Great Eccleston Copp School

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19th October 17
Trail : home / Curriculum

Curriculum

Our Day
The school day begins promptly at 8.55am, although the gate is open from 8.45 am so that pupils can socialise with each other and prepare for learning.  Morning break is at 10.40 am until 10.55 am (except on Tuesdays when KS1 and KS2 have different play times)and lunch is from 12.00 noon until 1.00 pm (KS1 children start to go into lunch at 11.45 am).  There is an afternoon playtime for KS1 only, with a Golden Time play on Friday afternoons for those KS2 children who have earned it.

Classes
From September 2016, our classes will be as follows:

YR - Sapphire Class     Y1 - Emerald Class     Y2 - Topaz Class     Y3/4 - Diamond Class     Y4/5 - Opal Class     Y6 - Amethyst Class

Please see individual class pages for more information.

Curriculum
At Copp, we provide a broad and balanced curriculum which is personalised and child-centred.  There is usually a different topic each half term (although this may be extended if a half term is particularly short) which has a focus non-core subject in KS2  but which may include science in KS1.)  This year, after discussions with our pupils, we will be having whole school topics, the first of which is Superheroes in Autumn 1.

Maths, English, RE, PE, French and ICT (and science in KS2) are taught discretely but may also be included in topics. 

Planning
Planning is done over each half term and activities are planned so that clear objectives may be met.  High expectations are promoted and children are encouraged to stretch themselves in order to extend their learning.  There are teaching assistants in every class at certain times of the day to support the learning of our pupils.

Catering for Different Needs
We differentiate planning to cater for all abilities and strive to provide learning experiences which both support and stretch all our pupils, including those with special educational needs (SEN) or those who are very able.  We aim for quality first teaching to address initial needs but this is supplemented by extra support on a regular basis, which may involve a teaching assistant, a trainee teacher, another teacher or the headteacher.

Individual progress is monitoring carefully and pupil progress meetings take place regularly so that we can ensure the correct provision for each child.

The Special Needs Coordinator (SENCo) works with the Learning Mentor to create a dynamic provision map which plots progress and attainment and the success of intervention procedures.

One of our governors, Mr Alan Pedder, comes in regularly to work with our very able mathematicians and we have many sessions with the local high schools for those more able in maths, English, art, science, music and languages.