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Departments

In the juniors the curriculum encompasses all subjects relating to Key Stage 2 of the National Curriculum usually reaching well beyond their basic requirements. Music, Drama, ICT, French and Sport are all taught by specialist staff.

To have a look at individual departments please click on the departmental links below.

 

 

 

Art
At Stanfield we pride ourselves in the quality of artwork that our children produce. We foster an appreciation of the subject by introducing pupils to creative and stimulating experiences which develop their aesthetic awareness and enquiring minds.

By developing children’s understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meanings, they can better explore ideas and meanings in the work of artists, craft people and designers. We help them learn about different roles and about the function of art, craft and design in their own lives and in different times and cultures and encourage them to learn how to make thoughtful judgements and aesthetic and practical decisions concerning their work.

At Key stage 2, the children will have the opportunity to improve their control of materials, tools and techniques and become more confident in using visual and tactile elements, materials and processes to communicate what they see, feel and think.

They will also focus on the work of artists, crafts people and designers and will learn by asking and answering questions like; ‘What is it like?’ ‘What is it made from?’ ‘What do I think and feel about it?’

Art & design also allows children to increase their critical awareness of the roles and purpose of art in different times and cultures and at all levels, links are made across the curriculum, especially, English, Mathematics, ICT, History, Geography and Design and Technology

 

Design & Technology
This is an exciting and vital area of the school curriculum. The key aim of Design Technology is to “learn how to contribute toward and intervene creatively and constructively to improve the made world in a rapidly changing technological society”. (DATA)

Design Technology fosters learning through doing and provides an excellent basis for enhancing and consolidating work in other areas of the curriculum. Design Technology draws on skills from the Art, Science and Information Communication Technology (ICT) Curriculum. Our children are involved in a variety of different projects, often linked to topic work. Presently Art is used as a vehicle for the teaching of Design Technology. We are currently reviewing, re-designing and extending our DT curriculum as part of the school’s on-going evaluation and forward development.

Group work is a feature of our Design Technology lessons. Children are encouraged to work collaboratively on projects. This fosters personal, social and emotional life skills, giving the opportunity to listen to, appreciate and support peers. As well as experiencing DT within the taught curriculum, children in Year Two have the opportunity to plan, design, test and evaluate products during Construction Club; a weekly extra- curriculum activity.

 

English
English is the foundation for almost all learning which takes place in our school. Its mastery empowers the learner and is essential for independent learning, the world of work and most aspects of everyday life. In addition to approximately 5 hours of English lessons a week, children enjoy reading time and drama. Topics covered in school are reinforced for homework. Children develop their reading skills by working through the reading scheme (Ginn, All Aboard, Soundstart and ORT) at their own pace. Children are also encouraged to use the class libraries and to enjoy reading a variety of text.

Reception – Phonics work is based on Jolly Phonics. The reading scheme is supported with comprehension cards and workbooks. These start orally. Children begin emergent writing with an emphasis on correct letter formation. Copywriting and free writing of news also forms part of the early writing experience. Spelling comprises of simplified lists from the summer term. This has aided transition to Y1.

Years 3 & 4 – Grammar work is based on Letts Literacy. Haydn Richards and Developing Literacy support it.
Letts comprehensions are covered orally.
Key Comprehension is the basis for written comprehension.
Focus English forms the basis for creative English.
Just Spelling continues as the focus for spelling and is supported by CGP KS2 Spelling books 1 and 2.

Year 5– Grammar is based on Letts Literacy. Haydn Richards and Developing Literacy support it. Letts comprehensions are covered orally.
Focus English forms the basis for creative English.
CGP Spelling (Book 3) now forms the core for spelling. Just Spelling supports it.

Year 6 – Grammar is based on Letts Literacy. It is supported by Haydn Richards. Letts comprehensions are covered orally. Key comprehension forms the basis for written comprehension. Focus English forms the basis for creative English. CGP Spelling (Book4) now forms the core for spelling. It is supported by Just spelling.

 

Humanities

Geography

Geography at Stanfield plays a very important part of the curriculum from Reception to year 6.

