- Curriculum Overview_Spring 2021_Oakwood_Year 5 and 6.pdf
- Curriculum Overview_Spring 2021_Willow_Year 3 and 4.pdf
- Curriculum Overview_Spring 2021_Poppy_Year 2.pdf
- Curriculum Overview_Spring 2021_Buttercups_EYFS and Y1.pdf
- Curriculum Overview_Oakwood_Year 5 and 6_Autumn 2020.pdf
- Curriculum Overview_Willow_Year 3 and 4_Autumn 2020.pdf
- Curriculum Overview_Poppy_Year 2_Autumn 2020.pdf
- Curriculum Overview_Buttercups_Reception and Year 1_Autumn 2020.pdf
- Curriculum Overview_Spring 2020_Oakwood_Year 6.pdf
- Curriculum Overview_Spring 2020_Willow_Year 4.pdf
- Curriculum Overview_Spring 2020_Poppy_Years 2 and 3.pdf
- Curriculum Overview_Spring 2020_Buttercups_Reception and Y1.pdf
- Curriculum Overview_Autumn 2019_Oakwood _Years 5 and 6.pdf
- Curriculum Overview_Autumn 2019_Willow _Year 4.pdf
- Curriculum Overview_Autumn 2019_Poppy _Years 2 and 3.pdf
- Curriculum Overview_Autumn 2019_Buttercups_EYFS and Y1.pdf
- Curriculum Overview_Summer 2019_Oakwood_Year 6.pdf
- Curriculum Overview_Summer 2019_Willow_Years 4 and 5.pdf
- Curriculum Overview_Summer 2019_Poppy_Years 2 and 3.pdf
- Curriculum Overview_Summer 2019_Buttercups_EYFS and Y1.pdf
- Curriculum Overview_Spring 2019_Oakwood_Year 6.pdf
- Curriculum Overview_Spring 2019_Willow_Years 4 and 5.pdf
- Curriculum Overview_Spring 2019_Poppy_Years 2 and 3.pdf
- Curriculum Overview_Spring 2019_Buttercups_EYFS and Year 1.pdf
- Curriculum Overview_ Autumn 2018_Oakwood.pdf
- Curriculum Overview_Autumn 2018_Willow Class_Y4&5.pdf
- Curriculum Overview_Autumn 2018_Poppy Class Y2&3.pdf
- Curriculum Overview_Autumn 2018_Buttercup Class EYFS&Y1.pdf
- OAKWOOD Curriculum Letter Spring 2018.docx.pdf
- WILLOW Curriculum Letter Spring 2018.docx.pdf
- POPPY Curriculum Letter Spring 2018.docx.pdf
- BUTTERCUPS Curriculum Letter Spring 2018.docx.pdf
- Buttercups Spring Term Curriculum Overview.pdf
- Buttercup Class_Autumn 2017.pdf
- Buttercups Autumn Term Curriculum Overview.pdf
- Poppy Class_Autumn 2017.pdf
- Willow Class_Autumn 2017.pdf
- Oakwood Class_Autumn 2017.pdf
- Buttercups_Curriculum News_ Summer 2017.pdf
- Daisy_Curriculum News_ Summer 2017.pdf
- Holly_Curriculum News_ Summer 2017.pdf
- Ivy_Curriculum News_ Summer 2017.pdf
- Spring 2017 Curriculum News BUTTERCUP.pdf
- Spring 2017 Curriculum News DAISY.pdf
- Spring 2017 Curriculum News HOLLY.pdf
- Spring 2017 Curriculum News IVY.pdf
- Autumn 2016 Curriculum News BUTTERCUP.pdf
- Autumn 2016 Curriculum News DAISY.pdf
- Autumn 2016 Curriculum News HOLLY.pdf
- Autumn 2016 Curriculum News IVY.pdf
We follow the 2014 National Curriculum; we write to parents every term with a 'Curriculum Newsletter' describing the learning planned.Please see the latest copies above.
If you would like to discuss any aspect of the curriculum studied at Twineham CofE School, please speak to your Class Teacher or Mr Reece.
Teaching and Learning
We believe that children learn best when they are happy and secure and are given appropriate, challenging activities to help them develop their full potential. We plan our teaching to reflect many different learning styles and the different levels of ability in each class. We use a variety of different teaching strategies as appropriate, including whole class, group, paired and individual teaching - all designed to suit different preferred learning styles. We are constantly reviewing our teaching, learning and curriculum to enable children to learn to the best of their ability.
We believe strongly that partnership with parents is a key factor in education. Parents are encouraged to take an active role in their child's education and our staff aim to be as approachable as possible. Teachers are usually available on an informal basis when children leave school, or appointments can be made with class teachers or the Headteacher to discuss an issue privately or at greater length. At Twineham we aim to be a 'learning community', encouraging not only pupils, but also staff, parents and governors to be learners for life, and to enjoy their learning! We are "building learning power" at school.
The Early Years
The EYFS (Early Years Foundation Stage) Profile summarises and discribes chuildren's attainment at the end of the EYFS. It is based on ongoing observation and assessment in the three prime and four specific areas of learning, and the three learning characteristics, set out below:
The prime areas of learning:
- communication and language
- physical development
- personal, social and emotional development
The specific areas of learning:
- understanding the world
- expressive arts and design
The learning characteristics:
- playing and exploring
- active learning
- creating and thinking ctitically
The National Curriculum
Programmes of study for 5-11 year olds follow learning objectives set out in the National Curriculum. Whilst considerable importance is placed on the basic skills of literacy and numeracy with children having a daily, dedicated session in these two areas, we also recognise the value of all the other areas of education and make considerable effort to give every pupil a rounded educational experience.
