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| Curriculum |
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| General |
The school is organised into two teaching groups. Reception Class and Years 1, 2 and 3 are with Miss Rainbow, and Mrs Mellor takes Years 4, 5 and 6. An imbalance in the numbers, or the special needs of an individual child may cause variations. The school offers the children in its charge a curriculum that includes: English; Mathematics; Science; History; Geography; Music, Art & Craft; Religious Education; and Physical Education.
We recognise that children in both teaching groups demonstrate a wide range of abilities and interests. Children may move into different groups according to their development.
If at any time your child has a problem with any aspect of school life, the Headteacher and staff are always very willing to discuss this with you. It would be appreciated if you would make an appointment for this purpose.
Each child will receive an annual report and profile, which you will have the opportunity to discuss with your child's teacher, either in school or, if you prefer, in your own home.
Pupils take part in Statutory Assessment Tests (SATs) at the end of Key Stage 1 (age 7) and Key Stage 2 (age 11). In 1998 we had one child at Key Stage 1 and seven at Key Stage 2.
Children's achievements will be reported to parents in June. However, as we have too few children in each year group to guarantee confidentiality, it is not our policy to publish these results, nor are we required to do so. The Headteacher will inform parents of the percentage of children achieving Level 2 at Key Stage 1 and Level 4 at Key Stage 2, if this information is desired. The most recent national data for our type of school is available on request from the School Secretary.
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| National Curriculum |
The National Curriculum comprises foundation subjects, including three core subjects, English, Mathematics and Science. The other foundation subjects are Design and Technology, History, Geography, Music, Art, Information Technology and Physical Education. Religious Education is also a statutory requirement for all pupils, although facility is made for withdrawal of children on the grounds of conscience.
In planning the whole curriculum we are careful to ensure that most time is spent on acquiring knowledge, skills and understanding within the core subject areas; but, by means of developing a topic approach:
Early infant learning is through a variety of activities that lead to reading, writing and numeracy. Many of these, such as experiences with sand, water, clay and construction kits, are often described as 'play', but they are purposeful activities. The children are in fact experimenting and finding out what these materials will do. This is the start of Mathematics and Science; it is encouraging an enquiring attitude of mind. This play is followed by teacher-directed discussion leading on to work associated with these materials. Play is largely imaginative; children play out their fantasies; they come to terms with the world; they learn, through practice, to express their ideas orally.
Other activities include baking, sewing, painting, collage construction and building jigsaw puzzles.
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| English |
Language forms a vital part of the whole curriculum, helping each child to interpret and make sense of the world in which he/she lives, and giving each child the means to communicate his/her feelings, ideas and experiences. Children learn language primarily through the four main areas that we develop in school - speaking, listening, reading and writing.
Speaking
We want our children in their speech to communicate clearly, to describe accurately, to frame their questions pertinently, and to have the skills and confidence to express their feelings and ideas imaginatively and purposefully.
Listening
It is important to encourage children to develop their listening skills; to be able to enjoy listening attentively to television, radio music or a story tape, and to discuss their feelings and ideas afterwards; to listen responsively to a story or a poem; to follow instructions and convey a message and to follow ideas raised in group discussion with understanding and interest.
Reading
Children learn to read in a variety of ways, and our aim is to cater for the individual child's needs. In the early stages we like to hear children read daily - from their wordcards, from books or from their own written work. Books form only one of the many teaching opportunities used by teachers:
As children's reading develops, we introduce research skills:
Each teacher will keep detailed records of the child's reading progress and achievement, and we encourage both parent and child to share in this process.
Writing
Our aim is that children should be able to express themselves clearly and concisely. Children will be encouraged to write about their experiences, through a wide variety of tasks in all curriculum areas; to write imaginatively and purposefully and to record accurately their observations.
We encourage children to take a pride in their handwriting and the presentation of their work. We help children to write clearly and legibly.
