Curriculum Co-ordinator: Simone Edwards
At Saint Ronan’s we want the children to enjoy Art and be creative, stimulated and challenged.
Art begins in the Early Years Foundation Stage, within the learning area of ‘Expressive Arts and Design’. The children have the opportunity to explore Art at their own level every day, during child-initiated activities. As the children progress to Key Stage 1, Art is taught more formally, with set lessons each week. For Years 1 and 2, these are organised mainly through the topics taught each term, as well as more specific Art activities, where the children look at artists and imitate techniques within their own work. Children record their work in their own sketch book.
Curriculum Co-ordinator: Simone Edwards
At Saint Ronan’s we want the children to enjoy Art and be creative, stimulated and challenged.
Art begins in the Early Years Foundation Stage, within the learning area of ‘Expressive Arts and Design’. The children have the opportunity to explore Art at their own level every day, during child-initiated activities. As the children progress to Key Stage 1, Art is taught more formally, with set lessons each week. For Years 1 and 2, these are organised mainly through the topics taught each term, as well as more specific Art activities, where the children look at artists and imitate techniques within their own work. Children record their work in their own sketch book.
Curriculum Co-ordinator: Simone Edwards
At Saint Ronan’s we want the children to enjoy Art and be creative, stimulated and challenged.
Art begins in the Early Years Foundation Stage, within the learning area of ‘Expressive Arts and Design’. The children have the opportunity to explore Art at their own level every day, during child-initiated activities. As the children progress to Key Stage 1, Art is taught more formally, with set lessons each week. For Years 1 and 2, these are organised mainly through the topics taught each term, as well as more specific Art activities, where the children look at artists and imitate techniques within their own work. Children record their work in their own sketch book.
Curriculum Co-ordinator: Simone Edwards
At Saint Ronan’s we want the children to enjoy Art and be creative, stimulated and challenged.
Art begins in the Early Years Foundation Stage, within the learning area of ‘Expressive Arts and Design’. The children have the opportunity to explore Art at their own level every day, during child-initiated activities. As the children progress to Key Stage 1, Art is taught more formally, with set lessons each week. For Years 1 and 2, these are organised mainly through the topics taught each term, as well as more specific Art activities, where the children look at artists and imitate techniques within their own work. Children record their work in their own sketch book.
Curriculum Co-ordinator: Simone Edwards
At Saint Ronan’s we want the children to enjoy Art and be creative, stimulated and challenged.
Art begins in the Early Years Foundation Stage, within the learning area of ‘Expressive Arts and Design’. The children have the opportunity to explore Art at their own level every day, during child-initiated activities. As the children progress to Key Stage 1, Art is taught more formally, with set lessons each week. For Years 1 and 2, these are organised mainly through the topics taught each term, as well as more specific Art activities, where the children look at artists and imitate techniques within their own work. Children record their work in their own sketch book.
Curriculum Co-ordinator: Simone Edwards
At Saint Ronan’s we want the children to enjoy Art and be creative, stimulated and challenged.
Art begins in the Early Years Foundation Stage, within the learning area of ‘Expressive Arts and Design’. The children have the opportunity to explore Art at their own level every day, during child-initiated activities. As the children progress to Key Stage 1, Art is taught more formally, with set lessons each week. For Years 1 and 2, these are organised mainly through the topics taught each term, as well as more specific Art activities, where the children look at artists and imitate techniques within their own work. Children record their work in their own sketch book.
Curriculum Co-ordinator: Steph Morris
Numeracy in the Pre-Prep involves developing both confidence and competency with numbers and measures. At this stage, it is important that these skills are taught using practical resources; we aim to ensure that children enjoy the subject through practical activities which are both cross-curricular and in a context relevant to their experience.
We lay the foundations for mathematics higher up the school, through teaching a progression of core number facts, an understanding of shape, space and measure and data handling. Through practical maths challenges and investigations we also encourage children to think for themselves so that they can solve problems in a variety of contexts.
Written methods of recording are introduced and children are encouraged to develop and choose ways of recording which support their thinking and calculations. We aim to challenge the children and provide them with opportunities to practise and apply their learning.
Curriculum Co-ordinator: Steph Morris
Numeracy in the Pre-Prep involves developing both confidence and competency with numbers and measures. At this stage, it is important that these skills are taught using practical resources; we aim to ensure that children enjoy the subject through practical activities which are both cross-curricular and in a context relevant to their experience.
We lay the foundations for mathematics higher up the school, through teaching a progression of core number facts, an understanding of shape, space and measure and data handling. Through practical maths challenges and investigations we also encourage children to think for themselves so that they can solve problems in a variety of contexts.
Written methods of recording are introduced and children are encouraged to develop and choose ways of recording which support their thinking and calculations. We aim to challenge the children and provide them with opportunities to practise and apply their learning.
Curriculum Co-ordinator: Steph Morris
Numeracy in the Pre-Prep involves developing both confidence and competency with numbers and measures. At this stage, it is important that these skills are taught using practical resources; we aim to ensure that children enjoy the subject through practical activities which are both cross-curricular and in a context relevant to their experience.
We lay the foundations for mathematics higher up the school, through teaching a progression of core number facts, an understanding of shape, space and measure and data handling. Through practical maths challenges and investigations we also encourage children to think for themselves so that they can solve problems in a variety of contexts.
Written methods of recording are introduced and children are encouraged to develop and choose ways of recording which support their thinking and calculations. We aim to challenge the children and provide them with opportunities to practise and apply their learning.
Curriculum Co-ordinator: Steph Morris
Numeracy in the Pre-Prep involves developing both confidence and competency with numbers and measures. At this stage, it is important that these skills are taught using practical resources; we aim to ensure that children enjoy the subject through practical activities which are both cross-curricular and in a context relevant to their experience.
We lay the foundations for mathematics higher up the school, through teaching a progression of core number facts, an understanding of shape, space and measure and data handling. Through practical maths challenges and investigations we also encourage children to think for themselves so that they can solve problems in a variety of contexts.
Written methods of recording are introduced and children are encouraged to develop and choose ways of recording which support their thinking and calculations. We aim to challenge the children and provide them with opportunities to practise and apply their learning.
Curriculum Co-ordinator: Steph Morris
Numeracy in the Pre-Prep involves developing both confidence and competency with numbers and measures. At this stage, it is important that these skills are taught using practical resources; we aim to ensure that children enjoy the subject through practical activities which are both cross-curricular and in a context relevant to their experience.
We lay the foundations for mathematics higher up the school, through teaching a progression of core number facts, an understanding of shape, space and measure and data handling. Through practical maths challenges and investigations we also encourage children to think for themselves so that they can solve problems in a variety of contexts.
Written methods of recording are introduced and children are encouraged to develop and choose ways of recording which support their thinking and calculations. We aim to challenge the children and provide them with opportunities to practise and apply their learning.