We aim to give the pupils as many hands on experiences of the world around them as possible, as this is the most effective and memorable way of learning.  Just some of the field trips the children experience include: a coastal erosion walk at Wirral Country Park with a local ranger; Spaceport Museum (by ferry!); a guided tour of Roman Chester city centre; Formby Point and Pine Woods, Crosby waterfront with Anthony Gormley’s ‘Another Place’, Liverpool’s Albert Dock and a local supermarket visit to find out about foods from around the world

Pupils learn more in depth about a range of developed and developing countries, particularly: the member states of the E.U, Mexico, India, China and Sierra Leone. With the latter, we have forged an excellent link with Hope Preparatory School in Waterloo, Sierra Leone. Through this, the children are able to see how they can help change the lives of others in the poorest country in the world, through their own charitable events, in addition to learning about the lifestyles of the pupils from the letters school pupils exchange twice a year and during reciprocal visits by teaching staff from both Stanfield and Hope Preparatory.

Teaching geography today is so much more visual and awe- inspiring with the use of the Internet, amazing video images and the interactive whiteboards. We hope the children will enjoy geography and want to become independent in their own learning to find out more about their world!

History
In teaching history at Stanfield we aim to:

  • provide children with a stimulating experience of history, which may form the basis of a life long interest.
  • Enable children to gain an understanding of the past in relation to themselves, their families, their community and the wider world.
  • Encourage awareness that the evidence of history is all around us and has shaped the world as it is today.
  • Develop a questioning approach to history and an awareness that a variety of evidence and sources may be used to interpret the past.
  • Encourage an awareness of the influence of historical context on other subjects such as art, music, literature and science

The programme of study begins in the Foundation Stage, where children begin to learn the concept of chronology by finding out about past and present events relevant to themselves and their families.

At Key Stage Two the girls study a wide variety of topics, starting in Year 3 with Romans, Anglo Saxons and Vikings. They also undertake a local area study and produce their own individual projects. Year 4 learn about the Tudors and the contemporary non European civilisation of the Aztecs. In Year 5 the girls study the Victorian period and also the Ancient Greeks. Year 6 look at the development of modern Britain since the 1940’s.

During history lessons, children have an opportunity to learn through a variety of methods. They listen, question and discuss. They research information from artefacts and use written, video and internet sources. They also take part in stimulating visits such as those to Chester and Rufford Old Hall. Cross curricular links into English, Art and other subjects are developed where appropriate.

Religious Education

In teaching RE at Stanfield we aim to develop in the children:

  • A sense of wonder and respect for the world.
  • Confidence in their own sense of identity.
  • A willingness to recognise a variety of religious responses, including a respect for the practice and non practice of religion.
  • An ability to acknowledge ambiguity and controversy.
  • A willingness to discuss religious issues openly and to accept a diversity of practice.
  • An understanding of the implications of commitment.

The programme of study begins at the Foundation Stage where children are encouraged to respect the views of others. They also listen to stories from a variety of religions, and take part in multi faith celebrations such as Christmas and Diwali.

At Key Stage 2 the girls study four of the major religions represented in the UK :- Christianity, Judaism, Islam and Sikhism. In each junior year, they investigate aspects of Christianity, plus two of the other religions. Topics covered include the lives of religious leaders, the significance of prayer, sacred buildings and writings, and customs and celebrations.

During RE lessons children have an opportunity to discuss and debate, to handle artefacts, and to learn from written, video and ICT resources. Cross curricular links are sometimes developed with other subjects such as art, English, drama and PSHE

 

 

ICT
We are fortunate to have an extremely well equipped ICT Suite. It encompasses 24 PCs, an interactive whiteboard and Data Projector, DVD Player, Video and 6 digital cameras.

The younger children also enjoy using one of the 3 Tuff cams available to them for snapping stills and movies. The robust design of the camera with the easy-to-understand buttons makes it perfect for small hands.

There is also a PC in each classroom and 8 laptops for use by year 6. All PCs are connected to the Internet and network. The School’s Internet access is safeguarded by a leading software filter. We combine Industry Standard Software such as the Microsoft Office Suite with specialised subject specific software.

Each class has a weekly ICT lesson with the ICT teacher. Reception and Year 1 are taught in small groups to provide focused attention at the beginning of their ICT studies. In reception they are taught how to manipulate the mouse and use the keyboard. They quickly become proficient at this and enjoy using a primary graphics package to produce pictures.

The year 6 girls enjoy making and presenting a multimedia presentation, they design web pages to make a class website and will be able to structure a spreadsheet for a given purpose e.g. budget.

 

Languages
At Stanfield, learning a modern foreign language is seen as an important part of the children’s learning, from an early age. All pupils in year one and two now have a weekly Spanish lesson with our specialist language teacher. These lessons enable the children to develop confidence in speaking the target language early on, as well as building a love of modern foreign languages that will stay with them. The children learn through a wide range of fun games, songs, rhymes, DVD’s and the interactive whiteboard.

