort into groups according to a
given criterion. Children recognise how objects turn and identify and make whole, half and quarter
turns. They develop their use of everyday language to describe the position of objects and the
direction and distance they move. Teachers plan activities that require and promote this language,
including games, movement about a grid or the use of ICT, including programmable toys and
interactive software.

The majority of children become more confident at answering questions by recording and organising
information in lists or tables. They take measurements and compare capacities, weights or the lengths
of objects. Children display their results in pictures, block graphs or pictograms and interpret these so

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other children understand them. Teachers ensure that children understand how information in other
areas of the curriculum can be organised, sorted and presented in a similar way using common tools
and skills.



Embedding key aspects of learning

In Year 1, children's early thinking, communication and social skills develop through carefully planned
and organised literacy and mathematics teaching and learning activity. For example, most children
extend their creative thinking as they make imaginative responses to reading and explore links
between what they have read or heard and their own experience. In mathematics they describe the
patterns they see in pictures made of shapes and combine shapes imaginatively to form new patterns
and shapes. They see how numbers are formed and use the patterns they hear and see to interpret
numbers larger than 20.

Listening to stories helps children to develop self-awareness and an understanding of how to manage
difficult feelings in themselves and others. Motivation is central to children's experience in Year 1.
They take an active part in their learning and begin to see themselves as readers, writers and
beginning mathematicians. They use reasoning and enquiry skills as they engage with the meaning of
texts and problem-solving approaches when decoding new words or deciding how to „pay‟ and „give
change‟ in a role-play context or a puzzle.

The majority of children begin to develop evaluative skills as they listen to other children tell a story or
explain how they built a shape. They become more critical thinkers when asked to sort shapes or to
decide whether a shape they have made meets the conditions that were set. Working collaboratively
helps to develop social skills as children learn to share, take turns and listen and respond to their
peers– skills the children can use across the curriculum and out of school.

During the year, children's communication skills develop as they discuss and explain their methods
and ideas. They meet and use a wider range of vocabulary. They establish the meaning of new words
they encounter in new contexts, for example when talking about the features of shapes such as points
and edges, numbers or different displays of data. They learn information processing skills they will be
able to apply to independent research in future. With adult support, children begin to develop some
understanding of how they learn and to think about their own learning goals.

Inclusion

Children with SEN and/or learning difficulties or disabilities

Where possible, through the use of appropriate access strategies and support, Year 1 children with
SEN will be working towards the same learning objectives as their peers. From time to time those
working well below the level of the whole class may be working towards related objectives chosen
from the relevant progression strand from an earlier year.

We undertake to meet the needs of all children. Sometimes this involves support from internal and
external specialists. Some children may need additional support in the form of separate programmes
of work matched to their ability and requirements. The progress of those children who have been
identified as having special educational needs is reviewed regularly and parents are kept fully
informed at all times. Further information on the school‟s approach to Special Educational Needs

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provision is available in the form of a Special Needs Policy and a Special Needs leaflet for parents.
Please feel free to contact school for copies.

We take our responsibilities under the 2010 Equality Act very seriously. The act defines disability as:
'A physical or mental impairment which has a substantial and long-term adverse effect on a person's
ability to carry out day-to-day activities.'

Please refer to our Equality Policy, Inclusion policy, Disability Equality Scheme and Accessibility Plan
for more information.

Children who are gifted and talented

Children who are working well above the overall level of their class or group will be engaging with a
range of experiences designed to broaden or deepen their learning while working on the same
learning objectives as their peers. From time to time they may also be accelerating the pace of their
learning by working towards objectives chosen from the relevant progression strand from a later year.

Children learning EAL

Year 1 children learning EAL will be accessing curriculum content while also developing cognitive and
academic language within whole-class, group and independent contexts. Through the use of
appropriate access strategies and support, they will be experiencing a level of cognitive challenge
consistent with that provided for their peers. Those Year 1 children who have become conversationally
fluent will continue to receive support to develop the academic language and vocabulary associated
with the subject and the language and grammar used to express ideas and thinking within the
subject.

Working with parents

Gorsey Bank School is committed to working with parents and under section 405 of the Education Act
1996, parents may opt to withdraw their children from Sex and Relationships Education lessons:

“…if any parent of any pupil…requests that s/he may be wholly or partly excused from receiving sex
education at the school, the pupils shall, except in so far as the education is comprised in The
National Curriculum, be so excused accordingly until the request is withdrawn.”