Curriculum Co-ordinator: Steph Morris
Numeracy in the Pre-Prep involves developing both confidence and competency with numbers and measures. At this stage, it is important that these skills are taught using practical resources; we aim to ensure that children enjoy the subject through practical activities which are both cross-curricular and in a context relevant to their experience.
We lay the foundations for mathematics higher up the school, through teaching a progression of core number facts, an understanding of shape, space and measure and data handling. Through practical maths challenges and investigations we also encourage children to think for themselves so that they can solve problems in a variety of contexts.
Written methods of recording are introduced and children are encouraged to develop and choose ways of recording which support their thinking and calculations. We aim to challenge the children and provide them with opportunities to practise and apply their learning.
Curriculum Co-ordinator: Jacqueline Hewitt 
Curriculum Co-ordinator: Karen Booth-Clibborn
Curriculum Co-ordinators: Jacqueline Hewitt & Karen Booth-Clibborn
We aim to help the children communicate well in all four areas of the Literacy curriculum: speaking and listening and reading and writing. Systematic and progressive phonic work ensures that children develop in all four areas of the language curriculum and that they are able both to speak and listen for a wide range of purposes and also to read and write, both on paper and on screen. Children read everyday, either individually or in small guided reading groups, and shared reading is often a part of the Literacy lesson. Children experience a wide range of text types, both through direct teaching and more informally, while sharing a story is an important routine at the end of the day.
Writing should be enjoyable also. Handwriting is practised regularly each week and the children are given opportunities to write for pleasure, as well as within the Literacy lesson. We aim to make the children imaginative and inspired writers and by the end of Year Two, pupils will have written poems, simple play scripts and creative stories, as well as information texts, instructions and more. We celebrate the children’s work through our displays, class anthologies and storybooks.
Book Week, held in the Spring Term, is a celebration of all things literary. The children have the opportunity to create their own books, share their favourite stories, meet children’s authors, dress up in character and much more.
By the time they are ready to move on to the Prep School, we aim for the children to be able to share their views and listen well to others, as well as to be confident readers and enthusiastic writers.
Curriculum Co-ordinator: Jacqueline Hewitt
Curriculum Co-ordinator: Karen Booth-Clibborn
Curriculum Co-ordinators: Jacqueline Hewitt & Karen Booth-Clibborn
We aim to help the children communicate well in all four areas of the Literacy curriculum: speaking and listening and reading and writing. Systematic and progressive phonic work ensures that children develop in all four areas of the language curriculum and that they are able both to speak and listen for a wide range of purposes and also to read and write, both on paper and on screen. Children read everyday, either individually or in small guided reading groups, and shared reading is often a part of the Literacy lesson. Children experience a wide range of text types, both through direct teaching and more informally, while sharing a story is an important routine at the end of the day.
Writing should be enjoyable also. Handwriting is practised regularly each week and the children are given opportunities to write for pleasure, as well as within the Literacy lesson. We aim to make the children imaginative and inspired writers and by the end of Year Two, pupils will have written poems, simple play scripts and creative stories, as well as information texts, instructions and more. We celebrate the children’s work through our displays, class anthologies and storybooks.
Book Week, held in the Spring Term, is a celebration of all things literary. The children have the opportunity to create their own books, share their favourite stories, meet children’s authors, dress up in character and much more.
By the time they are ready to move on to the Prep School, we aim for the children to be able to share their views and listen well to others, as well as to be confident readers and enthusiastic writers.
Curriculum Co-ordinator: Jacqueline Hewitt
Curriculum Co-ordinator: Karen Booth-Clibborn
Curriculum Co-ordinators: Jacqueline Hewitt & Karen Booth-Clibborn
We aim to help the children communicate well in all four areas of the Literacy curriculum: speaking and listening and reading and writing. Systematic and progressive phonic work ensures that children develop in all four areas of the language curriculum and that they are able both to speak and listen for a wide range of purposes and also to read and write, both on paper and on screen. Children read everyday, either individually or in small guided reading groups, and shared reading is often a part of the Literacy lesson. Children experience a wide range of text types, both through direct teaching and more informally, while sharing a story is an important routine at the end of the day.
Writing should be enjoyable also. Handwriting is practised regularly each week and the children are given opportunities to write for pleasure, as well as within the Literacy lesson. We aim to make the children imaginative and inspired writers and by the end of Year Two, pupils will have written poems, simple play scripts and creative stories, as well as information texts, instructions and more. We celebrate the children’s work through our displays, class anthologies and storybooks.
Book Week, held in the Spring Term, is a celebration of all things literary. The children have the opportunity to create their own books, share their favourite stories, meet children’s authors, dress up in character and much more.
By the time they are ready to move on to the Prep School, we aim for the children to be able to share their views and listen well to others, as well as to be confident readers and enthusiastic writers.
Curriculum Co-ordinator: Jacqueline Hewitt
Curriculum Co-ordinator: Karen Booth-Clibborn
Curriculum Co-ordinators: Jacqueline Hewitt & Karen Booth-Clibborn
We aim to help the children communicate well in all four areas of the Literacy curriculum: speaking and listening and reading and writing. Systematic and progressive phonic work ensures that children develop in all four areas of the language curriculum and that they are able both to speak and listen for a wide range of purposes and also to read and write, both on paper and on screen. Children read everyday, either individually or in small guided reading groups, and shared reading is often a part of the Literacy lesson. Children experience a wide range of text types, both through direct teaching and more informally, while sharing a story is an important routine at the end of the day.
Writing should be enjoyable also. Handwriting is practised regularly each week and the children are given opportunities to write for pleasure, as well as within the Literacy lesson. We aim to make the children imaginative and inspired writers and by the end of Year Two, pupils will have written poems, simple play scripts and creative stories, as well as information texts, instructions and more. We celebrate the children’s work through our displays, class anthologies and storybooks.
Book Week, held in the Spring Term, is a celebration of all things literary. The children have the opportunity to create their own books, share their favourite stories, meet children’s authors, dress up in character and much more.
By the time they are ready to move on to the Prep School, we aim for the children to be able to share their views and listen well to others, as well as to be confident readers and enthusiastic writers.
Curriculum Co-ordinator: Jacqueline Hewitt
Curriculum Co-ordinator: Karen Booth-Clibborn
Curriculum Co-ordinators: Jacqueline Hewitt & Karen Booth-Clibborn
We aim to help the children communicate well in all four areas of the Literacy curriculum: speaking and listening and reading and writing. Systematic and progressive phonic work ensures that children develop in all four areas of the language curriculum and that they are able both to speak and listen for a wide range of purposes and also to read and write, both on paper and on screen. Children read everyday, either individually or in small guided reading groups, and shared reading is often a part of the Literacy lesson. Children experience a wide range of text types, both through direct teaching and more informally, while sharing a story is an important routine at the end of the day.
Writing should be enjoyable also. Handwriting is practised regularly each week and the children are given opportunities to write for pleasure, as well as within the Literacy lesson. We aim to make the children imaginative and inspired writers and by the end of Year Two, pupils will have written poems, simple play scripts and creative stories, as well as information texts, instructions and more. We celebrate the children’s work through our displays, class anthologies and storybooks.
