RELIGIOUS EDUCATION

Aims

Our aim in teaching Religious Education is that all pupils will
-Gain an insight into the nature of religion, and what it means to be religious.
-Be provided with available and appropriate factual information about religion and religious phenomena.
-Be encouraged to show attitudes of sensitivity and openness towards people whose religious beliefs and customs may be different from their own.
-Start to identify those areas of experience and human life in which religion plays a significant part.
-Foster a sense of respect, wonder and awe, leading to a desire to explore more deeply areas with which religion is concerned.
-Develop moral values and beliefs in collaboration with other areas of the curriculum.

Principles of teaching and learning Religious Education

Religious Education in St. Cedd’s is important because
-We believe in a strong Christian foundation
-We are living in an increasing multi-cultural, multi-faith society and need to take account of this.
-The children need to build a picture of world religions and begin to explain similarities and differences between them.
-The children need to be able to give informed and considered responses, and reflect on what might be learnt from Religious Education in the light of their own experiences and beliefs.

With these aims and principles in mind, each Year Group in Lower School has its own syllabus, each Year Group in Upper School follows The KCP RE Programme, and the whole school participate in celebrating the festivals of the major world religions.

Collective Worship

We have a daily collective act of worship. On a Tuesday and Thursday there are two separate assemblies for Lower School and Upper School and these are led by the class teachers or other members of staff. The Friday assembly is normally led by a form or group of children.

As well as our daily assemblies, there are a number of other activities such as Harvest Festival, a Christingle Service, Upper School Carol Service, Remembrance Day service, Easter Tea, Chinese New Year celebrations and a number of concerts and performances.

We very much value our link with Chelmsford Cathedral: we hold our annual Carol Service there, our Senior and Junior Chamber Choirs sing Choral Evensong twice a term and several of our boys are Choristers.

MATHEMATICS

St Cedd’s School is keen to recognise the important role that mathematics plays in the education of our pupils. In our teaching we cover all aspects of the National Numeracy Strategy. We extend this further by allowing pupils to develop their knowledge, skill and understanding at an individual pace, to ensure that they maintain confidence in their own ability and form a secure foundation of mathematical skills. We encourage a real enjoyment of this fascinating subject.

In Years 5 and 6 the children are split into three sets for mathematics, with the possibility of movement between each set. Classwork is supported by homework from Year 2.

The school uses the Target Maths and Folens Maths schemes, supplemented by a wealth of additional resources. We have a vast bank of practical resources on which to draw throughout the school, such as interactive white boards, maths games, number fans and place value equipment, which are used as much as possible to enhance our teaching. Use of ICT is expected within each curriculum subject and teachers are encouraged to use the ICT suite with their classes or sets.

Mathematical assessment is ongoing throughout each year group. In Years 3-5 the children sit formal mathematics examinations at the end of the year.

In Year 6, a group of four children participates each year in the Gosfield School Maths Challenge, which is a most enjoyable event.

We hope that every child at St Cedd’s leaves our school with a firm basis on which to build in this subject as they go on to their secondary schools. Above all, we hope to nurture a real enjoyment on this subject as they move on to the next stage of their school career.

PSHE

PSHE has always been present in schools as part of a teacher’s pastoral responsibilities. However, from September 1999, PSHE became part of the timetable, in line with Government requirements.

In Upper School, form teachers are required to have one lesson of PSHE per week. This will usually be taught by the form teacher and occupies a regular slot on the timetable.

The Badger Citizenship and PSHE scheme was introduced to Upper School (years 3-5) in September 2005 and is the main focus for these year groups. Themes covered include citizenship, bullying, meeting challenges, organisation and rules. However, classes might cover up to twenty two different themes over the year.

In Lower School, teachers are required to integrate PSHE into the curriculum wherever it is most appropriate. They have a number of broad themes that should be covered with the children over the year. The include citizenship, health, lifestyle, growing up and safety.

Obviously, PSHE should complement, rather than replace, the pastoral role of a teacher. If everyday issues arise, these are dealt with immediately by the teacher.

St. Cedd’s School Council

In March 2006 St. Cedd’s established a School Council. Class representatives are voted onto the Council by their peers and their role is to represent the children in their forms by speaking and voting during regular School Council meetings.
Each form from Reception to Year 6 has a suggestion box that all children can use freely to put their ideas forward.

To date, the School Council has achieved a number of things including provision of a friendship stop and friendship bench in the playgrounds, the adoption of a wallaby at Tropical Wings, consideration and changes to the school uniform, water fountains around the school and helping to organise charitable activities.

MODERN FOREIGN LANGUAGES

Bonjour et bienvenue!

Research and evidence suggest that young children are more receptive and eager to take on a new language. They are naturally curious and self motivated.

Through FUN, at St Cedd’s we start teaching French as soon as they join us.

Each Reception Form, has twenty minutes of French every week. The lessons are mainly oral with some colourings or copying of words.

The main objectives of those first lessons are :
To involve children in active learning through games, role-plays, mimes, action songs, making and doing, pairwork.
To develop a sense of fun but also real accuracy in speaking skills by practice and repetition.

Year One – Year Two

Fun must be the key word and children respond more positively to fun and games even in a foreign language. The emphasis is on songs, role-plays and learning to communicate. Sometimes, they will write some words with a drawing. The written form is used simply as a visual aid to the assimilation and memorising of the vocabulary.

During the lessons the children are physically involved, pointing, holding organising flashcards or other concrete materials.

Year Three – Year Four

Lessons are more structured. Firstly, we reinforce what has been learnt in year 2. We start to understand the feminine and masculine. Plural is also introduced. A few words are added together and simple sentences are also formed. Simple questions are asked and answered.

Year Five – Year Six

Grammar is introduced very carefully to promote fluency and understanding of sentence formation. Verbs, adjectives, nouns and articles are explained and used orally as well as in writing.

Spanish

Year Six starts learning Spanish in February. It is mainly oral work and gives a new focus to the children.

Extra curricula activities in French include a lunch time club on Tuesdays.

On Open Day the whole school is involved in the French Café – Les garcons de café Year 3 – 5 et les chanteurs et mimeurs : Reception. Year 1 and 2.

In Year 5 we also go to France for the day. We visit Nausicaa – a seaworld centre, we eat in an Auberge and the epitome of a perfect journee is the Hypermarket in Calais.

In Spanish we have a delicious Spanish breakfast and a colourful Flamenco dance workshop!

HISTORY

History has always been an important and exciting part of the curriculum at St. Cedd’s School.

Our aim is for the children to develop an interest and an appreciation of the past in a way which will help them make sense of the world in which they live.

They are taught about important events and developments in Britain, about ancient civilisations and the history of many parts of the globe. They also learn about the lives and influences of individuals and movements that have played in shaping modern society.

The children develop an understanding of chronology and historical concepts and vocabulary.

Learning is enhanced by a wealth of resources and artefacts and the children are encouraged to make their interpretations of the past based on a wide variety of evidence. Further experiences which enrich the delivery of the curriculum are through visits to museums and key places of interest, and through drama, for instance, theatre, workshops and re-enactments. These include visits by Year 1 to Braintree Museum for a Victorian day, Year 3 to the Roman Colchester Castle and Year 6 to the National Maritime Museum. Internal workshops include a Tudor Day for Year 5, Great Fire of London for Year 1 and the Viking Longboat/Roman Temple workshop for Years 3 & 4 respectively.