Parents wanting to exercise this right are invited to see the Head Teacher, who will explore their
concerns and discuss any impact that such action may have on the child – including the possible
negative         feelings         or         experiences         that        might          result.
We would ask that you do the same if you would like your child to be withdrawn from school
assemblies and Religious Education lessons.




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Annual Overview 2010/11                                                                 Year Group 1

                  Autumn 1                   Autumn 2                    Spring 1                 Spring 2                Summer 1                Summer 2

PSHE/SEAL    Friendship and     Respect                            Excellence               Determination            Friendships              Courage
             equality                                              Determination
             Communication, Language and Literacy

Literacy     Stories with familiar Stories from a range of         Using the senses.        Recounts/dictionary.     Information texts.       Recount (fact and
             settings.             cultures/predictable            Patterns and rhyme       Traditional and fairy    Stories about fantasy    fiction)
             Labels, lists and     patterned language.             Instructions             stories.                 worlds
             captions              Poems on a theme
             Mathematical Development

Numeracy     Count in ones to         Know the days of the         Recognise zero and       Read the time to the     Count a number of        Read the time to
             100; read numbers        week and order familiar      begin to read            hour on analogue         objects by grouping in   the hour and half
             to 20 in words and       events in time; know the     numbers to one           clocks; organise and     fives or tens; add a     hour on analogue
             figures; recognise       seasons of the year and      hundred in words         interpret information    multiple of ten to a     clocks; begin to use
             the value of digits in   begin to know the            and figures; count a     in a simple table; use   two digit number by      minutes to measure
             teens numbers; say       months; use the names        large number of          names and describe       counting on in tens;     time; subtract a
             which is more or less    and know the features of     objects by grouping      features of 3D           partition a two digit    one digit number
             of two numbers; say      2-D shapes; say the          in tens; understand      shapes; add on by        number into T and U;     from a two digit
             the number that is       number that is one less      and use ordinal          counting, not            order numbers to at      number by
             one more; count on       and count back one from      numbers; order           bridging a multiple of   least thirty and say     counting back;
             1-4 from a given         a given number; subtract     numbers to twenty        ten; add two             numbers in between       subtract one
             number; know             a one digit number from a    and say numbers in       multiples of ten by      two numbers; know        multiple of ten from
             addition facts for       teens number by counting     between two              counting on in tens;     addition and             another; add two
             pairs that total up to   back recognise doubling      numbers; know            count on and back in     subtraction facts for    teens numbers not
             six; relate addition     as addition and know         addition facts for       ones and tens up to      pairs that equal nine    crossing a multiple
             facts to an              doubles of numbers up to     pairs that total seven   one hundred; say the     and ten; add a one       of ten; solve „real-
             understanding of         five; add by identifying     and eight; describe      number that is one       digit number to a two    life‟ problems
             addition; compare        near doubles; recognise      position, direction      or ten more or less;     digit number; find a     involving money;
             lengths or heights by    and order coins of           and movement;            subtract a one digit     small difference         count on in 2‟s or
             direct comparison;       different value; exchange    compare two weights      number from a two        between two numbers      5‟s up to one
             measure lengths          coins for 10p and 1p coins   and measure them         digit number;            by counting on;          hundred; recognise
             using uniform non-       and find total sets of       using uniform non-       subtract by counting     compare two or more      odd and even
             standard units.          coins.                       standard units.          back to a multiple of    capacities by direct     numbers up to at
                                                                                            ten.                     comparison; measure      least twenty;
                                                                                                                     capacities using         exchange coins of
                                                                                                                     uniform non-standard     up to 10p for
                                                                                                                     units.                   equivalent in
                                                                                                                                             smaller coins; find
                                                                                                                                             totals of sets of
                                                                                                                                             coins and give
                                                                                                                                             change.
                  Knowledge and Understanding of the World

Science           Light and dark             Pushes and pulls             Sound and hearing    Growing plants          Sorting and using     Ourselves
                                                                                                                       materials
ICT               Representing               Using a word bank            Information around   Instructions make       Introduction to       Labelling and
                  information                                             us                   things happen           modelling             classifying
                  graphically

