LEARNING IN KEY STAGE 1 AND KEY STAGE 2
At Globe we follow a ‘topic based’ approach to the curriculum which means that wherever possible, we group our subjects around a topic. Not all subjects can naturally ‘fit’ with a topic so these subjects are taught separately.
Our topics follow a similar theme in that each term we go on a curriculum ‘journey’ around the world, well we are called Globe! These may be real or imaginary worlds and on these journeys we learn some wonderful things. For example, children in Key Stage One go from Storyland to China then on to London. Within all topic learning children are made explicitly aware of the skills and knowledge they are developing.
The delivery of the curriculum is usually based in the child’s own class: most subjects and skills are taught by the same class teacher, but occasionally children learn with children from other classes or different members of staff. For example, in English, children are grouped according to their learning needs in ‘sets’ or groups and are taught by either the class teacher, support teacher or the teacher of the same year group.
Some subjects are taught by specialist teachers in order that we maximize children’s learning.
Weekly music lessons are taught by specialist music teachers. We also have specialist teachers who give weekly instrument tuition in the following instruments: African drums, violin, trombone, flute, clarinet, trumpet and steel pans.
Weekly French is taught by a French specialist throughout the school.
Computing is taught by a senior specialised teacher in Key Stage Two in order that children are taught advanced computing skills.
Physical Education is taught by a teacher as well as sports coaches at various points throughout Key Stage One and Two.
We are a multi-faith school and our Religious Education curriculum reflects this by teaching the main world faiths. As a school community we commemorate major festivals. The Education Reform Act (1988) gives parents the right to withdraw their child from Religious Education. It is unlikely that parents will choose to do this and it has never occurred at Globe.
How will you know your child is doing well?
We make on-going (formative) assessments of a pupil’s attainment to track their progress in reading, writng and number. This helps with future planning and also informs our discussions about your child’s progress in parents meetings.
After more formal (summative) assessments, such as statutory assessments at the end of key stages, we report the outcomes to parents and report the outcomes of these assessments to the Governing Body and Department for Education, as required.
| Page 2
| Page 3
| Page 4
| Page 5
| Page 6
| Page 7
| Page 8
| Page 9
| Page 10
| Page 11
| Page 12
| Page 13
| Page 14
| Page 15
| Page 16
| Page 17
| Page 18
| Page 19
| Page 20