The school responds to a rapidly expanding and fast moving world through the design and technology curriculum. Children are given opportunities to design and make in response to needs and opportunities. They learn skills, knowledge and understanding through exploration of how things work, designing, planning and communicating their ideas and evaluating the process and finished product.

They learn how to use tools safely and effectively and to understand the characteristics of materials and components, applying their skills, knowledge and understanding to problem solving.

Children are taught to acquire techniques and develop skills for geographical enquiry. These include the making and interpretation of maps, use of I.C.T., fieldwork, observation, analysis and communication. They explore the relationship between the Earth and its people through the study of place, space and environment. The children discover other societies and cultures and develop an understanding of interdependence and need.

History is a subject of immense breadth, drawing from a record of the entire human past, which can both inform and draw upon other areas. It is, therefore, often integrated into many other curricular

subjects. We aim to arouse an interest in the past and give children an understanding of their own roots and inheritance, through the development of historical knowledge and skills.

Audlem St. James' is a Church of England controlled school and functions in partnership with Cheshire Education Authority. Religious Education is taught in accordance with the Cheshire Agreed Syllabus.

Religious Education is presented in the same experience based, exploratory way as the other subjects. The children, therefore, explore, discover, wonder, respond to, and make links with their own experience. Our aim is to help pupils develop a knowledge and understanding of Christianity and other principal religions, and to recognise beliefs as an important expression of human experience. Through religious education, the pupils should learn to respect others holding different beliefs. The collective Act of Worship is Christian based, and is led at different times by the Headteacher, the teaching staff, children, our vicar and visiting ministers from local churches. Parents wishing their child to be excluded from RE and/or the collective Act of Worship should arrange this in consultation with the

Headteacher.

Children are given the opportunity to consider and reflect upon those values and attitudes which create a safe and caring community; to understand the part each individual plays in its creation and maintenance and to value the non-material dimension of existence.  We are concerned to enable the children to become responsible citizens who know the difference between right and wrong. We are also concerned to develop children's understanding of other beliefs and cultures to create a greater

awareness and appreciation of the society in which we live and the wider world. The school is linked with Namaruyju Primary School in Uganda. Such attitudes, skills, knowledge and values are taught through personal and social education, the collective act of worship and the wider curriculum.

The school policy promotes the physical, intellectual, social and personal development of the children. The school has a planned programme of personal, social and health education and citizenship. It is designed to enable pupils to develop the knowledge, understanding and skills they need to lead confident, independent and healthy lives and to become well informed, responsible and active citizens.

Children take increasing responsibility for their own learning. Personal Social and Health Education and Citizenship is a shared responsibility in which the school seeks the involvement of parents, governors and the local community.  Children are encouraged to participate in and contribute to the life of the school and to make informed decisions about the way in which they lead their lives and the impact of that upon others.

The school has a drugs education policy, which embraces the principle that drugs education should enable children to choose a healthy and happy lifestyle knowing that drugs can be used for good reasons to improve the quality of life, but can also be misused and abused.  We have developed a programme of work supported by governors, parents, staff and health professionals, which is an

integral part of the Personal Social and Health Education and Citizenship education in the school. It is focused upon the children building upon their knowledge, feelings, attitudes and decision making abilities and developing with maturity.

As part of the wider programme described above, sex and relationships education has been developed to comply with legislation and the guidance from the Department for Children, Schools and Family. In partnership with teachers, children and parents, the Governing body has formulated a policy for understanding relationships, personal responsibility and safety, respect for self and others. The children will be encouraged to have due regard for moral considerations and the value of family life. The programme of teaching and learning based on national examples of good practice, is developmental; and age appropriate, beginning at the earliest stage in concepts and understanding about self, family and friendships.  Parents will be invited to share consultation on any changes to the proposed programme and on request may study the final policy in more detail. Parents, who for any reason wish to withdraw their children from the agreed programme of sex education, have the right to do so under legislation, with a request to the Headteacher.

The school recognises the important contribution of Physical Education in the curriculum and the part it plays in improving the quality of life at school and beyond. The children benefit from coaching from professional sports coaches in all classes, from Reception to Year 6.  Physical Education contributes to the development of inter-personal skills, the establishment of self-esteem, decision making and problem solving skills, as well as more obvious improvement in health and fitness.  Children are given the opportunities to participate in competitive sport when they can learn to gain enjoyment and

satisfaction from teamwork and co-operation. The school seeks to develop the personal qualities of fairness, commitment and enthusiasm in P.E. and in every aspect of school life.

The Art curriculum provides children with opportunities to explore and experiment purposefully with line, colour, texture and form using a wide range of skills and techniques. They study the work of artists to understand the development of art, its place in history and in our culture and other cultures and religions, its use in recording and chronicling and its wide cross - curricular links.  Art is a means of self expression and communication. It is developmental and children are encouraged to use their skills creatively and to criticise their own work constructively. Children's work is valued and displayed to celebrate their achievements, ensuring that each child's achievements are represented. The study and creation of art enriches our lives and learning.

All children are provided with experience of music making and music appreciation. Music is integrated into the curriculum and is closely linked with all other subjects. At all times music provides the opportunity for enjoyable and creative participation. Choirs are formed for different occasions enabling all the children to participate in varying singing activities. Tuition in brass, woodwind and recorder is available on a private fee - paying basis.

Drama has a place in the curriculum and offers opportunities for children to work together as a team, supporting and encouraging each other towards a common goal. Workshop activities allow children to take part in planning, evaluation, role-play and improvisation. They provide a vehicle for children to express their thoughts, feelings and ideas, and to respond to those of others. The school links drama and music through assemblies and major productions, which give children the opportunity to perform in

front of an audience. They gain enormously in confidence and self-esteem, and their high expectations lead to a high level of performance.

Children from Reception to Year 6 learn French. This provides the children with the necessary skills to communicate orally and particularly helps them to prepare for secondary school.

Many children have special needs within an area of the curriculum at some time in their school career.

At Audlem St James' School the special needs of children are identified by the class teacher or a colleague by observation, testing, assessment and consultation with parents, previous school records and health agencies such as the school nurse or doctors, etc (particularly in physical problems). Our Special Needs Policy has been written with the consideration of the national Code of Practice.

A summary is available from the school office, on request. Parents are consulted at each stage and are invited to attend meetings with the Special Neeeds coordinator and support services.

When a child has special needs the class teacher gives the child individual help and sets appropriate tasks. We have a Special Education Needs Team in school who regularly help to assess children with learning difficulties, helping pupils individually and working with the child's teacher to plan suitable programmes of work and support.  If parents, teachers or the Headteacher feel that the assessment of a child's needs would benefit from an educational or psychologist's report or speech and language report the class teacher is asked to complete a referral form and parents are informed by the

Headteacher. Parents are consulted at every stage.  Reports to external agencies to the school give guidance to the school and parents. Ocassionally a child is issued with a statement of special educational needs. The statement may recommend that there is extra ancillary help given to support

the child. Ocassionally the statementing process may reveal that the child should attend a school where expert help is available to support their specific needs. However, the majority of children identified as having special needs are catered for by the school and such cases are usually short term.