Kemble Primary School
Alongside English and maths, science remains one of the main core subjects in primary schools. It is an exciting and practical subject and, as a result, is a real joy for both teachers and pupils alike at Kemble School. We take great pride in our exciting, practical Science activities that take place each year, from science days (which involve a range of scientific experiments and activities being carried out in each class) to whole school science explorer dome experiences. Through promoting an early love of science we hope to encourage children to continue study in science throughout their education.
In EYFS, science is included within the Understanding the World area of learning. As with other learning in Reception, children learn about science through play e.g. which objects float and sink during water play. Activities such as these help children develop vital skills such as observation, prediction and critical thinking.
For KS1 and KS2 the content of science teaching and learning is set out in the 2014 National Curriculum for primary schools in England. The programme of study ensures that each area is covered at the right level for each year group. Certain topics and areas are repeated across year groups, but with increasing difficulty and with a different focus each time. An additional focus on working scientifically ensures pupils are taught practical scientific methods, processes and skills.
Useful Web Links:
Science Games and Activity Links:
Science Kids - Fun Science and Technology ideas for Kids
BBC Schools Science Pages - activities and games with a science link for ages 4 -11 years
Our Computing Curriculum is taught from Reception to Year 6 and children learn numerous skills. These skills are built upon year on year, until the end of year Key Stage Two where children will emerge accomplished in many aspects of computing. Within the computing curriculum children learn both through completing projects and taught units of work, where key skills are taught and developed, and through using their computing skills to support learning in other curriculum areas. Children in all key stages learn computer programming and coding, testing and debugging their apps as they go.
As part of our ongoing learning we teach a program of e-safety sessions to help children become more confident in keeping safe when they are online.
To support learning, we have a variety of resources. Children have access to both laptops and iPads which can be used both in lessons and in group work activities. Other resources also include cameras, voice recorders, beebots and programmable toys; and data loggers. Each classroom also has access to interactive whiteboards, cameras and visualizers.
Here are some useful links to support learning at home:
Interactive games and Links:
Dance Mat Typing (BBC)
Scratch Jnr for KS1 (will run on any iPad or tablet but will need to be downloaded)
Scratch 2.0 for KS2
Advice about keeping safe online:
The Reception class has its own facilities including a well-equipped outside space where children are educated in an integrated approach to learning. The children have the opportunity to use all the space and free flow between classes and outside and are taught in mixed ability groups. Reception classes follow the Early Years Foundation Stage, whereby the curriculum is delivered through structured play where learning has been clearly identified.
The Foundation Stage curriculum includes all the experiences, opportunities and activities that are offered to help children learn.
Each child is viewed as an individual with specific needs being met in appropriate ways, and with individuality being encouraged. Independence is fostered and each child is encouraged to reach their full potential. The curriculum balances a range of developmental experiences focussing both on indoor and outdoor activities. Activities are based around themed units which are taken from a carefully planned curriculum.
We introduce skills and concepts relevant to their ability and interests.
The Early Years Foundation Stage focuses on effective learning and teaching within seven areas:
• Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
• Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
• Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
• Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
• Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
• Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
• Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
There are many ways that parents can be involved in their child’s learning in Reception – listen to your child read daily; help with home learning; ensure your child wears full school uniform and has PE kit in school, read stories together, offer any expert help relevant to the topics, send in materials we can use for junk modelling, share WOW moments that you observe with the class adults. Wow moments are when you see your child try or do something new which can be anything from laying the table independently to climbing to the top of a climbing frame or dancing in front of an audience to helping a younger sibling learn letter sounds.
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. The history topics we teach aim to enthuse, engage, enable and excel.
Here are some useful links to support history learning at home:
KS1 Interactive games:
KS2 Interactive games:
Local places to visit to support history learning:
Salut! Comment ça va?
We introduce French to pupils from Year 3 to Year 6 with the aim of enabling pupils to understand and communicate basic ideas, facts and feelings in speech and writing, with a focus on familiar and routine matters. Simple grammatical structures are taught alongside every day vocabulary on a variety of topics e.g.: greetings, describing yourself, family, numbers, colours, food, transport and the weather.
Pupils in Key Stage one may have the opportunity to learn greetings, numbers to 10 and some other words, phrases or songs, although it is not a National Curriculum requirement for children to be taught a foreign language before Key Stage 2.
The focus of study in modern languages is on practical communication.
Pupils are taught to:
• Listen attentively to spoken language and show understanding by joining in and responding;
• Explore the patterns and sounds of language through songs and rhymes;
• Ask and answer questions;
• Express opinions and respond to those of others;
• Seek clarification and help; develop accurate pronunciation;
• Read carefully and show understanding of words, phrases and simple writing;
• Describe people, places, things and actions orally and in writing.
There are various excellent French resources online. You might like to explore the following:
A high-quality geography education should inspire in pupils a curiosity and fascination about the world. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
The geography topics we teach aim to enthuse, engage, enable and excel.
Here are some useful links to support geography learning at home:
Useful ideas to support home learning:
• Visit the beach and explore coastal features
• Look at maps and atlases
• Visit a river and explore its features
• Visit a wildlife park and discuss which countries the animals are from
• Visit a village, town and city and find similarities and differences between them
• Plan and follow a route
• Find a location on a map before visiting
Religious Education (RE)
The aim of Religious Education in school is to teach the children about a range of religious and non-religious beliefs, the important aspects of each religion and seeking to understand how religious or non-religious beliefs influence the way a person chooses to live their life.
A range of religions are studied throughout the school.
In Foundation Stage (Reception) the children encounter Christianity and other faiths through exploring the world around them and developing their understanding of themselves. In Key Stage 1 (Year 1/2) children will study Christianity, Judaism and Islam. Key Stage 2 (Years 3-6) study Christianity, Judaism, Islam and Hinduism.
The Gloucestershire Agreed Syllabus for RE sets out what should be covered and is taught using a range of resources including Understanding Christianity and Discovery RE.
Useful Web Links:
Understanding Christianity: http://www.understandingchristianity.org.uk/
Discovery RE: https://discoveryschemeofwork.com/
Art and Design
MFL (modern foreign Language)