Subjects

The Early Years Foundation Stage (EYFS)

This forms the curriculum for children in reception. It is part of the early years programme of the national Curriculum and we
find it an excellent springboard into our topic based curriculum which begins in Year 1
The EYFS focuses on 6 areas of learning and development.
• Personal, Social and Emotional Development
• Communication, Language and Literacy
• Problem-solving, reasoning and numeracy
• Knowledge and understanding of the world
• Physical Development
• Creative Development
Much of this first year is experienced through play and child lead activities.

Topic

Topic work is an integral part of the curriculum. It can inform all subjects of the curriculum and allows the children to get a holistic approach to their learning.
Topic typically includes the classic subjects (Ancient Greece, the Egyptians, the Romans) as well as the more modern subjects (Recent Campaigners, the Second World War, Space, the Weather, the Tropical Rain Forest, Explorers, etc) the subject area is not the crucial element – it is the concepts, knowledge and skills the children learn during topic work which develop good foundations for the future. Topic provides meaning to the children’s learning; it is cross-curricular, involving connections with history, mathematics, English, geography and science. Topic work enables children to follow their own interests with the essential structure. The children learn by doing. It involves collaborative and group work. The children learn through work discussion and independent learning. The work is not always teacher lead. It enables children to bring their knowledge and understanding and curiosity to their work. Hopefully it is fun as well.

English

In planning and implementing our English teaching, consideration is given to what is known about children’s learning and development from current theory and recent research.
We deliver a large proportion of English teaching through class topic work. This provides children with a range of different purposes for developing reading, writing, speaking and listening skills. Our teaching retains a structure that is sufficiently flexible to meet the learning needs of all the children in the context of the topic they are being taught.
To develop reading, writing, speaking and listening skills, we aim to offer children material which is sufficiently relevant and interesting to be worth reading, writing, and talking about. This is best achieved through a topic based integrated curriculum. Children are encouraged to explore a wide variety of ways to communicate their ideas and develop their language abilities.
Our aim is to help children to become independent readers who love books and see them as an important part of their lives, so that they will continue to enjoy literature as they grow up. Children are encouraged to become confident readers who enjoy reading and can, over time, read more complex texts as they develop through the school. The teaching of reading is given high priority and children have access to a wide range of reading material both at the early stage and as they advance in ability. Our children are taught to read for a range of purposes: personal reading, group reading, and study skills and information literacy skills are taught from an early age. The Lower School library plays a central role in these areas of learning.
Collaboration and interactive opportunities are encouraged in order to promote the development of spoken language. We particularly value and encourage talk that fosters learning by providing opportunities to try out ideas and receive feedback to build on what is already known. Many of the reading and writing activities that children are involved in will involve them working collaboratively: for example, writing stories together, preparing a science investigation, or recording the results of a maths activity.
Children will be involved in group reading, where the links are made between reading and writing as children study how different writers use language to achieve particular effects. Through topic work we provide purposeful experiences which actively encourage and promote children to write confidently for a range of purposes. Emphasis is placed on planning, drafting and editing writing. Handwriting and spelling are focused on in specific lessons.
Assessment for reading, writing, talking and listening involves continuous monitoring. Assessment of children’s work is carried out to inform the teacher and the child of progress. The Learning Support Team works closely with teachers and parents to support those children who need it.

Reading

Reading is strongly promoted in the Lower School. In an age when computers, the Internet and a variety of other media are available, we value the continued use and love of books. Each classroom has an extensive selection of reading books for all abilities. We also have an excellent and very well stocked library. A tradition at KAS is that all classes are read to by their class teachers. The last half hour of each day is story time which is a relaxing way to wind down at the end of each busy day.

Maths

Throughout their experience of maths in Lower School, we aim to enable your children to develop an understanding of the mathematical world in which they live. We want them to regard maths in a positive light, regardless of ability, and to develop a mathematical confidence which allows them to think flexibly and creatively, to persevere, question and reflect, leading to a systematic approach to problem solving. Nurturing and developing confidence is essential if children are expected to tackle mathematical tasks without anxiety or apprehension.
We have a comprehensive scheme of work ensuring that the children’s needs are fully met in Number, Algebra, Shape and Space, Measure and Data-Handling and use a wide variety of resources to deliver it. Interesting and challenging problem solving and investigations form an integral part of the curriculum. The children often use their maths skills in other curriculum areas such as Science, Art, ICT, PE, DT, Cooking and Gardening. Maths Days and Maths Weeks are held to promote awareness of how maths is used in everyday life in the home and at work; parents can make a huge contribution to these events.
Mostly, children are taught by their own teachers in mixed ability classes and are given appropriately differentiated tasks. Additional provision is made to support children who need extra help and the most able children in Years 2-6 have enrichment lessons. Older children may participate in the annual, national Primary Maths Challenge.
In Years 5 and 6, a maths activity is usually part of their weekly homework while in Years 2-4 the multiplication tables are set. Parental support is essential in helping their children learn and remember their tables.