This year, we have introduced a new fun lunch-time club for year 4 pupils to learn Spanish. So far, this has been very popular and it is hoped this will extend to year 3 pupils in the future, who have begun their experience of Spanish within the infants.

Once in the juniors, all classes have weekly timetabled lessons in French, and in year 6, the girls are also taught a second language, either Spanish or German, before moving on to the main school. The lessons are, fun and stimulating, using a wide range of teaching methods to develop their speaking, listening, reading and writing skills. In addition, the girls are able to use the ICT suite to practice their skills independently, take part in a French fashion show, a food tasting session and visit MTGS to see their annual French play!

At the end of each year, the pupils are presented with graded certificates to show the level they have reached in each of the four skill areas. This gives them a great sense of achievement, when learning a new language can seem so daunting and never-ending!

 

 

Maths
The mathematics curriculum at Stanfield is taught on a subject basis and work in mathematics is taught for a minimum of 5 hours per week. Reception to Year 2 are taught by their class teacher, whilst Years 3 to 6 are set by ability.

A scheme of work based on the Numeracy Strategy is used to provide a framework for teachers at Stanfield, but this is extended and supported by a range of other materials, which are taken from different schemes. Wherever possible, practical application of mathematical principles is encouraged.
Homework is used to support the mathematics taught in lessons through specific tasks set by the teacher as reinforcement or development of work undertaken in lessons.

Assessment takes place at three connecting levels:

Short term
Informal part of every lesson to ensure children have grasped the main teaching points through:
Questioning
Observation
Oral work
Written work

Medium term
Recorded progress based on:
End of term assessments (Year 3 onwards)
Check-ups (Infants)

Long term
Pupils will be assessed through:
Internal summer examination

Mathematical progression for each child will be reported to parents via:
Parent/teacher interviews to be held in the Autumn and Spring Terms.
An annual written report to parents in the Summer Term.

Extra-curricular Maths
Mathematics Clubs are held for Year 1, Year 3 and Year 4 pupils where they can reinforce skills, play mathematical games and have the opportunity to extend previously learned principles and tackle more challenging topics and investigations.
Each year the more able Year 5 and Year 6 pupils are given the opportunity to take part in the National Primary Maths Challenge (aimed at Years 5 and 6) and the National Junior Maths Challenge (aimed at Years 7 and 8 ).

 

 

Music
Our aim is for all children to enjoy music making and to experience as wide a range of musical activities as possible. Music is an important part of life at Stanfield, with even the youngest children in Early Years, having a weekly lesson from a music specialist.

Christmas Productions
All the children perform in the schools’ Christmas productions. Each of the Infant year groups performs a musical play to their parents. A lovely tradition has developed whereby the Reception children also perform theirs in a Girls’ Senior School assembly. The girls in the Junior department come together to perform either a Christmas concert or a Christmas musical. Some of the works they have done include A Little Match Girl, Hosanna Rock, A Caribbean Christmas and Journey to Bethlehem.

Extra Curricular Music
Extra Curricular Music includes:
The school orchestra comprises children from Years 2 to Year 6 with pupils from both here at Stanfield and also the Boys’ Junior School.
The Recorder club is open to girls in Year 3
The Handbell group and Percussion club are open to girls in Years 5 & 6
Little Choir for Year 1 & 2
Junior Choir for Years 3 & 4
Senior Choir for Years 5 & 6
The students sing a varied repertoire ranging from sacred songs through to folk songs and songs from shows and musicals, and the girls in Year 6 have performed for local groups including The Crosby Stroke Association and Jopsice.

For the past two years the Senior Choir has sung at St Faith’s Church Christmas Tree Festival and also as part of their summer series of recitals. In the past, both the Junior and Senior choirs have competed – and won – the classes they have entered in The Crosby Festival of Music and Dance. The Senior choir has also appeared on Granada Today and undertaken two foreign musical tours to Paris and The Netherlands respectively.
On two occasions the Senior has been invited, as the only school choir present, to take part in the Clatterbridge Cancer Research Charity Christmas Carol concerts. The pupils have really enjoyed the experience of singing to very large audiences in the Anglican Cathedral in Liverpool.
The Senior choir have also performed with The Halton Orpheus Choir, The Warrington Musical Society, soloists from The Royal Northern College of Music and orchestral ensemble in two performances of John Rutter’s Mass of the Children.