Book Week, held in the Spring Term, is a celebration of all things literary. The children have the opportunity to create their own books, share their favourite stories, meet children’s authors, dress up in character and much more.
By the time they are ready to move on to the Prep School, we aim for the children to be able to share their views and listen well to others, as well as to be confident readers and enthusiastic writers.
Curriculum Co-ordinator: Jacqueline Hewitt
Curriculum Co-ordinator: Karen Booth-Clibborn
Curriculum Co-ordinators: Jacqueline Hewitt & Karen Booth-Clibborn
We aim to help the children communicate well in all four areas of the Literacy curriculum: speaking and listening and reading and writing. Systematic and progressive phonic work ensures that children develop in all four areas of the language curriculum and that they are able both to speak and listen for a wide range of purposes and also to read and write, both on paper and on screen. Children read everyday, either individually or in small guided reading groups, and shared reading is often a part of the Literacy lesson. Children experience a wide range of text types, both through direct teaching and more informally, while sharing a story is an important routine at the end of the day.
Writing should be enjoyable also. Handwriting is practised regularly each week and the children are given opportunities to write for pleasure, as well as within the Literacy lesson. We aim to make the children imaginative and inspired writers and by the end of Year Two, pupils will have written poems, simple play scripts and creative stories, as well as information texts, instructions and more. We celebrate the children’s work through our displays, class anthologies and storybooks.
Book Week, held in the Spring Term, is a celebration of all things literary. The children have the opportunity to create their own books, share their favourite stories, meet children’s authors, dress up in character and much more.
By the time they are ready to move on to the Prep School, we aim for the children to be able to share their views and listen well to others, as well as to be confident readers and enthusiastic writers.
Curriculum Co-ordinator: Lucy Roberts
Science begins in the Early Years Foundation Stage, within the learning area of ‘Understanding the World’. As the children progress to Key Stage One, they study science through a mixture of practical investigation, research and written work. They investigate biological topics such as habitats and they learn to care for creatures and their environment. The grounds at Saint Ronan’s are ideal for scientific exploration and they can find mini-beasts, birds and all manner of plants. The children also have the opportunity to find out about physical processes such as electricity, forces and light. Linking in to termly topics and art lessons, they look in detail at materials and their properties and investigate how materials change, testing their theories.
Each year we have a ‘Science Day’ where some of the Prep School children and Science Staff spend time helping us investigate and learn. We also have a visiting scientist and often link our day with Cross-Curricular Week. This is a key event in the year, providing lots of fun and exploration.
Curriculum Co-ordinator: Lucy Roberts
Science begins in the Early Years Foundation Stage, within the learning area of ‘Understanding the World’. As the children progress to Key Stage One, they study science through a mixture of practical investigation, research and written work. They investigate biological topics such as habitats and they learn to care for creatures and their environment. The grounds at Saint Ronan’s are ideal for scientific exploration and they can find mini-beasts, birds and all manner of plants. The children also have the opportunity to find out about physical processes such as electricity, forces and light. Linking in to termly topics and art lessons, they look in detail at materials and their properties and investigate how materials change, testing their theories.
Each year we have a ‘Science Day’ where some of the Prep School children and Science Staff spend time helping us investigate and learn. We also have a visiting scientist and often link our day with Cross-Curricular Week. This is a key event in the year, providing lots of fun and exploration.
Curriculum Co-ordinator: Lucy Roberts
Science begins in the Early Years Foundation Stage, within the learning area of ‘Understanding the World’. As the children progress to Key Stage One, they study science through a mixture of practical investigation, research and written work. They investigate biological topics such as habitats and they learn to care for creatures and their environment. The grounds at Saint Ronan’s are ideal for scientific exploration and they can find mini-beasts, birds and all manner of plants. The children also have the opportunity to find out about physical processes such as electricity, forces and light. Linking in to termly topics and art lessons, they look in detail at materials and their properties and investigate how materials change, testing their theories.
Each year we have a ‘Science Day’ where some of the Prep School children and Science Staff spend time helping us investigate and learn. We also have a visiting scientist and often link our day with Cross-Curricular Week. This is a key event in the year, providing lots of fun and exploration.
Curriculum Co-ordinator: Lucy Roberts
Science begins in the Early Years Foundation Stage, within the learning area of ‘Understanding the World’. As the children progress to Key Stage One, they study science through a mixture of practical investigation, research and written work. They investigate biological topics such as habitats and they learn to care for creatures and their environment. The grounds at Saint Ronan’s are ideal for scientific exploration and they can find mini-beasts, birds and all manner of plants. The children also have the opportunity to find out about physical processes such as electricity, forces and light. Linking in to termly topics and art lessons, they look in detail at materials and their properties and investigate how materials change, testing their theories.
Each year we have a ‘Science Day’ where some of the Prep School children and Science Staff spend time helping us investigate and learn. We also have a visiting scientist and often link our day with Cross-Curricular Week. This is a key event in the year, providing lots of fun and exploration.
Curriculum Co-ordinator: Lucy Roberts
Science begins in the Early Years Foundation Stage, within the learning area of ‘Understanding the World’. As the children progress to Key Stage One, they study science through a mixture of practical investigation, research and written work. They investigate biological topics such as habitats and they learn to care for creatures and their environment. The grounds at Saint Ronan’s are ideal for scientific exploration and they can find mini-beasts, birds and all manner of plants. The children also have the opportunity to find out about physical processes such as electricity, forces and light. Linking in to termly topics and art lessons, they look in detail at materials and their properties and investigate how materials change, testing their theories.
Each year we have a ‘Science Day’ where some of the Prep School children and Science Staff spend time helping us investigate and learn. We also have a visiting scientist and often link our day with Cross-Curricular Week. This is a key event in the year, providing lots of fun and exploration.
Curriculum Co-ordinator: Lucy Roberts
Science begins in the Early Years Foundation Stage, within the learning area of ‘Understanding the World’. As the children progress to Key Stage One, they study science through a mixture of practical investigation, research and written work. They investigate biological topics such as habitats and they learn to care for creatures and their environment. The grounds at Saint Ronan’s are ideal for scientific exploration and they can find mini-beasts, birds and all manner of plants. The children also have the opportunity to find out about physical processes such as electricity, forces and light. Linking in to termly topics and art lessons, they look in detail at materials and their properties and investigate how materials change, testing their theories.
Each year we have a ‘Science Day’ where some of the Prep School children and Science Staff spend time helping us investigate and learn. We also have a visiting scientist and often link our day with Cross-Curricular Week. This is a key event in the year, providing lots of fun and exploration.
Curriculum Co-ordinator: Catherine Elliot
History offers children the chance to develop a sense of their identity and place in the world. They start to recognise the distinction between the present and the past in their own and other people’s lives. They begin to develop an understanding of chronology and the influence of past events. Children are taught how to find out about the past from a range of sources of information and practical experiences. They learn through field trips to historical buildings and sites, stories, performance workshops, dressing up in historical costumes and examining historical artefacts and photographs. They are encouraged to communicate their knowledge in a variety of ways, such as role play, cookery, art and model-making, I.C.T, discussion and writing.