History           History of                 History transport and                                                     Houses and homes
                  Space/travel               travel over time George
                                             Stephenson
Geography         Barnaby Bear               Transport from around        Thabisang (Partner                           Habitats.
                  travelling the world       the world                    school in Soweto)
                  (all year.)
Design                                       Moving picture books                              Eat more fruit and      Make a Bog Baby       Make a Bog Baby
Technology                                                                                     vegetables                                    shed

Foreign           Numbers to 20              Fruits                       Likes/dislikes       Reinforcement games including greetings       Recap of all
Languages                                                                                                                                    learning
RE                What does it mean to       Beliefs and practices        What can we learn    How do Jewish           Stories of love and   What does it mean
                  belong?                                                 from visiting a      people express their    forgiveness           to belong in
                                                                          church?              beliefs in practice?                          Christianity?
                  Creative Development

Art               Drawing – line and         Colour and painting –        3D self-portraits    Collage and texture –   Textiles – Bog Baby   Printing – shape
                  texture - Aliens           Kandinsky – concentric                            growing plants –                              and colour
                                             circles. Jackson Pollack –                        Gustav Klimt.
                                             colour splats – dark dark
                                             tale
Music             The long and short of it                                Sounds interesting                           What‟s the score?




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              Physical Development

Indoor PE     Gym – travelling     Dance – routine          Gym/balance   Dance – creative     Gym –               Dance - creative
                                                                                               rolling/sequences
Outdoor       Rolling              Kicking                  Kicking       Hop, skip and jump   Tennis              Hitting
Games




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                                            TRIPS/VISITS

Autumn         A visit to the Science and Industry Museum
               Whole school visit to the theatre for a Christmas Pantomime

Spring         Walk to St Bartholomew‟s church
               2nd trip/visitor to be confirmed.
Summer         Olympic village experience – building an Olympic village from Lego
               Visit to Manchester City Art Gallery – Where the Wild Things Live.

                         Please note that these may be subject to change.

                            THE GLOBAL DIMENSION TO LEARNING

One of the duties placed upon schools by the Race Relations Amendment Act (RRAA) 2000 is to
promote good relations between persons of different racial groups. The statutory inclusion statement
within the National Curriculum supports the modification of the programmes of study to meet the
needs of all learners. In light of the RRAA 2000 and the inclusion statement, schools have a
responsibility to provide a broad and balanced curriculum for all children and young people.

For some years there has been a national Government agenda requiring schools to make links with
schools in other countries, with a view to promoting good race relations. One of the ways that Gorsey
Bank is responding to this agenda is through a partnership with Thabisang Primary School in South
Africa. This partnership will help to develop the global dimension of our curriculum as required by the
Government. We agreed that it is important to provide opportunities that will widen our pupils‟
horizons through real relationships with children and adults from another country.

                                             CITIZENSHIP

   SCHOOL COUNCIL - Each class elects two representatives to the Council who attend regular
    meetings to discuss school issues which affect the children. This provides a forum for children‟s
    views to be represented.
   PLAYGROUND PALS are elected democratically each term by their classmates and aim to
    provide the children with a mediator in the case of friendship issues and worries.
   CLASS RULES – Each class decides a code of conduct, which helps form behaviour and class
    management expectations throughout the year.
   ASSEMBLIES – Each class produces its own class assembly based on the work they are studying
    in school. For Key Stage 1 these take place on Friday mornings throughout the Spring Term.
    Parents are encouraged to come and watch their child‟s class and join other parents for light
    refreshments afterwards.




                                              BEHAVIOUR

Expectations

At Gorsey Bank we work hard as a team to develop well-rounded children who are happy and
comfortable with themselves. An essential part of our teaching and learning policy is the development
of their emotional intelligence and literacy which gives them the skills required to understand
themselves and others. We develop and nurture not only their intrapersonal and interpersonal skills
and knowledge, but also their attitudes and behaviour.

We expect all children to:

   Avoid language and behaviour that is offensive to others.
   Respect other people.
   Refrain from physically harming or interfering with other people or their belongings.
   Treat others as they would wish to be treated themselves.
   Be considerate of other people‟s feelings and emotions.
   Abide by class and school rules.

Rewards

Children are rewarded for good work and behaviour in a variety of ways in Key Stage 1. We have a
Good Work assembly where children are able to share their achievements and are awarded
certificates for their hard work. They also receive stickers and/or house points. House points can be
earned when children demonstrate both social and academic excellence. The winning house in the
school will be awarded the 'house cup' on a half-termly basis. We hope this will encourage children to
demonstrate care, courtesy and consideration and to work to the best of their ability throughout the
year.

