Please click on the relevant header for detailed information:
This is the first 10 minutes of the lesson. During this time the children have the opportunity to practice answering mathematical questions using mental skills. They practice to quickly add, subtract, multiply, divide, recognise shape and angles and find percentages of numbers without using pencil and paper.
This is the longest part of the lesson. The children are given a learning objective which is linked to the National Curriculum. During the main lesson the children are taught a variety of methods to enable them to use Mathematics in every day life.
This is the last 10 minutes of the lesson. It is used to assess children’s understandings, extend children’s learning and prepare them for the next lesson.
Throughout the school, children are encouraged to read for pleasure and are given experience of a wide variety of fiction and non-fiction texts.
In lessons we provide opportunities for shared and guided reading to extend our pupils reading skills. This strategy is supplemented by collaborative reading sessions. In addition to this, children have individual reading books, which they should read at home, as well as in school.
Children are encouraged to write for a variety of purposes. These include report writing, persuasive writing and the writing of non-chronological text.
Children are given a variety of opportunities to listen: as a whole class, within a small group, to a partner and individually. They are encouraged to respond to a variety of questions adapting their answers to their listeners. Drama also plays an important part in development these skills.
Children are encouraged to become fluent and confident readers who show good understanding of the variety of texts they read. The texts studied in literacy follow given topics, such as instructions or myths and legends, but are increasingly challenging as children move up the school. By reading together in literacy sessions all children are helped to access the texts. The teacher will also read to the children, so that they are provided with a good role model for reading aloud.
By using a collaborative approach we have ensured that every child is heard to read regularly. Each class is divided into five groups. The teacher hears a group read from one book or part of a book for a twenty to thirty minute session. This enables the teacher to talk about the book with the children so that he or she can find out more about what each child understands and can pinpoint weaknesses that need addressing. Groups that are not reading will be involved in different reading activities which could be based on the book that they have read to the teacher or other reading.
Until children have developed the reading skills and stamina to become free readers each child is given a reading book from our reading scheme. These books are graded and contain fiction and non-fiction books suitable for individual needs. The children take these books home to read. It depends on the child’s individual need how often a child is heard to read from these books in school.
Science is a core subject of the National Curriculum and all pupils are involved in some science activity each week. Each year group will study six units of work.
The children are taught about living things, materials and physical processes. They learn to investigate these things at first hand, using the school environment when appropriate.
Activities encourage the children to find out about the world around them and to help them raise their own questions. The children have opportunities to develop their skills in planning investigative work, selecting the equipment to use, carrying out activities safely and making decisions on how to present their results.
We want the children to leave at the end of Year 6 with a confident enthusiastic approach to science.
Projects cover a variety of topics including designing and making.
In History, we want children to develop an understanding of people and events from the past. We believe it can give a stronger sense of identity and their place in the world around them if they can make sense of how the past has affected the present. Their learning is enhanced by the varied content of lessons and experiences that are offered. The children may take part in special ‘History Days’ or go on visits.
- Year 4 visited the Ragged School Museum to experience ‘Lessons in Victorian Times’.
- Year 5 visited the British Museum to find out more about The Ancient Greeks.
- Year 6 visited the Imperial War Museum and The Winston Churchill War Experience to find out what life was like in World War II.
In Geography, we want children to develop a knowledge of people and places in order to understand the natural and human forces that shape their lives and others. We want to broaden their world beyond their everyday experiences. We want them to develop a concern about the environment and consider the future. Each child will experience a geographical experience beyond the classroom.
- Year 3 visited the local shops as part of their studies on the local area.
- Year 4 visited Enfield Town to compare Enfield to a small Indian village.
- Year 5 visited Walton-on-the-Naze to compare this small seaside resort with Enfield.
- Year 6 visited Turkey Brook as part of their investigations about rivers.
- Creating pattern using textiles from different cultures and times.
- Studying work by ceramicists from other cultures.
- Investigating how movement is shown in types of art, such as cartoons and illustrations.