Curriculum Co-ordinator: Catherine Elliot
History offers children the chance to develop a sense of their identity and place in the world. They start to recognise the distinction between the present and the past in their own and other people’s lives. They begin to develop an understanding of chronology and the influence of past events. Children are taught how to find out about the past from a range of sources of information and practical experiences. They learn through field trips to historical buildings and sites, stories, performance workshops, dressing up in historical costumes and examining historical artefacts and photographs. They are encouraged to communicate their knowledge in a variety of ways, such as role play, cookery, art and model-making, I.C.T, discussion and writing.
Curriculum Co-ordinator: Catherine Elliot
History offers children the chance to develop a sense of their identity and place in the world. They start to recognise the distinction between the present and the past in their own and other people’s lives. They begin to develop an understanding of chronology and the influence of past events. Children are taught how to find out about the past from a range of sources of information and practical experiences. They learn through field trips to historical buildings and sites, stories, performance workshops, dressing up in historical costumes and examining historical artefacts and photographs. They are encouraged to communicate their knowledge in a variety of ways, such as role play, cookery, art and model-making, I.C.T, discussion and writing.
Curriculum Co-ordinator: Catherine Elliot
History offers children the chance to develop a sense of their identity and place in the world. They start to recognise the distinction between the present and the past in their own and other people’s lives. They begin to develop an understanding of chronology and the influence of past events. Children are taught how to find out about the past from a range of sources of information and practical experiences. They learn through field trips to historical buildings and sites, stories, performance workshops, dressing up in historical costumes and examining historical artefacts and photographs. They are encouraged to communicate their knowledge in a variety of ways, such as role play, cookery, art and model-making, I.C.T, discussion and writing.
Curriculum Co-ordinator: Catherine Elliot
History offers children the chance to develop a sense of their identity and place in the world. They start to recognise the distinction between the present and the past in their own and other people’s lives. They begin to develop an understanding of chronology and the influence of past events. Children are taught how to find out about the past from a range of sources of information and practical experiences. They learn through field trips to historical buildings and sites, stories, performance workshops, dressing up in historical costumes and examining historical artefacts and photographs. They are encouraged to communicate their knowledge in a variety of ways, such as role play, cookery, art and model-making, I.C.T, discussion and writing.
Curriculum Co-ordinator: Catherine Elliot
History offers children the chance to develop a sense of their identity and place in the world. They start to recognise the distinction between the present and the past in their own and other people’s lives. They begin to develop an understanding of chronology and the influence of past events. Children are taught how to find out about the past from a range of sources of information and practical experiences. They learn through field trips to historical buildings and sites, stories, performance workshops, dressing up in historical costumes and examining historical artefacts and photographs. They are encouraged to communicate their knowledge in a variety of ways, such as role play, cookery, art and model-making, I.C.T, discussion and writing.
Curriculum Co-ordinator: Andrea Bright
In our Geography learning at Saint Ronan’s Nursery and Pre-Prep, we aim to give the children an opportunity to find out about their world and the immediate area surrounding them. We aim to reveal to the children the wonders of their local area and to introduce them to the world, with all its variety and contrasts. With our outstanding grounds, Forest school, exciting trips and inspirational resources, we aim to add to their increasing knowledge of different cultures and environments and help them put their varied experiences into context.
We try to develop in our children:
• an enquiring mind eager to research themes and topics, using varied resources including maps and globes
• an ability to learn independently and to have their own ideas about how they may find out and discover
• a sense of place and the importance of their role in the local area by making full use of the wonderful grounds – the Pinetum, the woodlands (Forest school) and the ponds, through fieldwork and visiting other local areas
• an awareness of the wider world and the importance of their role in the world and their effects on it, by exposure to multicultural literature, maps and photographs
Curriculum Co-ordinator: Andrea Bright
In our Geography learning at Saint Ronan’s Nursery and Pre-Prep, we aim to give the children an opportunity to find out about their world and the immediate area surrounding them. We aim to reveal to the children the wonders of their local area and to introduce them to the world, with all its variety and contrasts. With our outstanding grounds, Forest school, exciting trips and inspirational resources, we aim to add to their increasing knowledge of different cultures and environments and help them put their varied experiences into context.
We try to develop in our children:
• an enquiring mind eager to research themes and topics, using varied resources including maps and globes
• an ability to learn independently and to have their own ideas about how they may find out and discover
• a sense of place and the importance of their role in the local area by making full use of the wonderful grounds – the Pinetum, the woodlands (Forest school) and the ponds, through fieldwork and visiting other local areas
• an awareness of the wider world and the importance of their role in the world and their effects on it, by exposure to multicultural literature, maps and photographs
Curriculum Co-ordinator: Andrea Bright
In our Geography learning at Saint Ronan’s Nursery and Pre-Prep, we aim to give the children an opportunity to find out about their world and the immediate area surrounding them. We aim to reveal to the children the wonders of their local area and to introduce them to the world, with all its variety and contrasts. With our outstanding grounds, Forest school, exciting trips and inspirational resources, we aim to add to their increasing knowledge of different cultures and environments and help them put their varied experiences into context.
We try to develop in our children:
• an enquiring mind eager to research themes and topics, using varied resources including maps and globes
• an ability to learn independently and to have their own ideas about how they may find out and discover
• a sense of place and the importance of their role in the local area by making full use of the wonderful grounds – the Pinetum, the woodlands (Forest school) and the ponds, through fieldwork and visiting other local areas
• an awareness of the wider world and the importance of their role in the world and their effects on it, by exposure to multicultural literature, maps and photographs
Curriculum Co-ordinator: Andrea Bright
In our Geography learning at Saint Ronan’s Nursery and Pre-Prep, we aim to give the children an opportunity to find out about their world and the immediate area surrounding them. We aim to reveal to the children the wonders of their local area and to introduce them to the world, with all its variety and contrasts. With our outstanding grounds, Forest school, exciting trips and inspirational resources, we aim to add to their increasing knowledge of different cultures and environments and help them put their varied experiences into context.
We try to develop in our children:
• an enquiring mind eager to research themes and topics, using varied resources including maps and globes
• an ability to learn independently and to have their own ideas about how they may find out and discover
• a sense of place and the importance of their role in the local area by making full use of the wonderful grounds – the Pinetum, the woodlands (Forest school) and the ponds, through fieldwork and visiting other local areas
• an awareness of the wider world and the importance of their role in the world and their effects on it, by exposure to multicultural literature, maps and photographs
Curriculum Co-ordinator: Andrea Bright
In our Geography learning at Saint Ronan’s Nursery and Pre-Prep, we aim to give the children an opportunity to find out about their world and the immediate area surrounding them. We aim to reveal to the children the wonders of their local area and to introduce them to the world, with all its variety and contrasts. With our outstanding grounds, Forest school, exciting trips and inspirational resources, we aim to add to their increasing knowledge of different cultures and environments and help them put their varied experiences into context.