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| Mathematics |
Mathematics is an important area of the curriculum, providing a way of viewing and making sense of the world. It can be used to tackle a wide range of practical tasks and real life problems. We are keen to give children the opportunity to experience mathematics as a source of fun and intellectual excitement, so as to enable each child to feel a sense of achievement, enjoyment and satisfaction.
The mathematics curriculum has, as its base, two published schemes. These provide structured teaching of number, algebra, measures, shape and data-handling and involve the application of those skills in mathematical problem solving. The schemes are supplemented with material that we have devised ourselves.
At all stages, work is carefully structured and often individualised, allowing us to match activities to each child, enabling children to proceed at their own level and pace. Much of the work is of a practical and investigative nature, encouraging children to apply their mathematical knowledge and skills effectively, and to tackle practical problems, involving both independent and co-operative work.
Throughout all mathematics, our aim is to ensure that children understand the mathematical skills, concepts and language used.
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| Science, Design and Technology |
All children are given the opportunity to experience scientific processes and skills and are encouraged to develop the ability to discuss and challenge ideas, through a wide range of appropriate investigative activities. The school has a well-equipped Science and Technology base.
Design and Technology
All children are introduced to practical problem-solving situations and encouraged to investigate and design solutions using a variety of materials and tools, e.g. construction kits (Lego, Lego Technic, Brio), computer, wood, card and junk materials. The design process gives children experience in a wide variety of skills, designing, making, testing, recording, modifying and in evaluating their work.
Information Technology
Most children enjoy working with computers. This results in a high motivational factor and encourages concentration and involvement with a piece of work. Word Processing challenges each child at whatever stage of development.
We have 13 computers and a number of other technical resources, which are always readily available to the children throughout the day. We hope that all our children leave school with keyboard skills and a reasonable level of computer literacy.
Technical Resources
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| Humanities |
"The past influences all aspects of our lives. It shapes the customs and beliefs of the communities to which we belong. Learning about the past and the methods used to study it helps pupils make sense of the world in which we live." (History in the National Curriculum, 1991)Pupils follow a carefully developed curriculum plan. They are encouraged to develop a sense of identity through learning about the development of Britain, Europe and the world and are introduced to what is involved in understanding and interpreting the past.
Geography
"Geography is concerned with the study of places, the human and physical processes which shape them and the people who live in them. It helps pupils make sense of their surroundings and the wider world." (Geography in the National Curriculum, 1991)We aim to develop geographical knowledge and understanding, to introduce pupils to geographical enquiry and to develop a sense of identity through learning about the U.K. and its relationships with other countries.
Parents can help by widening their children's general knowledge of the world around them and by taking the children to places of interest. You can help by discussing programmes on the television, and newspaper and magazine articles, and by encouraging them to find out more about what interests them.
Religious Education
Religious and Moral Education is taught in the school. The Agreed Syllabus of Religious Education issued by Cumbria County Council is followed. This promotes an understanding of the Christian faith, while also allowing for the study of other religions and how these have affected our past and are influencing the present. The Vicar of Egton-cum-Newland, and Lowick with Blawith visits the school each week to talk to the children. Parents may wish to withdraw their children from all or some of these lessons on the grounds of conscience. Facility is made for this.
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| The Arts |
All children can benefit from a musical education that includes singing, movement, the use of percussion and the playing of instruments. We take every opportunity to enable children to listen to a wide range of music, and to encourage children who show an interest to play an instrument.
Children at Key Stage 2 have the opportunity to learn to play the recorder. They also have the opportunity to learn the violin. Private tuition is supplied by a peripatetic specialist music teacher who teaches children in the Suzuki method.
The children present a musical play at Christmas time and music is incorporated into all our festivals.
Parents can help their children by listening with them to music programmes, by tapping out the rhythms and playing singing games with the youngest ones, and by discussing different types of music that they may hear.