Sanctions

If children always do their best, they will be rewarded. However, there are consequences for those
children who behave in an unacceptable way. We operate four levels identifying increasing severity
and persistence of poor behaviour, and fitting consequences. Behaviour issues are reported in the
class behaviour book; control strategies are put in place and parents are informed.

Policies

The following school policies support the behaviour curriculum at Gorsey Bank and are available for
parents to read on request:

   Behaviour Policy
   Home School Behaviour Booklet
   Playground Pal system
   Anti-bullying leaflet
   Anti-racism leaflet

                                              HOMEWORK

Reading                            Literacy, Numeracy, Topic           Total time for homework.

10 minutes per day                 Literacy, Numeracy or Topic          15 minutes per day over 5 days
This amount is a recommended       based work                          per week
minimum. Some children will        The main focus of the               (75 minutes total)
want to do far more reading        homework will be based on
than this using a wide range of    developing literacy or numeracy
texts. As the children get older   skills, sometimes through work
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they will read with increasing       related to the topic or theme
independence although parental       they are following in class.
input through sharing books,
discussing texts and                 Number bonds
encouraging reading should           Development of mental
always play a big role.              arithmetic skills through
                                     knowledge of number bonds.
                                     Quick test in school each week.
                                     To begin in Spring 1.




Appropriate tasks to reinforce learning that has taken place in school will be set for your child by their
teacher on a Friday, to be returned by the following Wednesday.

To access online homework, please follow the steps below:

   MyMaths

   1. Go to www.mymaths.co.uk and log on with the user name gorsey and password shape (top of the home
      page) then click go
   2. Log in using your 3 letter user name and 3 number password
   3. Check your record for the task(s) you have been set and follow any additional instructions from your teacher
   4. Write the date and title of your task(s) in your homework book and record any working out you need to do
      underneath
   5. Click on ‘see the lesson?’ to refresh your memory about the skills you will need to complete the task (jot
      anything useful down in your homework book to help you later)
   6. Complete the task(s) and rate how you found it/them so your teacher can plan your next steps in learning
   7. Explore the games section of the website to challenge yourself further!

   Mathletics

   1. Go to www.Mathletics.co.uk
   2. Sign in (top right of the home page) using your username (your initials followed by 4 digits) and your
      password (5 letter word followed by 2 digits).
   3. Check what tasks you have been assigned before you can access other parts of the program
   4. Click on ‘Play Live Mathletics’ to compete on an international basis!
   5. Accessing other areas of Mathletics allows you to earn and spend your credits.




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Details of the new Gorsey Bank uniform - showing specific items for summer and winter, and
for each phase. Compulsory from September 2011.

 Autumn and Spring Terms (REC Yr 1 & YR2)             Autumn and Spring terms (YR 3,4,5 & 6)
Navy V-neck jumper or cardigan with logo – boys       Navy V-neck jumper or cardigan with logo – boys and
and girls                                             girls
Red polo shirt with logo – boys and girls             White shirt, with pointed collar – boys and girls. (Girls
                                                      not to have decoration and trimmings on shirts)
Navy skirt/pinafore/trousers - girls                  School tie – red and navy diagonal stripe, not elasticated
                                                      or clip on – boys and girls
Grey trousers - long or short - boys                  Navy skirt/or/pinafore/trousers -girls
Black school shoes – not trainers – boys and girls    Grey trousers long or short - boys
Grey socks - boys                                     Black school shoes – not trainers – boys and girls
Red or navy tights or navy or white socks - girls     Grey socks - boys
                                                      Navy tights or navy or white socks -girls
 Summer Term (REC Yr 1 & Yr2)                         Summer Term (Yrs 3,4,5 & 6)
Same as winter uniform with the option for girls to   Red polo shirt with logo and otherwise the same as
wear a navy and white check summer dress              winter uniform with the option for girls to wear a navy
                                                      and white check summer dress
KS1 and KS2 all year round
Outdoor school coat in PLAIN navy or red                Outdoor school coat in PLAIN navy or red
Optional fleece in red or navy FOR OUTDOOR USE          Optional fleece in red or navy FOR OUTDOOR USE ONLY
ONLY
PE Kit
White T- shirt                                          White T- shirt
Navy shorts                                             Navy shorts
Trainers                                                Trainers
Navy joggers and navy sweatshirt                        Navy joggers and navy sweatshirt
Jewellery and watches and hair accessories
NO jewellery of any kind may be worn by any pupil in school AT ANY TIME with the exception that studs may
be worn for a period of six weeks after ear piercing. In the event of studs being worn they must be removed
or taped up during PE and removed during swimming lessons. Watches may be worn but the school cannot
take responsibility for the safety of watches. Hair accessories are to be PLAIN red or navy only and hair
bands to be no wider than 5cm.
School Bags
Book bags with school logo
Small back packs that are plain navy blue
Navy drawstring bag for PE kit
…and house coloured T-shirt for house sporting events.