We try to develop in our children:
• an enquiring mind eager to research themes and topics, using varied resources including maps and globes
• an ability to learn independently and to have their own ideas about how they may find out and discover
• a sense of place and the importance of their role in the local area by making full use of the wonderful grounds – the Pinetum, the woodlands (Forest school) and the ponds, through fieldwork and visiting other local areas
• an awareness of the wider world and the importance of their role in the world and their effects on it, by exposure to multicultural literature, maps and photographs
Curriculum Co-ordinator: Andrea Bright
In our Geography learning at Saint Ronan’s Nursery and Pre-Prep, we aim to give the children an opportunity to find out about their world and the immediate area surrounding them. We aim to reveal to the children the wonders of their local area and to introduce them to the world, with all its variety and contrasts. With our outstanding grounds, Forest school, exciting trips and inspirational resources, we aim to add to their increasing knowledge of different cultures and environments and help them put their varied experiences into context.
We try to develop in our children:
• an enquiring mind eager to research themes and topics, using varied resources including maps and globes
• an ability to learn independently and to have their own ideas about how they may find out and discover
• a sense of place and the importance of their role in the local area by making full use of the wonderful grounds – the Pinetum, the woodlands (Forest school) and the ponds, through fieldwork and visiting other local areas
• an awareness of the wider world and the importance of their role in the world and their effects on it, by exposure to multicultural literature, maps and photographs
Curriculum Co-ordinator: Nicky Brooks
In the Pre-Prep, French is studied in Year One and Two, when children are introduced to both the culture and the language. In Year One, children are taught by their class teacher. In Year 2 they are taught by a specialist teacher from the Prep School, and the curriculum is then reinforced through activities led by the class teacher.
At this early stage, the emphasis is on enjoyment, culture and language awareness. French is taught through puppets, songs, DVD clips, games, rhymes, role-plays, interactive stories and responding to simple questions. The aim is for the children to see language-learning as an enjoyable and informal extension of the curriculum. The focus of the children’s learning is vocabulary that will help them communicate, rather than the basics of French grammar. At this stage, the children learn new words through exposure, repetition and enjoyable use, such as competitive games— they are not expected to learn by rote!
Wherever possible, French topics are linked to other areas of the curriculum to make the learning context more relevant.
Curriculum Co-ordinator: Nicky Brooks
In the Pre-Prep, French is studied in Year One and Two, when children are introduced to both the culture and the language. In Year One, children are taught by their class teacher. In Year 2 they are taught by a specialist teacher from the Prep School, and the curriculum is then reinforced through activities led by the class teacher.
At this early stage, the emphasis is on enjoyment, culture and language awareness. French is taught through puppets, songs, DVD clips, games, rhymes, role-plays, interactive stories and responding to simple questions. The aim is for the children to see language-learning as an enjoyable and informal extension of the curriculum. The focus of the children’s learning is vocabulary that will help them communicate, rather than the basics of French grammar. At this stage, the children learn new words through exposure, repetition and enjoyable use, such as competitive games— they are not expected to learn by rote!
Wherever possible, French topics are linked to other areas of the curriculum to make the learning context more relevant.
Curriculum Co-ordinator: Nicky Brooks
In the Pre-Prep, French is studied in Year One and Two, when children are introduced to both the culture and the language. In Year One, children are taught by their class teacher. In Year 2 they are taught by a specialist teacher from the Prep School, and the curriculum is then reinforced through activities led by the class teacher.
At this early stage, the emphasis is on enjoyment, culture and language awareness. French is taught through puppets, songs, DVD clips, games, rhymes, role-plays, interactive stories and responding to simple questions. The aim is for the children to see language-learning as an enjoyable and informal extension of the curriculum. The focus of the children’s learning is vocabulary that will help them communicate, rather than the basics of French grammar. At this stage, the children learn new words through exposure, repetition and enjoyable use, such as competitive games— they are not expected to learn by rote!
Wherever possible, French topics are linked to other areas of the curriculum to make the learning context more relevant.
Curriculum Co-ordinator: Nicky Brooks
In the Pre-Prep, French is studied in Year One and Two, when children are introduced to both the culture and the language. In Year One, children are taught by their class teacher. In Year 2 they are taught by a specialist teacher from the Prep School, and the curriculum is then reinforced through activities led by the class teacher.
At this early stage, the emphasis is on enjoyment, culture and language awareness. French is taught through puppets, songs, DVD clips, games, rhymes, role-plays, interactive stories and responding to simple questions. The aim is for the children to see language-learning as an enjoyable and informal extension of the curriculum. The focus of the children’s learning is vocabulary that will help them communicate, rather than the basics of French grammar. At this stage, the children learn new words through exposure, repetition and enjoyable use, such as competitive games— they are not expected to learn by rote!
Wherever possible, French topics are linked to other areas of the curriculum to make the learning context more relevant.
Curriculum Co-ordinator: Nicky Brooks
In the Pre-Prep, French is studied in Year One and Two, when children are introduced to both the culture and the language. In Year One, children are taught by their class teacher. In Year 2 they are taught by a specialist teacher from the Prep School, and the curriculum is then reinforced through activities led by the class teacher.
At this early stage, the emphasis is on enjoyment, culture and language awareness. French is taught through puppets, songs, DVD clips, games, rhymes, role-plays, interactive stories and responding to simple questions. The aim is for the children to see language-learning as an enjoyable and informal extension of the curriculum. The focus of the children’s learning is vocabulary that will help them communicate, rather than the basics of French grammar. At this stage, the children learn new words through exposure, repetition and enjoyable use, such as competitive games— they are not expected to learn by rote!
Wherever possible, French topics are linked to other areas of the curriculum to make the learning context more relevant.
Curriculum Co-ordinator: Nicky Brooks
In the Pre-Prep, French is studied in Year One and Two, when children are introduced to both the culture and the language. In Year One, children are taught by their class teacher. In Year 2 they are taught by a specialist teacher from the Prep School, and the curriculum is then reinforced through activities led by the class teacher.
At this early stage, the emphasis is on enjoyment, culture and language awareness. French is taught through puppets, songs, DVD clips, games, rhymes, role-plays, interactive stories and responding to simple questions. The aim is for the children to see language-learning as an enjoyable and informal extension of the curriculum. The focus of the children’s learning is vocabulary that will help them communicate, rather than the basics of French grammar. At this stage, the children learn new words through exposure, repetition and enjoyable use, such as competitive games— they are not expected to learn by rote!
Wherever possible, French topics are linked to other areas of the curriculum to make the learning context more relevant.
Curriculum Co-ordinator: Rachel Curtin
Computers are now part of everyday life. For most of us, technology is essential to our lives, both at home and at work. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The new National Curriculum for computing has been developed to equip young people with the foundation skills, knowledge and understanding of computing that they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, create a range of content and develop their ideas using technology.