French

French is taught from Reception to Year 6. The course is topic and skills-based, developing listening, speaking, reading and writing. Grammar is covered inductively, as and when it is relevant.
The methodology is multi-sensory (aural, oral, visual and kinaesthetic). French is learnt in small groups (half classes), through indoor games, cooking, poetry and singing, reading and writing, IT, outdoor activities, performing their own plays and songs. Exercises are varied so that children of different abilities can develop positive attitudes towards speaking and understanding a foreign language. They are encouraged to be imaginative and creative, exploring and manipulating the language.
Language awareness is an important aspect of the course. Children investigate cognates, derivations, links between English, French and other languages – as well as mnemonic ideas to help memorisation.
Self-determination is encouraged. At the beginning of Year 4 they draw up their own choice of topics and this becomes the basis of their course for Years 4, 5 and 6. There is an after school drama club for Years 5. On Open Day Year 5 dress as waiters and waitresses and run the Café du Roi Alfred.
Target language is, above all, authentic and relevant to the children’s own lives so that it is meaningful and, therefore more memorable. It includes cross-curricular topics, current class projects, and outside events such as the World Cup.
All children have a folder in which to collect their own work from Reception to Year 5. In Year 6 they have exercise books. They monitor their own achievement by completing progress charts.
There are two trips to France. The biennial day trip in June to Boulogne is for pupils, families and friends. For Year 6, there is an annual three-day class trip to Le Touquet, where they complete  language assignments and go on excursions to places of interest.

Spanish

Spanish is now introduced to Year 6 pupils every week (35 minutes for each class). Pupils learn Spanish words and simple grammar through the use of flashcards and ICT-based worksheets. Each time new words are introduced, pupils practise how to pronounce them properly as well as how to spell them. Each pupil has a folder in which the work is kept and each folder will be given to the teacher who will teach them in Year 7 so that there is continuity between what pupils have learnt in Year 6 and what they will do in Year 7.

Art

In Lower School Art and Design students are introduced to a diverse range of artistic processes, materials and ideas. From painting and drawing to photography and graphic design, children have a rare opportunity to increase their technical abilities whilst exploring ‘making’ as a means of communication and expression. Key to this approach is the introduction and discussion of art history and contemporary practice in order to contextualise and underpin the activities in the classroom.
Art is taught to Years 4-6 by an art specialist in a dedicated studio. Discussion and collaboration with class teachers is important so that art taught in the studio is sympathetic to topics covered in year groups. Close links are also maintained with the art department in Middle and Upper School to ensure a smooth transition into secondary education.
Throughout the course of a year pupils produce work individually and as part of collaborative groups. This can take the form of a one lesson project or a sustained investigation over a number of weeks. Each child is encouraged to develop their own ideas within the framework of lesson which means a diverse number of outcomes from any shared staring point; this is reflected in the annual open day exhibition.

Music

Music is taught throughout the Lower school. Each class has two, 35 minute lessons a week. In addition, Years 3 and 4 take one 35 minute recorder lesson per week that focuses on note reading and ensemble playing skills, after which they are encouraged to think about taking up a new instrument for individual study. Also, there are several music groups on offer during the week, such as choir, orchestra, flute group, etc, in which the children can take part through choice.
Class music lessons focus on the main parameters of music: pitch, timbre, texture, duration, dynamics, tempo etc. The activities are delivered through composing, performing and listening activities and a lot of singing. The lessons are mainly planned around the class topics and therefore support what is being taught in the classroom. Music in the Lower School is closely linked to drama and is an integral part of most class plays.

Information and Computer Technology (ICT)

Each Lower School class has one lesson in ICT allocated per week and these can be used in various ways according to the
needs of the topic and the preferences of the teachers. Ideally, whole classes attend each lesson, together with their class
teacher.
Within the ICT curriculum we strive to give pupils the knowledge, skills and strategies to make the best use of information
technologies to accomplish ICT tasks and to support their learning in other areas.
We work with the Lower School in a very integrated way using current class activities as the context for ICT. Classes have
a generic scheme of work, which indicates the types of activities that we feel are useful to these classes. However, most of
the time the lessons are developed in collaboration with class teachers, to form a seamless interface with the work they are
doing in their own classrooms. Certain areas of the curriculum are dealt with solely in ICT lessons where there is both the
expertise and the resource base.

