Schoolroom

The basic philosophy of our schoolroom teachers is that a child centred environment still holds true for this age group. However instead of calling it ‘Play and Learn’, we use the term an Active Learning Environment. This means that the children learn through hands-on-active learning rather than just teacher directed-passive learning. We implement this system in a cross-curricular environment, using projects, flow-charts and the High scope system. Whole class teaching is used to introduce basic concepts, new projects, and ideas to the children; giving them the confidence and knowledge to explore, investigate, and learn, both with and without a teacher.

The classroom is a bright, cheerful room, with much of the children’s work on display. It is divided into the following areas using shelving or carpeting:

Literacy area
Art and Craft area
Role-play, i.e. house and shop
Math and Science centre
Reading area
Construction area
Design and Technology area
Nature area
I.T centre

The curriculum we use is the foundation stage for the younger group and the English National Curriculum Key Stage 1 for the older group. The sections of this curriculum are listed below, along with some examples of how they can be presented and taught to the children.

Speaking and Listening

Providing the opportunity for talking and listening.
Circle time, discussion and story time, drama and music, one to one conversation, poems and rhymes, word games, E.S.L. show and tell.

Reading and Writing

Exposure to the written word, drama.
Labelling objects in the classroom, books available all the time, carefully graded reading schemes, games like I-spy, reference books available, story time and reading circle, library club.

Mathematics 1

Using and applying mathematics

Mathematics 2

Number and algebra

Mathematics 3

Shape, space, measure

Mathematics 4

Handling data.
Set up shop area, Multi-link, calculators, computer, games, group bingo, measuring (height, weight, etc.), carefully graded workbooks, whole class teaching, especially for the 6+ group, research and graphs, cookery etc.

Science

Physical process, materials and their properties. Experimental and scientific enquiry, investigative life processes and living things

Sand and water tray, pouring, measuring, floating, sinking, weight, freezing, absorbing etc. animals, life process and living things, study school animals, look at environmental issues, human biology, project on self, plant life, cooking, magnets, prisms, energy, mirrors, kits for electrical experiments. 'Whole class teaching' to introduce or reinforce a concept.

Design and Technology

Construction kits, junk modelling, woodwork, sewing, outside play, junk modelling, designing and producing with the help of a teacher, in groups or alone.

Information Technology

Computers, office equipment, word processor, type writer, household appliances (videos, CDs), cameras, tapes. Children should gain knowledge of and have experience in using equipment.

Art and Craft

As many different arts and crafts as possible, using a variety of materials, explore different art forms, children can cut and dye their own designs, still-life drawings, clay and papier machè modelling. Art materials available in the environment for free artistic expression.

History

Project work i.e. dinosaurs, drama-dressing up etc. music, books, old objects brought into school for discussion, field trips, videos.

Geography

Environment, immediate surroundings, simple map and compass work, contrast between town- village etc. Other countries- clothes, food etc. study children’s atlas and work books, environmental studies. Including how we can look after our planet.

Physical Education

Organised games and sports, gymnastics. Outside activities including climbing, dancing and moving to music.

Drama

Plays- make own costumes, make-up- children can video their plays and add sound effects and music, role-playing, making up stories alone or in a group. Acting out different emotions.

Music

Music and music theory are an important part of the school curriculum, singing, music, dance, music and movement along with the art and craft we do is the heart of our philosophy, a lot of what we teach and how we teach is through music and art. Song, music, rhythm and rhyme form an integral part of the curriculum and philosophy of the school.

Multicultural

Celebrating different festivals such as the Chinese New Year, examining other cultures- music, food history etc. The children are introduced to many different cultures to help them become aware that we are all different and yet the same, that there are many different beliefs and ways of living and that we do not all look the same, and that these differences should be respected.

Sewing and cooking classes are held once a week for all the children and are in small groups.

We change the topics regularly and we use the topic to cover all the areas of the curriculum. The children learn by using a mixture of whole class teaching (where the teacher addresses all the children together), active learning (where they explore and discover for themselves), cross-curricular topics and themes, one to one teaching and small group work. They also use the High Scope method of planning their activities at the beginning of each session, and a feedback discussion at the end of the session.

Schoolroom daily schedule

8.00 - 9.00

Before school care service.

9.10

Circle-time Good morning song, say and clap names, singing, discussion of days activities, topic, or general discussion.

9.30

Children plan their day using the High scope list, then start the activities. Or the teacher may need to introduce a new concept to the children, involving, for instance, maths or science, and so may need to do some whole class teaching first. The children may also be going to a cooking,nature, woodwork etc.

9.35

Children begin their activities; the teacher and assistant work with small groups of children,giving extra help to those who need it and checking completed work. Reading is done one to one with beginners during the morning session. Those who are more fluent can form small reading groups.

10.15

Short break for snack. Children are encouraged to help set out the snack, pour their own juice etc

10.30

Feedback session and discussion on carpet, followed by story time, show and tell, and word or number game on board.

11.00

Get ready for outside play. Or if the weather is bad, indoor games will be arranged.

12.00

Lunch time.

13.00 - 16:00

Afternoon programme starts. This has the same format as the morning session, but with different activities (we may have junk modelling instead of free sticking on the activity table for instance)

16.00

School day finishes.

16.00 - 17.00

After school care service. This has the same format as the morning session, but with different activities