At this School, the teaching of music develops pupils’ ability to listen and appreciate a wide variety of music and gives them an opportunity to make judgements about the quality of music in general. In music lessons, pupils are encouraged to be actively involved in different forms of amateur music making, both individually and in groups. Music activities include the playing of instruments, singing and performing simple movement which aids the experience of rhythm.
Specialist tutors from the Enfield Arts Support Service (EASS) come in twice a week to teach music lessons, keyboard and clarinet lessons. Occasionally professional musicians conduct workshops at the school, affording pupils the opportunity to learn and appreciate various types of music and instruments. At the end of every term, a year group puts on a production, in this way providing further opportunities for pupils to sing and play instruments, and the whole school are also taught new songs on a regular basis, which are sung at assemblies.
When sport is carried out within a safe environment, it provides a vital contribution to the wellbeing and physical developmentof the child. It gives them the ability to manage themselves and their bodies.
PE at Carterhatch Junior School
At this School we provide the children with lessons that have clear objectives, varied teaching styles and challenging activities. Tasks are differentiated to allow all children to feel a sense of success and achievement. We teach the children the importance of exercise and link this with our Healthy Schools initiative. By following the National Curriculum and Local Authority Guidelines we cover a varied curriculum from Games to Dance, Gymnastics to Swimming (Year 5), Athletics to Outdoor Education.
We offer the children a range of activities such as Netball, Tag Rugby and Football. We also participate in various sporting competitions within the borough which include a Gymnastics Festival and District Sports.
- T-shirt – white
- Shorts – black
In the colder weather
- Tracksuit bottoms
Year 5 attend the Albany Pool for a weekly swimming session and many children gain their ribbons and reach a high standard of expertise in survival techniques. The first priority, however, is placed on teaching the highest possible number of children to gain confidence in the water and to be able to swim with some degree of competence.
In RE we learn about:
- what people believe;
- how people show their beliefs in their daily lives;
- how people explain what they believe and understand their beliefs through symbols, pictures music and stories.
This helps pupils learn about what people believe and:
- makes sense of who they are;
- makes sense of life;
- makes sense of right and wrong.
It is the law that RE must be taught in all schools. It is important to learn to be respectful of ones beliefs and cultures and those of others. This will in turn make our school, and community a fairer place for everyone whatever their race, religion, colour and language.
What do we study in RE?
- The Enfield Agreed Syllabus tells teachers what they should teach.
In Key Stage 2 we teach
- Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism.
We are committed to early identification of pupils who have special educational needs in any curriculum areas.
Pupils will often receive support in the classroom using a variety of strategies, but will sometimes be given help in small groups, outside the class. In some years, the pupils are set in groups according to their levels for core subjects. They are then taught at a relevant pace and level for their needs.
The majority of pupil’s needs are met within the school, however, we are fortunate to be able to seek advice and help from various support services, including Inclusion Support, Educational Psychology Service and Behaviour Support. We value the advice offered by such agencies.
Parents’ views, support and co-operation are sought and valued at every stage of assessment and intervention. Parents who have concerns about their child’s learning or behaviour, are encouraged to speak to the child’s teacher and the Special Needs Co-ordinator, so that steps can be taken to address these concerns.
Class teachers provide support within their lessons to ensure that all children are able to access the curriculum. Support come in different forms, for example:
- Translations of key words/tasks
- Carrying out task in own language
- Visual clues
- Partner talk
- Word banks
- Dual language resources and displays
The type of support will depend on the child’s ability in speaking and understanding English, as assessed on entry.
As the children progress throughout the school, their progress is monitored to ensure their skills in English language are improving.
The class teacher is then able to provide challenging, extension tasks across the curriculum for these children. The subject co-ordinators also provide extra curricular activities, such as:
- Football, netball and gymnastics teams;
- Choir and instrument lessons;
- Art projects around the school;
- School magazines and investigations, which extend the children’s abilities further.
Our Personal, Social and Health Education includes citizenship, drugs awareness and sex education.
Children are encouraged to think about their responsibilities and the consequences of their actions upon others.