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Goldsmith Hall

New York, NY 90210

07:30 - 19:00

Monday to Friday

Curriculum

I love the family feel that pervades through the school

Parent of year 2

2017-05-12T13:38:10+00:00

Parent of year 2

The school is lead with the children’s best interests at heart

Year 2 parent

2017-05-12T13:39:20+00:00

Year 2 parent

We feel very lucky to be part of a supportive school

Parent of two pupils at the school

2016-03-14T15:19:08+00:00

Parent of two pupils at the school

It’s an environment that encourages positive growth of character as well as academic acheivement

Parent to three pupils at the school

2017-05-03T15:17:22+00:00

Parent to three pupils at the school

Friendly welcoming and inclusive. Everyone is valued.

Parent to two pupils.

2017-05-03T15:32:51+00:00

Parent to two pupils.

At Iron Acton, the curriculum is broad and balanced, sets high expectations for every pupil, engages pupils and motivates them to learn. In addition it:

  • is inclusive, meeting the needs of all pupils, particularly those who are disadvantaged, the most able and those with Special Educational Needs and Disability (SEND)
  • enables all pupils to make progress
  • makes pupils aware of their rich cultural heritage
  • makes pupils aware of current local and national issues
  • ensures pupils are ready for the next stage of their learning
  • provides and develops skills needed to be a successful learner
  • promotes spiritual, moral, cultural, mental and physical development of pupils at the school and in society
  • prepares pupils for the opportunities, responsibilities and experiences of later life

For more information about how you can support your child, please speak to their class teacher.

This is what your child will be learning.

Kestrels Curriculum Map – Year A

Kestrels Curriculum Map – Year B

Falcons Curriculum Map – Year A

Falcons Curriculum Map – Year B

Eagles Curriculum Map – Year A

Eagles Curriculum Map – Year B

At Iron Acton we teach writing through Talk for Writing. Talk for Writing is a powerful tool to support children as they develop as writers. It enables them to imitate the language they need for a particular piece of writing orally, before reading and analysing it and then writing their own version.  It emphasises the importance of speaking and listening skills and performing texts using actions before moving on to writing.

We start by using drama and storytelling techniques to get experience of the text type. We read and analyse the text to make a toolkit (imitation phase). Then we share write sections of the text and write similar sections (innovation phase). Finally we are ready to write independently (invention phase).

Children need to see handwriting modelled to them frequently to embed letter formation and joins. We use a handwriting font for our displays and resources in Falcons and Eagles classes. This helps children to have regular experience of joined writing. Children are taught handwriting in weekly lessons.

Reading at Iron Acton is a crucial element of our curriculum and so we believe in providing rich and varied texts. We ensure that children are exposed to fiction, non-fiction and poetry texts from Reception through to Year 6. Early reading is taught in class via phonics which is delivered daily in small groups. We follow the Letters and Sounds programme which is supplemented by jolly phonics and other schemes in order to provide a wide range of engaging resources, well matched for the children.

Iron Acton is registered with the Time4Reading programme and so extra-curricular reading activities, such as book fairs, night reads, book swaps etc. are promoted throughout the school and we believe that this provides opportunities for children to experience reading in different ways. We are currently working towards our Bronze award.

We promote reading at home outside of the children’s reading age and encourage parents to hear the children read every day with levelled books which are provided by the school. We compliment this in school where each child is heard 1:1 with a class teacher, TA or reading assistant and once per week as part of a guided group.

At Iron Acton we use the CPA (concrete, pictorial, abstract) approach to lessons. Concepts are introduced with concrete resources for children to feel and manipulate. As their conceptual understanding develops, they move towards the pictorial and abstract stages (formal written methods). Children are not moved through these stages until they are ready.

The Mathematics curriculum focuses on developing three key skills. Firstly, children will develop fluency in mathematical facts and methods in order to use these at speed and with sound knowledge. Secondly, they are encouraged to reason mathematically by following a line of enquiry, identifying relationships and generalisations and developing an argument through the use of mathematical language. Thirdly, children solve problems by applying their mathematics in a range of differing contexts. By developing these three fundamental stages, we aim for all children to achieve ‘mastery’ of their yearly objectives.

At Iron Acton Primary School, an enriched science curriculum that provides opportunities for practical lessons on a weekly basis is key. The children are exposed to a wide variety of topics that support the children’s curiosity for learning and children are encouraged to be curious and form their own questions.