In Key Stage 1 there is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Curriculum Co-ordinator: Rachel Curtin
Computers are now part of everyday life. For most of us, technology is essential to our lives, both at home and at work. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The new National Curriculum for computing has been developed to equip young people with the foundation skills, knowledge and understanding of computing that they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, create a range of content and develop their ideas using technology.
In Key Stage 1 there is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Curriculum Co-ordinator: Rachel Curtin
Computers are now part of everyday life. For most of us, technology is essential to our lives, both at home and at work. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The new National Curriculum for computing has been developed to equip young people with the foundation skills, knowledge and understanding of computing that they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, create a range of content and develop their ideas using technology.
In Key Stage 1 there is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Curriculum Co-ordinator: Rachel Curtin
Computers are now part of everyday life. For most of us, technology is essential to our lives, both at home and at work. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The new National Curriculum for computing has been developed to equip young people with the foundation skills, knowledge and understanding of computing that they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, create a range of content and develop their ideas using technology.
In Key Stage 1 there is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Curriculum Co-ordinator: Rachel Curtin
Computers are now part of everyday life. For most of us, technology is essential to our lives, both at home and at work. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The new National Curriculum for computing has been developed to equip young people with the foundation skills, knowledge and understanding of computing that they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, create a range of content and develop their ideas using technology.
In Key Stage 1 there is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Curriculum Co-ordinator: Rachel Curtin
Computers are now part of everyday life. For most of us, technology is essential to our lives, both at home and at work. ‘Computational thinking’ is a skill that children must be taught if they are to be ready for the workplace and able to participate effectively in this digital world.
The new National Curriculum for computing has been developed to equip young people with the foundation skills, knowledge and understanding of computing that they will need for the rest of their lives. Through the new programme of study for computing, they will learn how computers and computer systems work, they will design and build programs, create a range of content and develop their ideas using technology.
In Key Stage 1 there is a focus on computational thinking and creativity, as well as opportunities for creative work in programming and digital media.
There are three aspects of the computing curriculum: computer science (CS), information technology (IT) and digital literacy (DL).
The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.
Curriculum Co-ordinator: Nicky Brooks
The R.E. curriculum takes elements from The National Curriculum and also the broader school curriculum, laying the foundation for the Prep School R.E. syllabus. The issues we study are explored, making use of discussion, practical investigation, real-life experiences, drama and visitors. A willingness and ability to question, consider and form one’s own opinions is central to the more cognitive element of this curriculum. An appreciation of, and respect for, the feelings and beliefs of others forms the motivation for the part of the Curriculum which aims to support a more personal development within the children. We aim to instil the life-long skills of investigation, appreciation and acceptance in the children.
Curriculum Co-ordinator: Nicky Brooks
The R.E. curriculum takes elements from The National Curriculum and also the broader school curriculum, laying the foundation for the Prep School R.E. syllabus. The issues we study are explored, making use of discussion, practical investigation, real-life experiences, drama and visitors. A willingness and ability to question, consider and form one’s own opinions is central to the more cognitive element of this curriculum. An appreciation of, and respect for, the feelings and beliefs of others forms the motivation for the part of the Curriculum which aims to support a more personal development within the children. We aim to instil the life-long skills of investigation, appreciation and acceptance in the children.
Curriculum Co-ordinator: Nicky Brooks
The R.E. curriculum takes elements from The National Curriculum and also the broader school curriculum, laying the foundation for the Prep School R.E. syllabus. The issues we study are explored, making use of discussion, practical investigation, real-life experiences, drama and visitors. A willingness and ability to question, consider and form one’s own opinions is central to the more cognitive element of this curriculum. An appreciation of, and respect for, the feelings and beliefs of others forms the motivation for the part of the Curriculum which aims to support a more personal development within the children. We aim to instil the life-long skills of investigation, appreciation and acceptance in the children.
Curriculum Co-ordinator: Nicky Brooks
The R.E. curriculum takes elements from The National Curriculum and also the broader school curriculum, laying the foundation for the Prep School R.E. syllabus. The issues we study are explored, making use of discussion, practical investigation, real-life experiences, drama and visitors. A willingness and ability to question, consider and form one’s own opinions is central to the more cognitive element of this curriculum. An appreciation of, and respect for, the feelings and beliefs of others forms the motivation for the part of the Curriculum which aims to support a more personal development within the children. We aim to instil the life-long skills of investigation, appreciation and acceptance in the children.
Curriculum Co-ordinator: Nicky Brooks
The R.E. curriculum takes elements from The National Curriculum and also the broader school curriculum, laying the foundation for the Prep School R.E. syllabus. The issues we study are explored, making use of discussion, practical investigation, real-life experiences, drama and visitors. A willingness and ability to question, consider and form one’s own opinions is central to the more cognitive element of this curriculum. An appreciation of, and respect for, the feelings and beliefs of others forms the motivation for the part of the Curriculum which aims to support a more personal development within the children. We aim to instil the life-long skills of investigation, appreciation and acceptance in the children.
Curriculum Co-ordinator: Nicky Brooks
The R.E. curriculum takes elements from The National Curriculum and also the broader school curriculum, laying the foundation for the Prep School R.E. syllabus. The issues we study are explored, making use of discussion, practical investigation, real-life experiences, drama and visitors. A willingness and ability to question, consider and form one’s own opinions is central to the more cognitive element of this curriculum. An appreciation of, and respect for, the feelings and beliefs of others forms the motivation for the part of the Curriculum which aims to support a more personal development within the children. We aim to instil the life-long skills of investigation, appreciation and acceptance in the children.
Curriculum Co-ordinator: Andrea Bright
Personal, Social, Health and Citizenship Education is known as SHAPE at Saint Ronan’s. It is based on the ‘Primary National Strategy Excellence and Enjoyment: social and emotional aspects of learning’ and incorporates the five outcomes from ‘Every Child Matters’. Topics are introduced in assemblies to all year groups and during circle time in classes. Children have the opportunity to share their thoughts and feelings with their peers as teachers guide and support at a level appropriate and meaningful to the year group. The strong family atmosphere fostered within Saint Ronan’s is an ideal opportunity to investigate issues as they arise and become a concern to individuals and groups of children. It is important to revisit topics each year because, as children develop and mature, they have a greater understanding and ability to verbalise their emotions and thoughts.
Curriculum Co-ordinator: Andrea Bright
Personal, Social, Health and Citizenship Education is known as SHAPE at Saint Ronan’s. It is based on the ‘Primary National Strategy Excellence and Enjoyment: social and emotional aspects of learning’ and incorporates the five outcomes from ‘Every Child Matters’. Topics are introduced in assemblies to all year groups and during circle time in classes. Children have the opportunity to share their thoughts and feelings with their peers as teachers guide and support at a level appropriate and meaningful to the year group. The strong family atmosphere fostered within Saint Ronan’s is an ideal opportunity to investigate issues as they arise and become a concern to individuals and groups of children. It is important to revisit topics each year because, as children develop and mature, they have a greater understanding and ability to verbalise their emotions and thoughts.