Art and Craft
Art and craft activity has an important contribution to make to the curriculum. It can give children the opportunity to express, respond to, interpret, and begin to understand their environment. It is the making of a personal statement, in response to an experience; a way of expressing ideas and feelings, through a variety of different materials and media.
It is our aim to provide a wide variety of activities, e.g. observational drawing, painting, print making, clay, fabric, collage, weaving, needlework, model making and photography, to enhance the development of children's sensitivity, aesthetic appreciation and an awareness of line, colour, shape and texture.
Drama
Drama contributes to language and literacy, and helps to develop the imagination and sensitivity. It reinforces concentration and listening skills. Drama is fun to do, and it allows children to enjoy participating in group activity. It can also greatly increase a child's self-confidence.
We encourage drama work, both for public presentations to church and school audiences and for informal class productions.
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| Physical Education, Sport and Swimming |
There is a range of P.E. equipment in school which helps the children to become well co-ordinated. Our P.E. lessons for juniors take place at John Ruskin School, the local secondary school, and in the playground when weather permits. Children are transported to John Ruskin School by mini-bus (financed by the P.T.A.) and in parents' cars.
The juniors take part in games, i.e. football, netball, cricket, rounders and hockey, in the playground, weather permitting. Football training, coached by Mr Chris Bugler, takes place each Saturday morning during the football season at 10:45 am on Lowick Green, again weather permitting.
Our aims are that pupils should:
We take part in inter-school sports, and games are played against other local primary schools. For instance, Lowick School has regularly participated in 5-a-side football matches and tournaments, fielding two teams of both girls and boys. Despite our small size, we perform successfully in tournaments. We have also taken teams to play rounders matches against other schools, and participation in matches has been of great benefit in building team work amongst our pupils.
Swimming
High levels of achievement in swimming are reflected in the awards presented to our children this year. For the year ending July 1998, these range from STA (Swimming Teachers' Association) pool frog awards at grades 1, 2 and 3, STA distance awards from 25 metres through to 800 metres, and STA personal survival awards at grades 1, 2 and 3 (bronze, silver and gold). All the children visit Ulverston Swimming Pool for swimming tuition.
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| Sex Education and Drugs Awareness |
A child's physical and mental wellbeing also depend on an informed and sensible attitude towards drugs. We have not had, nor do we expect any drug problems with any of our children, and it is not our policy to raise the matter at school. However, should the subject arise we shall treat it openly, teaching children about the legal aspects and the dangers of drug-taking. Should the matter concern an individual child, we shall involve the parent(s) in our response.
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| Assessment |
We support the recommendations of the Curriculum 4-19 Statement, regarding effective record-keeping and assessment. The document states that assessment should:
A County-wide system of screening in reading is carried out before children leave the infants department. Those children who may be experiencing difficulty are identified, and extra funding is made available. Parents are also informed of ways in which they may support the work taking place in the school. During their last three years in school, children are regularly tested over a wide area in the curriculum. We use tests recommended by the County to ascertain their progress and identify their weaknesses.
All children need to feel that school and home are working together. Your confidence in our school is transmitted to your child. It is therefore vital for you to come and see us if you have any worries about any aspect of school life. When a child is experiencing difficulty, parental encouragement and help can make all the difference, particularly if the parents discuss the matter with us first. If we are made aware of the problems, we can help the home and school to work together.
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| Special Educational Needs |
Some children may need special help, programme of work or method of teaching if they experience difficulties in undertaking the normal work of a primary school. These children have special educational needs and require some support in their learning. This school ensures that children with such needs receive the type of education that they require. From time to time, children may receive individual support from the Learning Support Services in school. Parents are entitled at any time to ask for assessment, for special needs, for their child.
All pupils share a common entitlement to a broad and balanced curriculum, including the National Curriculum, as stated in the 1988 Education Reform Act. A free copy of the booklet, 'Special Educational Opportunities in Cumbria', is published by the County Council and available on request from all schools, Education Department Offices and public libraries in Cumbria.
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| Prospectus index |