Our curriculum aims to broaden the children’s scientific view of the world around them, whilst promoting a love for enquiry and wanting to explore new things. In Key Stage 1, children are able to observe and experience scientific phenomena first hand. In Key Stage 2, children will be able to broaden their scientific view of the world around them and develop a deeper understanding of scientific concepts through discussion, exploration, testing and developing their own ideas.

Art is experimental and explorative and is not just about the finished piece, but the whole creative process. The children at Iron Acton develop their art skills as they move through the school in the areas of drawing, painting, 3D work, collage, printing, photography and textiles. Through looking at, discussing, exploring and practising the techniques, children develop a visual perceptiveness and language with which they can explore the world around them and express their ideas and feelings.

Often, you can see some fantastic art work on display both in classrooms and around the school.

Our high quality computing curriculum equips children to use computational thinking and creativity to understand and change the world. Computing provides links with mathematics, science and design and technology in the adult world and children need to develop skills to equip them for this.

At Iron Acton we follow the South Gloucestershire scheme of work to plan and deliver our computing lessons. It is structured into sections under the headings of programming, data, online safety, media, impact of technology and a specialised section that links with the Early Years and Foundation Stage. Computing is taught using a range of resources e.g. laptops, iPads, programmable toys, media resources – cameras and microphones, these tools are accessible to the children to aid their learning across all areas of the curriculum e.g. for researching topics in history to collating data in maths and science.

Online safety is well embedded into weekly teaching of computing and is highlighted continually. Children learn to conduct themselves safely and are aware of the risks appropriate to their age. In addition, visitors such as Unique Voice drama group visit the school annually to help children explore risks and how to deal with these appropriately.

Design and technology lessons provide opportunities for children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.

Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. We work closely with The Travelling Kitchen to ensure all children have the opportunity to develop their cookery skills with links to the curriculum topics.

Each class at Iron Acton will experience a Geography or History topic each short term. We work to a 2-year rolling plan so that each child has the opportunity to learn across a wide variety of themes. History and Geography is taught alternately and is planned according to the national curriculum content and aims.

Topics are introduced to each class via a ‘launch event’ with the intention of inspiring pupils whilst creating a curiosity and fascination. We promote trips out of class to embed the learning and/or visitors coming into school to work with the children. We believe that this exciting and creative approach entices the children to ask questions and explore the subject matter on a deeper level.

At the end of each topic, children are encouraged to share their learning experiences with parents, staff and governors at a ‘landing event’ to consolidate and celebrate the learning that has taken place throughout the topic.

In History we will endeavour to teach children about:

  • Changes within living memory.
  • Events beyond living memory that are significant nationally or globally.
  • The lives of significant individuals in the past who have contributed to national and international achievements.
  • Significant historical events, people and places in their own locality.

In Geography we will endeavour to teach children about:

  • Location knowledge
  • Place knowledge
  • Human and physical geography
  • Geographical skills and fieldwork

The chosen language at this school is French and this is taught using the QCA units of work as a starting point.

In Key Stage 1 a variety of basic vocabulary and sentences are taught and children are encouraged to experience the basic of French. This might be through answering the register in French.

In Key Stage 2, children begin to listen to and explore the language in greater depth. They begin to hold a conversation in French using basic language structures. By the end of Key Stage 2, children write words and sentences in French and are able to the basic grammar associated with the language.

At Iron Acton Primary School we follow the Charanga Musical School Scheme of Work. This is an online program complete with music, video clips and tutorials which provides week by week support for teachers in delivering the Music curriculum. Each lesson is taught through three key stages: listening and appraising, creating and exploring and finally performing.

Every week the pupils take part in a singing assembly where the whole school sings a combination of traditional hymns and modern songs linked to our value of the term. Children also have the opportunity to sing songs from other cultures.

In addition to this, the school works with the South Gloucestershire Music Hub to ensure all pupils have an opportunity to experience playing a musical instrument. This occurs through termly workshops such as samba and singing and through parent funded Brass lessons, all of which are taught by Music specialists.

PSHE (Personal, Social, Health and Economic Education)is taught throughout the school, from Reception to year 6. We base our teaching and learning on the Nationally recognised SEAL programme, which consists of six termly topics including ‘New Beginnings’, ‘Going for Gold’ and ‘Good to be me’. These topics are aimed at helping children to think about who they are and help them learn empathy and deal with changes, differing situations and challenges in their own lives.