Curriculum Co-ordinator: Andrea Bright
Personal, Social, Health and Citizenship Education is known as SHAPE at Saint Ronan’s. It is based on the ‘Primary National Strategy Excellence and Enjoyment: social and emotional aspects of learning’ and incorporates the five outcomes from ‘Every Child Matters’. Topics are introduced in assemblies to all year groups and during circle time in classes. Children have the opportunity to share their thoughts and feelings with their peers as teachers guide and support at a level appropriate and meaningful to the year group. The strong family atmosphere fostered within Saint Ronan’s is an ideal opportunity to investigate issues as they arise and become a concern to individuals and groups of children. It is important to revisit topics each year because, as children develop and mature, they have a greater understanding and ability to verbalise their emotions and thoughts.
Curriculum Co-ordinator: Andrea Bright
Personal, Social, Health and Citizenship Education is known as SHAPE at Saint Ronan’s. It is based on the ‘Primary National Strategy Excellence and Enjoyment: social and emotional aspects of learning’ and incorporates the five outcomes from ‘Every Child Matters’. Topics are introduced in assemblies to all year groups and during circle time in classes. Children have the opportunity to share their thoughts and feelings with their peers as teachers guide and support at a level appropriate and meaningful to the year group. The strong family atmosphere fostered within Saint Ronan’s is an ideal opportunity to investigate issues as they arise and become a concern to individuals and groups of children. It is important to revisit topics each year because, as children develop and mature, they have a greater understanding and ability to verbalise their emotions and thoughts.
Curriculum Co-ordinator: Andrea Bright
Personal, Social, Health and Citizenship Education is known as SHAPE at Saint Ronan’s. It is based on the ‘Primary National Strategy Excellence and Enjoyment: social and emotional aspects of learning’ and incorporates the five outcomes from ‘Every Child Matters’. Topics are introduced in assemblies to all year groups and during circle time in classes. Children have the opportunity to share their thoughts and feelings with their peers as teachers guide and support at a level appropriate and meaningful to the year group. The strong family atmosphere fostered within Saint Ronan’s is an ideal opportunity to investigate issues as they arise and become a concern to individuals and groups of children. It is important to revisit topics each year because, as children develop and mature, they have a greater understanding and ability to verbalise their emotions and thoughts.
Curriculum Co-ordinator: Andrea Bright
Personal, Social, Health and Citizenship Education is known as SHAPE at Saint Ronan’s. It is based on the ‘Primary National Strategy Excellence and Enjoyment: social and emotional aspects of learning’ and incorporates the five outcomes from ‘Every Child Matters’. Topics are introduced in assemblies to all year groups and during circle time in classes. Children have the opportunity to share their thoughts and feelings with their peers as teachers guide and support at a level appropriate and meaningful to the year group. The strong family atmosphere fostered within Saint Ronan’s is an ideal opportunity to investigate issues as they arise and become a concern to individuals and groups of children. It is important to revisit topics each year because, as children develop and mature, they have a greater understanding and ability to verbalise their emotions and thoughts.
Curriculum Co-ordinator: Simone Edwards
The Saint Ronan’s Pre-Prep Music programme strives to provide a foundation for basic music literacy and appreciation. Students experience music sequentially, through singing, moving, playing, listening and creating. Music concepts explored at each grade level include rhythm, melody, harmony, tone colour, form and expression.
Music naturally reinforces other areas in the curriculum, such as Literacy, Numeracy, Science and SHAPE. As a universal language, music allows all students to excel and participate freely and equally. In Music we educate, motivate and celebrate the talents of all pupils. Children have two class lessons per week — one focusing on the elements of music and one on cross-curricular connections.
At Saint Ronan’s we encourage a love of music and provide opportunities for all pupils to develop their imagination and self-confidence. Furthermore there is a weekly communal singing lesson focusing on singing skills. Music is also incorporated into the celebration Assembly, in the form of finger-plays, action songs and rhymes.
Curriculum Co-ordinator: Simone Edwards
The Saint Ronan’s Pre-Prep Music programme strives to provide a foundation for basic music literacy and appreciation. Students experience music sequentially, through singing, moving, playing, listening and creating. Music concepts explored at each grade level include rhythm, melody, harmony, tone colour, form and expression.
Music naturally reinforces other areas in the curriculum, such as Literacy, Numeracy, Science and SHAPE. As a universal language, music allows all students to excel and participate freely and equally. In Music we educate, motivate and celebrate the talents of all pupils. Children have two class lessons per week — one focusing on the elements of music and one on cross-curricular connections.
At Saint Ronan’s we encourage a love of music and provide opportunities for all pupils to develop their imagination and self-confidence. Furthermore there is a weekly communal singing lesson focusing on singing skills. Music is also incorporated into the celebration Assembly, in the form of finger-plays, action songs and rhymes.
Curriculum Co-ordinator: Simone Edwards
The Saint Ronan’s Pre-Prep Music programme strives to provide a foundation for basic music literacy and appreciation. Students experience music sequentially, through singing, moving, playing, listening and creating. Music concepts explored at each grade level include rhythm, melody, harmony, tone colour, form and expression.
Music naturally reinforces other areas in the curriculum, such as Literacy, Numeracy, Science and SHAPE. As a universal language, music allows all students to excel and participate freely and equally. In Music we educate, motivate and celebrate the talents of all pupils. Children have two class lessons per week — one focusing on the elements of music and one on cross-curricular connections.
At Saint Ronan’s we encourage a love of music and provide opportunities for all pupils to develop their imagination and self-confidence. Furthermore there is a weekly communal singing lesson focusing on singing skills. Music is also incorporated into the celebration Assembly, in the form of finger-plays, action songs and rhymes.
Curriculum Co-ordinator: Simone Edwards
The Saint Ronan’s Pre-Prep Music programme strives to provide a foundation for basic music literacy and appreciation. Students experience music sequentially, through singing, moving, playing, listening and creating. Music concepts explored at each grade level include rhythm, melody, harmony, tone colour, form and expression.
Music naturally reinforces other areas in the curriculum, such as Literacy, Numeracy, Science and SHAPE. As a universal language, music allows all students to excel and participate freely and equally. In Music we educate, motivate and celebrate the talents of all pupils. Children have two class lessons per week — one focusing on the elements of music and one on cross-curricular connections.
At Saint Ronan’s we encourage a love of music and provide opportunities for all pupils to develop their imagination and self-confidence. Furthermore there is a weekly communal singing lesson focusing on singing skills. Music is also incorporated into the celebration Assembly, in the form of finger-plays, action songs and rhymes.
Curriculum Co-ordinator: Simone Edwards
The Saint Ronan’s Pre-Prep Music programme strives to provide a foundation for basic music literacy and appreciation. Students experience music sequentially, through singing, moving, playing, listening and creating. Music concepts explored at each grade level include rhythm, melody, harmony, tone colour, form and expression.
