The first curriculum your child will encounter when starting at Chalfont Valley is the Early Years Foundation Stage Curriculum (EYFS). The EYFS works within four key principles:
A unique child + positive relationships + enabling environments = learning and development
The curriculum is divided into seven areas, three prime and four specific areas:
|Three Prime Areas||Four Specific Areas|
|Personal, social and emotional development||Literacy|
|Communication and language||Mathematics
|Physical development||Understanding the world|
We follow child-led topics, listening to the children’s interests and ideas. Alongside this we also learn through theme and topic work which are set out below. We love to go on visits and also welcome visitors into school to enhance the curriculum.
KS1 and KS2
At Chalfont Valley, we follow the 2014 National Curriculum. The English curriculum consists of four main learning areas:
- Speaking and listening
- Grammar, Punctuation and Spelling (GPS)
The children have 1 hour of English daily which includes reading, writing, speaking and listening and GPS. Key Stage 1 children have a further 30 minutes of reading, including phonics while Key Stage 2 children have a further hour of reading. Phonics teaching follows the Read, Write Inc. programme. We use Talk for Writing to enable children to internalise language and story patterns. Children are exposed to and taught to write a variety of different genres of writing such as:
- Explanation texts
- Story writing
- Play scripts
- Information texts
- Persuasive texts
- Non-chronological report
- Traditional tales
Chalfont Valley has a variety of independent and banded reading books. The books are grouped and the children work through the bands as they become more proficient. Children are encouraged to change their book daily.
At Chalfont Valley we follow the 2014 National Curriculum which consists of six main learning areas:
- Number and place value
- Addition and subtraction
- Multiplication and division
- Measure and shape
- Position and direction
Children are taught maths for an hour a day. At Chalfont Valley, we like to adopt a hands-on approach to maths where the children are given opportunities to experience their mathematical learning through concrete, pictorial and abstract representations.
The foundation subject curriculum involves the teaching of science, geography, art and design and technology. We cover these subjects through topic-based work, where each year group has a topic for the term and each of these foundation subjects are taught through the theme of the topic.
|Subject||Year 1||Year 2||Year 3||Year 4||Year 5||Year 6|
|Science||My body||Living things / habitats||Plants / animals||Digestion and teeth / sound||Circulatory / evaluation and inheritance||Animal and plant life cycles /change|
|Materials / plants||Forces and movement / magnets||Rocks / fossilisation||Changing state / water cycle||Light and shadow||Properties of materials / changing materials|
|Materials / animals||Life cycles||Light / magnets||Clarrifying / electricity||Electricity / micro-organisms||Earth and space / forces|
|History||Toys past and present||Remembrance Day||Bronze Age / Iron Age||Ancient Egypt||Ancient Greece||Baghdad c900|
|Castles||Great Fire of London||Roman Empire||Trade and transport||Crime and punishment||How we use Ancient Greek ideas today|
|Homes from the past||Florence Nightingale||Anglo-Saxons and Scots||Vikings and Anglo-Saxons||Myans||Shang Dynasty|
|Geography||Where do I live?||My world and me||Investigating a local area||UK countries and cities||North and South America||North or South America region study|
|Around the world||Let's go on safari||Countries / weather of the world||European region study||Extreme Earth||The Globe|
|At the farm||Seasides||Our European neighbours||Village settlers||South America region stdy||Rivers and people|
|Art and Design||Paper art||Giuseppe Arcimboldo||Goldsworthy natural art||Da Vinci||Andy Warhol and Pop Art||Monet and Impressionism|
|Colour creations||Investigating materials||Architect Brunel||Gormley||Michelangelo||Take 1 picture|
|Self portrait / plants||William Morris||Take a seat||Gaudi||Jean Paul Gaultier||Cityscapes|
|Design & Technology||Being healthy||Winding up||Moving monsters||Alarms||Making temples and coins (Ancient Greece)||Fashion and textiles|
|Homes||Vehicles||Sandwich snacks||Story books||Biscuits and breads||Cookery (savoury)|
|Perfect pizza||Puppets||Photo frames||Money containers||Quiz boards||Building bridges|
|Music||ME Fireworks||ME Dinosaurs||African drumming||ME Animal magic||ME The Blues and Scat||ME|
|ME Treasure Island||ME Exploring sounds||ME Carnival animals||African drumming / ME dragon scales||ME Loopy weather||ME|
|ME Weather||ME Four legged friends||Samba drumming||Show tunes||African drumming||ME|
|Religious Education||Being Me||Belonging to a religion||Festivals||Places of workship||Christianity||Islam|
|What is special to me||Special occasions||Places of worship||Sacred texts||Hinduism||Christianity|
|Special religions / places / occasions||Special places / people||Rites of passage||Traditions||Buddhism||Humanism|
|Computing||E-safety||Word processing||Using data / e-safety||E-safety / using data||E-safety / using data||Programming controls / using data|
|Coding / digital media||C&C||C&C / Word processing||Digital media / Word processing||Digital media / Word processing||C&C / multimedia|
|C&C||E-safety / digital media||Digital media / coding||C&C programming controls||C&C programming controls||Digital media internet|
|SMSC||New beginnings||New beginnings||New beginnings / getting on||New beginnings / getting on||New beginnings / getting on||New beginnings / getting on|
|Going for goals||Going for goals||Going for goals / good to be me||Going for goals / good to be me||Going for goals / good to be me||Going for goals / good to be me|
|Relationships / changes||Relationships / changes||Relationships / changes||Relationships / changes||Relationships / changes||Relationships / changes|
Children have at least two hours of Physical Education a week. PE teaching consists of six main teaching and learning areas, outlined below.
|Outdoor and adventurous activities|
Children are taught by a specialist coaches from Chelsea Football Club who visit the academy and when appropriate, they are taken to a local leisure centre to be taught by specialist swim coaches.
SMSC and British Values
SMSC (Spiritual, Moral, Social and Cultural education) is at the core of all the academy’s teaching across the curriculum. The children are taught about the acceptance of others, cultural similarities and differences as well as looking at religions worldwide. Children learn about healthy lifestyles, keeping safe, peer pressure, physical development and relationships. These are essential parts of life and learning which they need as they get older.
Through our SMSC learning, we teach the children about religion and expose them to collective worship. All children learn about world faiths and are taught to respect the beliefs of others.
This learning is underpinned by our weekly visits to RESTORE HOPE, Latimer Park. Here the children learn to explore, extend and practise their skills within real life scenerio and context-based learning.
Children are encouraged to take time to reflect on their own experiences, behaviours and opinions and discuss them in a safe learning environment. A collective act of worship takes place every day in school assemblies, where the whole school are taught about events in the news or a specific theme relevant at the time.
There are five fundamental British values that the children are taught:
- The rule of law
- Individual liberty
- Mutual respect
- Tolerance of those with different faiths and beliefs and for those without faith
These are discussed and explored with the children through the teaching of our curriculum, class reflection times, school assemblies, educational visits and people visiting the school. Chalfont Valley prides itself on the core British values underpinning the ethos and environment of the school.
If you would like more information on the curriculum, the first port of call is your child’s teacher. They will be more than willing to see you after school to answer your questions. Alternatively, you can make an appointment to see Miss Costelloe or Mrs Tucker through the school office.