Academic Learning
The curriculum provided at Warwick Junior School is broad and balanced:
English, Mathematics, and Science are the core subjects that boys follow throughout their four years with us. This core is supplemented by Art, Computing, Design and Technology, Languages, Geography, History, Music, Performing Arts, Personal, Social and Health Education, and Religious Education.
Individual classes also have one double period of Physical Education a week, taught by members of the PE department. In addition to this, each year group has a designated Games afternoon delivered by both PE teachers and the Junior School games staff.
The pursuit of oracy, literacy, and numeracy are central priroties that underpin the academic learning provision at Warwick Junior School, but not to the exclusion of the creative and less formal approaches to all subjects.
Lower School (Years 3 and 4)
Three academically balanced forms enter the school at 7+. The forms are then mixed at the end of Year 4 to encourage new working relationships and friendships.
Pupils are taught mainly by their Form Tutor with specialist teachers delivering Languages, PE, Games, Music, and Art/DT.
Upper School (Year 5 and 6)
As the pupils progress into the Upper School, subject specialists take an increasing number of subjects, including the core subjects of English, Mathematics and Science.
Curriculum Support
The Curriculum Support department works with pupils who are identified as needing additional help, usually with literacy and numeracy skills, to meet their learning potential.
Some are pupils whose learning difficulties have been identified by an Educational Psychologist; others have been identified as a concern by a member of staff and/or parents. Support plans are drawn up for the pupils concerned, indicating the targets to be worked on and strategies for use in the classroom. These are available to all staff via the school’s Intranet. Pupils are withdrawn from another aspect of the curriculum, but never English, Mathematics, Science, Games or PE. The provision is reviewed on a regular basis with many pupils only requiring a short period of intervention.