Religious Education and Collective Worship
Children learn about the principal beliefs of Christian life and other major religions. They are introduced to the concepts of meaning and purpose of life, people's values and commitments in the light of their learning. Collective worship takes place daily for all pupils, with the Rector and church members participating in school assemblies very frequently. We hold services at Twineham Church at least once a term. If parents wish to withdraw their child from Religious Education lessons and assemblies, they should contact the Headteacher.
Great attention is paid to providing a curriculum which is differentiated and meets all children's needs. In some cases, however, extra support and/or advice are needed. Initially, in school support is offered based on an individual education plan. Extra, focused support may be given to such pupils in small working groups or even individually. The school is also able to draw on the advice given by outside agencies such as educational psychologists, speech therapists, and occupational therapists. We are keen to involve parents as much as possible should children need extra support in school.
More Able Pupils
Identified pupils who are very able in specific areas of the curriculum are entered on our More Able Pupil register. Staff use a variety of teaching strategies to enable all pupils to reach their full potential. Besides differentiating the curriculum in school, these pupils are often offered enrichment courses at the weekend held by West Sussex County Council, the Nears Network, CIC locality or through our own school provision. Our able mathematicians have taken part in Maths competitions against local schools. Recently some of our able writers have been attending workshops led by well-known authors.
Teachers assess the progress of pupils regularly and use these assessments to inform future planning and targets. Pupils undertake statutory assessments at the end of Year 6, which are reported to parents. Our results are very pleasing and children make good progress. For Year 2 children, a Teacher's Assessment is reported to parents. All pupils in Years 3, 4 and 5 take reading writing and maths tests each year to check on pupils' progress. Our Y1 children undertake a phonics check and again our children perform very well in this. All this information enables us to follow the progress of individual pupils and ensure that each child continues to make good progress.
Progress and attainment of children
Parents are welcome to make an appointment to discuss the progress of their child/ren at any time. We hold two formal consultation evenings each year and annual reports go home during the Summer Term.
School's approach to teaching of reading and reading schemes
Reading is an integral part of all aspects of learning and is therefore central to all activities in the classroom and beyond. We believe children should approach reading with confidence and view it as an enjoyable and rewarding activity. At Twineham we teach reading through systematic phonics, immersion in a variety of texts and by providing a range of positive reading opportunities at school and encouraging enjoyable and engaging reading at home. We aim to provide a text-rich environment that promotes skills and reading enjoyment.
We provide a wide variety of books, chosen to motivate and interest the children as well as support the development of key reading skills. We teach reading through shared reading sessions, guided reading, exploration of texts through drama and writing, individual reading and whole class stories.
Reading schemes are used to support and build the children's reading skills throughout the Foundation Stage and Key Stage 1. In Reception, Year 1 and Year 2 the children read the Pearson Bug reading scheme. A range of non-scheme texts are also used to ensure they have a rich and varied experience of literature.
We encourage self-selection of books and texts throughout the school. The children are encouraged to borrow books from the library and to select texts to support their learning in all areas of the curriculum. Our reading books (for home and school use) are book banded to allow children to choose texts of an appropriate and challenging level for them. They include a mixture of scheme and non-scheme books. We hope that allowing children to choose books helps them to be independent and reflective readers and promotes reading as a useful and rewarding activity.
In the Foundation Stage children learn phonics through Jolly Phonics and the Letters and Sounds programme. The children move through the Letter and Sounds Phonic Phases throughout Key Stage 1. The Pearson Bug reading scheme runs adjacent to Letters and Sounds to support and reinforce their learning.
Pupils receive regular homework, which increases in quantity as they proceed through school. Homework is relevant to current school work. A piece of research may be set, or practice given for a particular skill in Mathematics or English. Regular reading and times tables practice are also given as homework. We aim to develop our pupils' ability to become independent learners by encouraging them to organise their work. To do so, they still need support and encouragement from adults at home.
Classes have regular opportunities to extend classroom learning through educational visits. Places of interest have included: The Sealife Centre, Preston Manor, The London Museum and Legoland. We are also lucky to have a farm so close so the children harvest the plums from the garden to make jam for our Harvest festival. We follow West Sussex County Council guidance in relation to Health and Safety matters regarding all these visits.
Extra Curricular Activities
For a small school we are very fortunate that we are able to offer an extensive range of clubs to Key Stage 2 pupils. We believe it is vital to offer children the opportunity to participate in extra-curricular activities. Members of the teaching staff or trained coaches run clubs after school or at lunchtime with parent volunteers. The clubs available are listed in a letter sent to parents and carers at the beginning of each term. Activities include performing arts, crafts, recorders, ICT sewing and gardening. Sports clubs include cricket, football (girls and boys), hockey, netball, tag rugby, zumba, cross country, arts, crafts, recorders, gardening, ICT, sewing, bible club- Little Fishes and sports clubs include football, tag rugby, cricket, netball, zumba, cross-country, and mixed sports. Clubs and activities are subject to change. Clubs and activities vary each year.
Cycling Proficiency (Bike Ability)
Every year we run a Bike Ability Course for children in Year 6. A Road Safety Officer teaches children their Road Safety.
Every two years we offer pupils in Years 5 and 6 the opportunity to spend a week at an activity centre. Besides the educational opportunities, this is an extremely valuable experience in terms of developing social skills and levels of independence.
Charges for Activities
Charges are not made for statutory activities but may be requested for events or activities taking place during the school day or after school. Parents are asked to make voluntary contributions to cover the cost of such activities. The school will always endeavour to notify parents well in advance of such events and can take payments by instalment if necessary. Parents are asked to see the Headteacher in confidence if any real financial difficulties arise.