Curriculum

Since the National Curriculum was first introduced in 1998, it has undergone a number of changes. The most recent set of changes is known as Curriculum 2000. At our school we cover three Key Stages,

• Foundation Stage- for children aged 3 to 5 years, in nursery and Reception classes.
  
  
• Key Stage 1- for children aged 5-7 years, in Year 1 and 2 classes
  
  
• Key Stage 2- for children aged 7-11 years, in Year 3 and 4 classes

Foundation Stage

At Nettlestone we provide a warm and welcoming environment for children starting at school. Good communication between families and school helps to ensure a smooth transition, but also enables the teacher to learn about each child from the adult that knows them best. Information from pre-schools will also help to ensure continuity of experience in the Foundation Stage.
At this stage, young children are developing rapidly and the Foundation Stage hopes to maximise on this potential. Children vary greatly in their maturity in different areas of development and their learning and development will need to be carefully planned to take account of individual achievements and needs. Children may be engaged in some whole class activities, some individual learning opportunities, or playing co-operatively in small groups.

At Nettlestone we aim to nurture and build upon the natural energy, enthusiasm, curiosity and sense of humour of children. In the Foundation Stage, we offer a variety of play opportunities to include imaginative play, designing and constructing, investigating and exploring sand and water, creative activities and energetic play both inside and outside. Through these experiences, children's language will be enriched and their understanding of the natural and built world will be extended; physical abilities and co-ordination will develop; and levels of concentration and persistence will be raised.

In the Foundation Stage, play is well planned, observed and recorded to ensure progression. Within this structure some activities will be led by adults, but children will also have opportunities to develop their own ideas and to solve problems independently. Careful planning will encourage opportunities that stimulate children's interests and imagination. There will be opportunities for talking and listening between adults and children and quieter activities such as looking at books or listening to music.

We place a high priority on children's social development and we value the involvement of parents and families as partners in this process. Children are encouraged to feel part of their class, school and the wider community.

Key Stages 1 and 2

The school curriculum helps to develop enjoyment of, and commitment to, learning as a means of encouraging and stimulating the best possible progress and the highest attainment for all pupils. It builds on pupils' strengths, interests and experiences and develops their confidence in their capacity to learn and work independently and collaboratively. It equips them with the essential learning skills of literacy, numeracy, and information and communication technology, and helps to promote an enquiring mind and capacity to think rationally.

By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum enables pupils to think creatively and critically, to solve problems and to make a difference for the better. It gives them the opportunity to become creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. It also helps to develop their physical skills and encourage them to recognise the importance of pursuing a healthy lifestyle and keeping themselves and others safe.

The school curriculum also promotes pupils' spiritual, moral, social and cultural development and, in particular, develops principles for distinguishing between right and wrong. It helps to develop their knowledge, understanding and appreciation of their own and different beliefs and cultures, and how these influence individuals and societies. The school curriculum should pass on enduring values, develop pupils' integrity and autonomy and help them to be responsible and caring citizens capable of contributing to the development of a just society. It should promote equal opportunities and enable pupils to challenge discrimination and stereotyping. It helps to develop their awareness and understanding of, and respect for, the environments in which they live, and secure their commitment to sustainable development at a personal, local, national and global level. The school curriculum promotes pupils' self-esteem and emotional well-being and helps them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, school, work and in the community.

'Staff have worked very hard and have devised a creative and stimulating curriculum that provides effectively for the needs of all pupils. They have introduced innovative ways to promote pupils' learning by making links between different subjects.' Ofsted report May 2008

Sex Education, It is our Policy to answer children's questions regarding sex, both honestly and frankly while taking into consideration the level of maturity and understanding that the child has. Children in Year 4 take part in a 'living and growing' topic; a meeting will be held for parents of Year 4 children before the topic begins. The school's Sex Education Policy is followed by all staff. As with all school policies, a copy is available for parents to see from the school secretary