Each subject involves an assembly which can either be a whole school assembly or class assembly and begins with a story which raises issues and dilemmas. This is then followed by 6 sessions throughout the term which give children time to think and talk about own situations and apply the skills they learn to them.

For the SRE (Sex and Relationships Education) section of PSHE, we follow the Living and Growing primary scheme throughout the school during one week in the summer term.

PE (physical education) at Iron Acton provides a range of opportunities for all pupils to become physically confident in a way that supports their health and fitness. It encourages children to become competitive both within school and beyond.

KS1

Pupils develop fundamental movement skills, become increasingly competent and confident in a broad range of activities. These extend their agility, balance and coordination individually and in groups. Pupils will be taught to:

  • Master basic movements including running, jumping, throwing and catching and begin to apply these in a range of activities.
  • Perform dances and gymnastic routines using simple movement patterns.

KS2

Pupils continue to apply and develop a broader range of skills, using them in different ways and linking them to make actions and sequences. They enjoy communicating, collaborating and competing with each other. They understand how to improve in different physical activities and can evaluate and recognise their success. Pupils develop in greater depth the skills learnt in KS1 and apply these in a wider range of sports and activities, such as:

  • Games including football, tag rugby, hockey, cricket
  • Outdoor and adventurous activities including orienteering and school camp
  • They will also take part in athletics, swimming, gymnastics and dance lessons.

Boys and girls are taught together in class groups and both genders are encourage to participate in all sports.

A specialist teacher leads lessons and upskills staff. He also liaises with our small schools network so that the children can represent our school competitively through tournaments and festivals.

There are a range of extra-curricular sports clubs which run throughout the year and provide additional opportunities for children to excel.

Iron Acton Primary School is a church school which makes Religious Education a crucial part of the children’s experiences. We use the locally agreed syllabus for South Gloucestershire to provide a high quality Religious Education. This comes from the organisation RE Today and uses questions to stimulate thinking and engage learners, for example:

  • What does it mean to belong to a faith community?
  • What does it mean to be a Muslim in Britain today?
  • Who is a Christian and what do they believe?

We use a range of artefacts and resources to support the teaching of Religious Education. We plan visits to places of worship in the local area and welcome visitors from different religions into school to talk to the children.

At Key Stage One, children learn about the Christian, Muslim and Jewish religions.

At Key Stage Two, children learn about the Christian, Muslim, Jewish and Hindu religions.

There is a heavier weighting towards the teaching of the Christian religion across both key stages.

Collective Worship takes places on a daily basis and is wholly or broadly of a Christian character. Each term, one of our Christian values forms the basis for the themes in Collective Worship. Other major events and celebrations from all of the main religions are also recognised, including, Harvest, Diwali and Eid.

During each Collective Worship, there is usually a welcome and greeting, an opportunity to engage in sung praise, a Bible story or other story with a message and an opportunity to reflect and pray. Sometimes, visitors are carefully selected and invited into school to lead Collective Worship, for example, the local priest and Christian organisation Regenerate.

Children are involved in the planning and delivery of Collective Worship, particularly each Friday when there is a celebration focus. Often children are invited to lead prayers, act out stories and share learning that has taken place.

Through the year, a variety of themed weeks and days will be utilised to enhance the curriculum. These include: health week, maths week, science week, anti-bullying week, Black History Month and Fair Trade Fortnight. In addition, religious festivals from the major world religions will form part of children’s learning and will be embedded alongside the Christian values explored each term.

Learning in Reception is based on the Early Years Foundation Stage Curriculum and children are assessed using the EYFS framework. There are 17 areas of learning whereby children engage in a range of play based and hands on experiences both inside and outside of the classroom. Children are given opportunities to get involved in a mix of adult led activities and child initiated experiences. Continuous provision is a large part of learning at Reception and this includes; sand, water, construction, role play, book corner, creative area, investigation area, maths challenge and writing opportunities.

This is carefully designed in order to offer children a consistent learning environment which is safe for them to explore whilst challenging them. Within continuous provision children are able to explore the environment and develop independence. It also allows children to make choices and initiate their own play. Children are also assessed on the way that they learn and a judgement is made on their characteristics of learning at the end of the reception year.