Craft, Design and Technology (CDT)

All classes in Lower School from Reception upwards have a dedicated space and specialist teachers for this subject.
Reception and Year 1 children use the new CDT building at Ivy Wood, sharing one of the large well equipped workshops with older pupils. Health and safety is always paramount but these children learn to use small saws, sanding blocks, hand drills and other basic tools. They work in small groups with lots of one-to-one attention and guidance in choosing appropriate materials and tools. Wood, glue and fabric are the main components out of which things such as model planes, boxes, boats, wooden robots and miniature furniture are constructed.
From Year 2 onwards CDT lessons take place in the Manor Wood workroom. Pupils are gradually given more independence in the use of various hand tools and there is increasing emphasis on the importance of planning and design. Projects are sometimes linked to class work (for instance, a class topic on Tudors could be linked to the construction of model Tudor houses). Children are introduced to new techniques and machines and are involved in problem solving as part of the design process.

Drama

Drama is taught as a subject in its own right. This reflects the importance that the school places on it. All classes from Reception to Year 6 have provision for Drama on the timetable, although individual teachers may judge it appropriate to have more or less Drama according to the needs of a class at any time.
There is an emphasis on creating and performing, and watching, appreciating and appraising Drama, and a commitment to enabling all children to take part in some form of performance every year. This may be either created by the children themselves or with the support of teachers. Performances are almost always closely linked with activities in the classroom and often reflect a cross-curricular approach to learning.
Sometimes classes perform something more individual, influenced by an interest specific to that class. Occasionally actual texts are used but more often plays are adapted or created by teachers and children together. Plays are regularly performed in both halls, the Phoenix Theatre, the amphitheatre, and the Infant Playground.
Teachers often introduce different theatrical traditions. Script writing work is extended as the children go up the school and Year 6 are encouraged to write their own end of year production.
The contributions of all the children are valued and respected. The children have ample opportunities to take on challenging roles and children with special interests are allowed to develop them. Some children volunteer for specific roles in productions such as lighting, stage management, costume design and make up. Very often children with specific learning needs find that they can express their imagination and emotional needs in improvisation. Children are always encouraged to join in.
Progress is seen in the increased confidence with which children take part, their pleasure in participation, their improving ability to project the voice, and take on a greater variety of issues and roles. Drama is not always to do with performance, but an emphasis is placed on encouraging children to interact, create, talk, listen, respond, and write.
All children visit a professional theatre production at least once a year, usually around Christmas time. There are also many opportunities to see performances by other children of all ages within the school.

PE and Games

The Lower School physical education programme aims to be fun while developing the child’s motor and fitness skills. Enjoyment of all sporting activities is an underlying feature of all sport at KAS and not necessarily exceptional performance. Establishing a strong foundation in a wide variety of physical activities is our main intention throughout Lower School.
Lower School’s commitment to Physical Education is evident through the healthy amount of time allocated on the curriculum during Key Stage One and Two. There are numerous opportunities for children to pursue sports activities outside lesson time, e.g. football, basketball, badminton and table tennis.
Assessment of PE in Lower School is conducted through a PE profile and by the class teacher or specialist PE teacher.

PSHE (Personal, Social and Health Education)

PSHE is delivered across Lower School in a variety of ways. There is at least one weekly PSHE lesson in every class. In addition to this, PSHE is a subject which runs through every school day and is evidenced in much of what we do. Among other things, PSHE lessons are a way of enhancing children’s self esteem, promoting moral values, encouraging positive and empathetic behaviour, building a sense of community and developing social and personal skills.
Most classes have regular circle time sessions. This is a democratic group listening system which ensures each child has the opportunity to express their opinions or how they are feeling in a safe, secure environment with a genuine sense that they are being listened to by their teacher and peers. During circle time children discuss concerns, values, incentives, sanctions, class contracts and offer one another advice. They also debate a range of moral and practical issues. It enables each child to have a voice and to be listened to. It encourages group identity and fosters tolerance and a greater understanding of one another. They learn problem solving skills and how to evaluate a number of solutions and choose the ones most likely to succeed. They learn how to think critically and make choices.
Some teachers have recently begun to use Persona Dolls during PSHE lessons. They are a way of developing circle time and can be used reactively or proactively. They can be used in social and emotional aspects of learning. The dolls and their stories encourage children to describe feelings, express their own emotions and to feel safe and secure enough to express their feelings and share experiences. They will hopefully help pupils to transfer the skills they learn to experiences and situations they meet in their everyday lives. As with circle time, the dolls help children to feel supported by realising that others have the same experiences as they do and that these can be shared. Just hearing that there are possible solutions can be helpful. Persona Dolls encourage children to empathise, be compassionate, respectful and caring of others and also to appreciate how their own behaviour affects other people.
Year 3 and Year 6 children are all involved in a buddy system. Each Year 6 pupil has a buddy in Year 3 and acts as a friend and mentor to them. When this partnership is successful it is an extremely positive experience for all involved.
We now have a Pupils’ Council in the Lower School in which class representatives discuss issues raised by their peers. Four representatives from Year 6 also attend weekly council meetings with Middle and Upper school pupils.