Music naturally reinforces other areas in the curriculum, such as Literacy, Numeracy, Science and SHAPE. As a universal language, music allows all students to excel and participate freely and equally. In Music we educate, motivate and celebrate the talents of all pupils. Children have two class lessons per week — one focusing on the elements of music and one on cross-curricular connections.
At Saint Ronan’s we encourage a love of music and provide opportunities for all pupils to develop their imagination and self-confidence. Furthermore there is a weekly communal singing lesson focusing on singing skills. Music is also incorporated into the celebration Assembly, in the form of finger-plays, action songs and rhymes.
Curriculum Co-ordinator: Simone Edwards
The Saint Ronan’s Pre-Prep Music programme strives to provide a foundation for basic music literacy and appreciation. Students experience music sequentially, through singing, moving, playing, listening and creating. Music concepts explored at each grade level include rhythm, melody, harmony, tone colour, form and expression.
Music naturally reinforces other areas in the curriculum, such as Literacy, Numeracy, Science and SHAPE. As a universal language, music allows all students to excel and participate freely and equally. In Music we educate, motivate and celebrate the talents of all pupils. Children have two class lessons per week — one focusing on the elements of music and one on cross-curricular connections.
At Saint Ronan’s we encourage a love of music and provide opportunities for all pupils to develop their imagination and self-confidence. Furthermore there is a weekly communal singing lesson focusing on singing skills. Music is also incorporated into the celebration Assembly, in the form of finger-plays, action songs and rhymes.
Curriculum Co-ordinator: Steph Morris
Saint Ronan’s provides a magnificent environment for physical education and throughout the school the pupils are encouraged to participate in all kinds of activities and lead an active life. In the Pre-Prep we prepare the children for the Prep School by teaching them a variety of skills and tactics, as well as encouraging them to play competitively but fairly. Every day of the school year we aim for the children to take part in some kind of energetic activity. The focus of formal games lessons, taught by the Prep School Staff, is on building coordination and strength, as well as early ball and control skills in preparation for the games curriculum of the Prep School. The framework for these lessons is given below and usually includes teaching and practice within the listed disciplines. They also take part in swimming lessons and have music and movement/dance lessons.
Curriculum Co-ordinator: Steph Morris
Saint Ronan’s provides a magnificent environment for physical education and throughout the school the pupils are encouraged to participate in all kinds of activities and lead an active life. In the Pre-Prep we prepare the children for the Prep School by teaching them a variety of skills and tactics, as well as encouraging them to play competitively but fairly. Every day of the school year we aim for the children to take part in some kind of energetic activity. The focus of formal games lessons, taught by the Prep School Staff, is on building coordination and strength, as well as early ball and control skills in preparation for the games curriculum of the Prep School. The framework for these lessons is given below and usually includes teaching and practice within the listed disciplines. They also take part in swimming lessons and have music and movement/dance lessons.
Curriculum Co-ordinator: Steph Morris
Saint Ronan’s provides a magnificent environment for physical education and throughout the school the pupils are encouraged to participate in all kinds of activities and lead an active life. In the Pre-Prep we prepare the children for the Prep School by teaching them a variety of skills and tactics, as well as encouraging them to play competitively but fairly. Every day of the school year we aim for the children to take part in some kind of energetic activity. The focus of formal games lessons, taught by the Prep School Staff, is on building coordination and strength, as well as early ball and control skills in preparation for the games curriculum of the Prep School. The framework for these lessons is given below and usually includes teaching and practice within the listed disciplines. They also take part in swimming lessons and have music and movement/dance lessons.
Curriculum Co-ordinator: Steph Morris
Saint Ronan’s provides a magnificent environment for physical education and throughout the school the pupils are encouraged to participate in all kinds of activities and lead an active life. In the Pre-Prep we prepare the children for the Prep School by teaching them a variety of skills and tactics, as well as encouraging them to play competitively but fairly. Every day of the school year we aim for the children to take part in some kind of energetic activity. The focus of formal games lessons, taught by the Prep School Staff, is on building coordination and strength, as well as early ball and control skills in preparation for the games curriculum of the Prep School. The framework for these lessons is given below and usually includes teaching and practice within the listed disciplines. They also take part in swimming lessons and have music and movement/dance lessons.
Curriculum Co-ordinator: Steph Morris
Saint Ronan’s provides a magnificent environment for physical education and throughout the school the pupils are encouraged to participate in all kinds of activities and lead an active life. In the Pre-Prep we prepare the children for the Prep School by teaching them a variety of skills and tactics, as well as encouraging them to play competitively but fairly. Every day of the school year we aim for the children to take part in some kind of energetic activity. The focus of formal games lessons, taught by the Prep School Staff, is on building coordination and strength, as well as early ball and control skills in preparation for the games curriculum of the Prep School. The framework for these lessons is given below and usually includes teaching and practice within the listed disciplines. They also take part in swimming lessons and have music and movement/dance lessons.
Curriculum Co-ordinator: Steph Morris
Saint Ronan’s provides a magnificent environment for physical education and throughout the school the pupils are encouraged to participate in all kinds of activities and lead an active life. In the Pre-Prep we prepare the children for the Prep School by teaching them a variety of skills and tactics, as well as encouraging them to play competitively but fairly. Every day of the school year we aim for the children to take part in some kind of energetic activity. The focus of formal games lessons, taught by the Prep School Staff, is on building coordination and strength, as well as early ball and control skills in preparation for the games curriculum of the Prep School. The framework for these lessons is given below and usually includes teaching and practice within the listed disciplines. They also take part in swimming lessons and have music and movement/dance lessons.
SENDCO: Lucy Taggart
Early Years’ SENDCO: Simone Edwards
The majority of concerns highlighted in the Early Years are speech and language-based. If the Early Years’ SENDCO feels that a referral is necessary, a specialist speech and language therapist is contacted and she will carry out any necessary observations and/or one-to-one support at home and/or at school.
By the time a child reaches Reception, support strategies are usually in place, and towards the end of the year, a closer evaluation can be made by the Early Years’ SENDCO in order to pinpoint and prioritize specific difficulties. Discussions with parents may be held, which help to clarify the best course of action. This may include targeting weaknesses through small group work and supporting learning with home/school support packs.
In Year 1, if a child has significant needs, these are identified on an IPP and teaching strategies/resources are recommended, which are used by the class teacher to support the child within the classroom. When a child reaches Year 2, having made their way through the Department, a great deal of information can be called upon. The strategies and resources given above continue to be used and the role of the SENDCO becomes more important. With this role operating throughout the school, across both departments continuity can be achieved and a more personal plan developed for each child. External agencies can be called upon.
For diagnosing a specific difficulty, whether it be educational, physical, or behavioural, strategies and support are put in place to help the child in the best way possible.
Critical to the development of all children at Saint Ronan’s is the celebration and extention of areas of strength and talent. All children show personal areas of strength and skill and can therefore feel successful and valued at every stage of their school life. The atmosphere of security and encouragement, coupled with careful and structured long-term support, ensure that children develop to their full potential in areas they find more challenging.