Peripatetic Lessons
The school offers peripatetic music lessons in

  • Piano
  • Violin, Cello, Double Bass
  • Guitar
  • Flute, Clarinet, Saxophone, Oboe
  • Trumpet, Tenor Horn
  • Percussion
  • Singing

These lessons are with a fully qualified peripatetic team of staff and are an optional extra to the music taught as part of the school curriculum. Lessons are arranged in consultation with the class teachers and given either in break times, where possible, or on a rota basis so that the same children do not miss the same lesson each week. The children are entered for Associated Board of the Royal Schools of Music exams (and London College of Music for singing) when they are deemed ready by the staff.

Music Competition
We hold an annual music competition in school judged by an outside adjudicator. As many children as possible are encouraged to enter (there were over 150 entries for last year’s competition) as we believe that it is important to give children the opportunity to have a platform to perform alone or as part of a small group. Winners, and other good performers, of the different classes are then able to perform to parents and guests of the school in a concert. The pupils are also encouraged to compose their own music for the competition which they can do either individually or as part of a small ensemble.

AJIS Events
The girls in Years 5 and 6 are given the opportunity to participate in the annual AJIS Sings day when approximately 200 boys and girls come together to learn a variety of songs during the day.
Several girls have also participated in the AJIS Last Night of the Proms events. To qualify for this, the players need to have achieved at least Grade 3 on their chosen orchestral instrument. The pupils who have attended the days have thoroughly enjoyed the experience of playing in an orchestra made up of similar (and better standard) players as they work during the day to rehearse the music for the evening’s concert.

 

Physical Education
Here at Stanfield we keep our infants extremely busy! We take the general fitness of the children seriously and throughout the year a proportion of every lesson is devoted to general fitness -well disguised in the form of vigorous running and chasing games.

During the winter months all the children (even the 4 year olds!) learn Hockey and Netball as well as doing gym and apparatus. In Spring this changes to Tennis and Athletics.

Throughout the year the children take part in games to promote hand/eye coordination using a variety of specialised equipment. This gives the children the foundation they need for games they will take up in the junior and senior schools.

Infant sports day is always eagerly awaited, and provides competitive races, both team and individual. It also gives the opportunity for every child to take part in demonstrations of hockey; tennis and netball giving parents an insight into the activities the children have taken part in over the school year and a chance for their children to show their individual achievements.

 

 

PSHE
At Stanfield we attach great importance to Personal, Social and Health Education and Citizenship and its place in the day to day life of the school, as well as in the curriculum.

PSHE and Citizenship contributes to all aspects of the school curriculum, by helping give pupils the skills, knowledge and understanding to lead confident, healthy independent lives and to be informed, active and responsible citizens.

  • A minimum of thirty minutes a week is allocated in the timetable to the specific teaching of PSHE and Citizenship. However, in addition, opportunities to teach PSHE and Citizenship are taken throughout the school day, in areas such as:
  • Other subjects in the curriculum,
  • Whole school and department assemblies,
  • Conduct and interaction on the playground
  • The role of the school council [e.g fundraising for local, national and international charities.

In close liaison with Parents and Governors, the School Nurse is closely involved in teaching the older students about puberty as part of the Sex and Relationships Policy in PSHE lessons

 

 

Science
At Stanfield, we believe that Science should be an exciting, practical and ‘hands-on’ subject and we endeavour to foster an air of exciting discovery where children are well motivated and enthusiastic about science within school and its application in the wider world. We aim to capture the natural curiosity of children as they find out about the world they live in through first hand experience in a climate which encourages curiosity, perseverance, open-mindedness, critical reflection and co-operation. We believe that all pupils of this school must have regular access to Science appropriate to their age and stage of development and that emphasis should be given to this subject as a ‘core’ subject.

Science is not always taught in isolation and will naturally draw from and contribute towards other areas of the curriculum. Science within the timetable is taught for 1 hour 30 minutes per week from Years 1 to 6 and is an on-going integral part of the Knowledge and Understanding element in the Foundation Stage. Science is appropriately taught for pupils of all abilities, enabling each individual pupil the chance to succeed to his/her maximum potential. We will employ a range of teaching methods, problem solving and open-ended investigation.

Many educational visits have science-based objectives. For example, Year 1 visit Techniquest Science Discover Centre and Norton Priory, Year 2 visit The Hat Museum and The World of Glass Museum, Year 4 and 5 visit The Catalyst Museum and Freshfield Nature Reserve. Visits from outside companies also deliver science topics through drama and music, such as Quantum Theatre for Science.

Children undergo formative assessment through pupil observation, questioning, discussion and oral presentations, and summative assessment through structured worksheets, written or verbal feedback on work and through results of computerised LCP tests taken at the end of each unit.