Uniform order process

http://www.monkhouse.com/category/1131/Gorsey_Bank_Primary_School this will take you directly to the
relevant section on the Monkhouse website.

Alternatively the home web address is www.monkhouse.com and you will then need to follow these
instructions:

      From the home page click on the Schoolwear icon.
      Here you will find an alphabet, click on „G‟.
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      Now you will see a list of schools, click on „Gorsey Bank Primary School‟.
      Now you can start shopping.

To purchase the items you require please follow these instructions:

      Find the garment you wish to purchase and click on either the name or the picture.
      On the drop down menu select the colour and size you would like.
      If you want more than one of this item change the amount in the box.
      Then click „Add‟. This will place the item/s into your basket.
      If you wish to purchase more items click on continue shopping and follow the same process.
      When you have all the items your require click on the „Checkout‟ button and complete the
       information required.


Postage Discount

As part of the package negotiated with Monkhouses it has been agreed that Gorsey Bank parents will not
have to pay postage for their on-line orders. To achieve this, payment for postage will initially be taken
and will be refunded to the card within 48 hours.

Note: when purchasing during one of Monkhouses visits to school it will be possible to pay by card.




                                        HOME SCHOOL LINKS

Curriculum Information Evening

This will take place at the beginning of the academic year. It is an opportunity for you to meet your
child‟s teacher and to ask any questions you may have about the forthcoming year. The evening will
include a number of workshop activities to help you to support your child in reading, writing and basic
Numeracy skills development. E-Safety advice will also be discussed.

Parents’ Evening

Our two Parents‟ Evenings take place in the first and fourth half-terms. At each of these you have the
opportunity to discuss your child‟s targets, progress and personal and social development. There is
also the opportunity for you to examine your child‟s work and discuss this with their class teacher.

Appointment times are available for you to book a time slot during the week preceding Parents‟
Evening. These time slots are 10 minutes long. It is advisable to turn up early to allow you time to
view your child‟s work. In the unusual event of you requiring more time, this may be arranged after
the meeting. Please phone school if you are unable to attend.

Please do not think this is the only opportunity to discuss your child. We are always
willing to arrange a mutually convenient time for an appointment to discuss any concerns
you may have.

Open Evening

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During the Summer Term we invite parents and children into school to share and celebrate the year‟s
achievements. Parents have an opportunity to meet informally with their child‟s class teacher, view
their child‟s work and make contact with their teacher for the next academic year.

gorseybank.net

When our new website is officially launched it will provide important information about the school and your
child‟s year group/class. Please check for updates on a regular basis at www.gorseybank.net

Reports

Annual Reports are sent home towards the end of the Summer Term. These provide a comprehensive
overview of your child‟s progress. We are happy to discuss the reports at Parents‟ Evenings and/or at
arranged appointments.


Finally, please keep in touch with us. If we have any worries at all, we will ask to speak to you and
we ask that you do the same with us.

We are looking forward to working with you and your child in Year One.




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                                 Children Learn What They Live



                   If children learn with criticism they learn to condemn.

                      If children learn with hostility they learn to fight.

                     If children learn with ridicule they learn to be shy.

                   If children learn with shame they learn to feel guilty.

                  If children learn with tolerance they learn to be patient.

               If children learn with encouragement they learn confidence.

                    If children live with praise they learn to appreciate.

                       If children live with humour they learn to smile.

                       If children live with fairness they learn justice.

                    If children live with security they learn to have faith.

                If children live with approval they learn to like themselves.

  If children live with acceptance and friendship they learn to find love in the world.




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