‘In our school we don’t just come here for the sake of it, we come here to learn and work hard plus have lots of fun!’ Emily
The overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
– read easily, fluently and with good understanding
– develop the habit of reading widely and often, for both pleasure and information
– acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
– appreciate our rich and varied literary heritage
– write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
– use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
– are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
The national curriculum for mathematics aims to ensure that all pupils:
– become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
– reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
– can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
The national curriculum for science aims to ensure that all pupils:
– develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
– develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
– are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Art and design
The national curriculum for art and design aims to ensure that all pupils:
– produce creative work, exploring their ideas and recording their experiences
– become proficient in drawing, painting, sculpture and other art, craft and design techniques
– evaluate and analyse creative works using the language of art, craft and design
– know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
The national curriculum for computing aims to ensure that all pupils:
– can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
– can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
– can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
– are responsible, competent, confident and creative users of information and communication technology.
Design and technology
The national curriculum for design and technology aims to ensure that all pupils:
– develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
– build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
– critique, evaluate and test their ideas and products and the work of others
– understand and apply the principles of nutrition and learn how to cook
‘We share ideas and learn from one another.’ Thomas
The national curriculum for geography aims to ensure that all pupils:
– develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
– understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
– collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
– interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
– communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
The national curriculum for history aims to ensure that all pupils:
– know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
– know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
– gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
– understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
– understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
– gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
‘Droxford is a school where even the quietest voice will be heard.’ Matt
The national curriculum for music aims to ensure that all pupils:
– perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
– learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
– understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
The national curriculum for physical education aims to ensure that all pupils:
– develop competence to excel in a broad range of physical activities
– are physically active for sustained periods of time
– engage in competitive sports and activities
– lead healthy active lives.
Within the Swanmore pyramid of schools the decision was made to study French as a modern foreign language.
The national curriculum for languages aims to ensure that all pupils:
– understand and respond to spoken and written language from a variety of authentic sources
– speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
– can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
– discover and develop an appreciation of a range of writing in the language studied.
Personal, Social, and Health Education
Personal, social, and health education (PSHE) is an important and necessary part of all pupils’ education. The programme links closely to the DJS core values and keys for success. It is important that pupils develop a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Important aspects include drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
Parents are informed and consulted on the content of the SRE programme. They have the right to withdraw their children from all or part of the sex and relationship education provided at school except for those parts included in the statutory National Curriculum; please contact the headteacher to discuss options.
Living Difference, the agreed syllabus for Hampshire, Portsmouth and Southampton, is taught at DJS. The main religions studied are Christianity, Judaism and Islam.
Religion and beliefs inform our values and are reflected in what we say and how we behave. RE is an important subject in itself, developing an individual’s knowledge and understanding of the religions and beliefs which form part of contemporary society.
Religious education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong, and what it means to be human. It can develop pupils’ knowledge and understanding of Christianity, of other principal religions, other religious traditions and worldviews that offer answers to questions such as these.
RE also contributes to pupils’ personal development and well-being and to community cohesion by promoting mutual respect and tolerance in a diverse society. It offers opportunities for personal reflection and spiritual development, deepening the understanding of the significance of religion in the lives of others – individually, communally and cross-culturally.
Collective worship in schools should aim to provide the opportunity for pupils to worship God, to consider spiritual and moral issues and to explore their own beliefs; to encourage participation and response, whether through active involvement in the presentation of worship or through listening to and joining in the worship offered; and to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes. The daily act of worship must reflect the traditions of this country which are, in the main, broadly Christian. Parents have the right to withdraw their child from the daily act of collective worship; please contact the headteacher to discuss options.