Curriculum Description:

The goals for physical development and health are: Build skills that will allow them to identify short and long term goals, utilize technology, follow directions, work cooperatively with others, problem solving communication, responsible decision making, and team building skills are a major emphasis as well.

As a whole, Physical Education is essential for the development of a child’s growth. Children as well as adults need movement to help sustain a healthy balance. The world is in constant and we are part of it.

Kindergarten

The goals for physical development and health are: Build skills that will allow them to identify short and long term goals, utilize technology, follow directions, work cooperatively with others, problem solving communication, responsible decision making, and team building skills are a major emphasis as well.

As a whole, Physical Education is essential for the development of a child’s growth. Children as well as adults need movement to help sustain a healthy balance. The world is in constant and we are part of it.

1st and 2nd Grade

Students should be aware of space and others. They should be able to play organized games. They will be able to perform exercise with little or no instruction or demonstration.

3rd, 4th, & 5th Grades

Students should be able to follow directions and perform exercises without demonstration. They should be able to play team sports with recognition that winning isn’t always the outcome. Students should also have a regular workout routine. By the fifth grade students will be introduced to volleyball, softball, flag football and other sports of that nature. This will enhance their teamwork awareness as well as recognizing their physical abilities. By the end of the fifth grade they can participate in after school sports teams and activities.

6th, 7th, & 8th Grades

Students should have knowledge and improvement in individual and team activities. They will also be taught the rules and strategies for “said” games. A variety of sports and other school sports activities within the curriculum are participated to meet the needs of the students. In Health, students will learn the composition of the human body and Family Life. They will also learn about dealing with peer pressure and conflict resolution.

Consultative

• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)
• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)
• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)

Consultative

• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)
• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)
• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)

Consultative

• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)
• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)
• Special educator provides accommodations or modifications for general educator to implement in the classroom (omit -- to assist student)

Curriculum Outline:

• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.

Curriculum Outline:

• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.

Curriculum Outline:

• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.
• Observe works of art in the forms of music, poetry, literature, paintings, etc.

Goals and Standards:

Goal 1:

• for personal and instructional interactions in the classroom
• for personal and instructional interactions in the classroom
• for personal and instructional interactions in the classroom

Goal 2:

• for personal and instructional interactions in the classroom
• for personal and instructional interactions in the classroom
• for personal and instructional interactions in the classroom

Goal 3:

• for personal and instructional interactions in the classroom
• for personal and instructional interactions in the classroom
• for personal and instructional interactions in the classroom

Content Mastery

• Recognize number words through 10
• Recognize number words through 10
• Recognize number words through 10

Science

The children are being exposed to basic safety rules, experiments, observations, earth science, life science, and physical science.

Content Mastery

• Recognize number words through 10
• Recognize number words through 10
• Recognize number words through 10

Science

The children are being exposed to basic safety rules, experiments, observations, earth science, life science, and physical science.

Literacy is taught every day in a dedicated lesson and in a cross curricular way, which provide highly structured and demanding activities to ensure good pupil progress. We encourage reading for pleasure and enjoyment across the school.

In EYFS children begin to use the Jelly Bean Scheme reading books as they promote a secure foundation in phonics. In KS1 we use, Oxford Reading Scheme supplemented with other texts. The Oxford Reading Scheme has systematic phonics at the heart of its books with well loved characters to engage the children. This scheme provides a breadth of rich reading material and experiences. This helps to play a major part in promoting language skills. By developing children's competence, precision and confidence as speakers, by encouraging the children to read poetry, fiction and non-fiction and by analysing the structure of stories so that insights into the nature and techniques of writing are gained, whilst at all times monitoring progress in each area, we feel we can provide a sound foundation on which your child's future language work can develop.

Through Early Years and into KS1, we have also adopted Read, Write, Inc., a synthetic phonics programme which is delivered, throughout the school to enable our pupils to become secure readers, spellers and handwriters. It teaches the essential skills of linking sounds and letters together to form words, to ensure children's early reading and writing develop rapidly. In Year 2 the Read Write Inc spelling programme is introduced to further develop knowledge of spelling patterns and etymology. This is supplemented with a daily grammar session and supporting weekly homework. Communication is important in all walks of life and we hope to send your children on as excellent communicators in both spoken and written English.

The basis of our mathematics teaching is a practical approach in the first instance using concrete objects and representations of concepts with many variations. Emphasis is placed on developing a mathematical fluency alongside reasoning, arithmetic and the ability to use and apply mathematics in real life situations and to explore and investigate mathematics itself. Children need to be able to, use problem solving and investigational strategies, understand mathematical concepts and techniques, apply mathematics to a range of contexts, develop a sense of what mathematics is about.

We have adopted the White Rose scheme of planning. We place a high emphasis on reasoning and and problem solving skills and developing these from an early age. We plan and deliver work in Mathematics through a daily Numeracy lesson as well as developing plentiful opportunities to use and apply maths skills in a range of other subjects.

Our aim at Swarland is to develop the children's scientific knowledge and understanding and to assist in the acquisition and progression of scientific skills. We have worked with a Science Technology, Engineering and Mathematics consultant (STEM) to design a bespoke science curriculum which builds upon and progresses scientific skills through the years. Children are encouraged to ask scientific questions to deepen their own understanding, design experiments and observe the awe and wonder of scientific phenomena.

Our aim at Swarland is to develop the children's scientific knowledge and understanding and to assist in the acquisition and progression of scientific skills. We have worked with a Science Technology, Engineering and Mathematics consultant (STEM) to design a bespoke science curriculum which builds upon and progresses scientific skills through the years. Children are encouraged to ask scientific questions to deepen their own understanding, design experiments and observe the awe and wonder of scientific phenomena.

Within the programme of study for History we aim to help the children in Key Stage One to develop an awareness of the past and of the ways in which it was different from the present. We discuss ways in which we can find out about the past and set the study of the past in a chronological framework. The areas of study include the family and the everyday life, famous people in British History and past events and local history topics.
Within the programme of study for History in Key Stage Two we aim to teach the children about important episodes and developments in Britain's past, from Roman to Modern times, about ancient civilisations and the history of other parts of the world. They are helped to develop a chronological framework through links across different study units. They also investigate local history and use a range of sources of information including historical field work..

Our work in geography is predominantly concerned with the study of places, the people who live in them and the human and physical processes which occur in them. Our main aim is to develop geographical knowledge and understanding within the children, whilst learning about the U.K. and its relationships with other countries. We make extensive use of the local environment and we take Key Stage Two pupils away each year for a week long field trip.