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  • Foundation Subjects

Foundation Subjects

Please click on one of the headings below for more information.

Design Technology

Design TechnologyThe Design and Technology Department plays a pivotal role in developing our pupils' practical understanding of materials, control systems, structures, tools and equipment. Children learn to design, make and evaluate products fit for a purpose and increase their awareness of the impact of technology and its contribution to our quality of life.

Needs and opportunities are identified through investigation and discussion. At the design stage, children generate ideas and devise a plan. At the making stage, we work with a variety of materials and tools - measuring, cutting, joining, adjusting and finishing. We evaluate our finished product and recognise our lessons learned. Our recently opened DT Workshop has enhanced significantly the opportunities we are able to offer our budding designers.

Whilst individual work and class teaching are the norm, DT sessions are also aimed at promoting collaboration and co-operative group work. Children are encouraged to develop their own inter-personal skills through discussion, enquiry, negotiation and working as part of a team.

Mrs Gillian Jones BEd(Hons), Head of Design Technology


GeographyGeography is an important subject as it helps children to understand the world around them and gives them certain skills and knowledge which have a wide variety of applications in everyday life.

Geography is taught throughout the school by the classroom teacher up to Year 4 and then by a specialist teacher in Years 5 and 6.

The teaching of Geography is achieved using three approaches; whole class teaching, individual consolidation exercises and collaborative group work. Students are encouraged to communicate their findings in a variety of ways, thereby enabling a greater understanding of the many different applications of Geography.

Many trips are made out of school in order to consolidate learning completed in the classroom. Some examples of trips are: Year 5 visit the New Forest Museum and participate in various role playing activities in the Verderer's Court, Year 4 visit Stubbington and learn about a variety of coastal processes and Year 2 visit Beaulieu and study different types of transport.

Mrs Amanda Wright BEd, Head of Geography


HistoryHistory is taught in a lively and imaginative way at Prince's Mead. We believe that learning about history is important as it begs the question: How can you know who you are, unless you know where you come from? How can you tell what's going to happen, unless you know what's happened before?

History isn't about the past, it's about why we are, who we are - and what's next?

History provides us with a body of knowledge essential to our understanding of the development of the modern world. The information handling skills developed through the study of history have a wide applicability in everyday life. An awareness of our history helps us to become more responsible citizens today and in the future.

Throughout Key Stage 1 and 2, we conduct various trips to places of historical interest such as Fishbourne Palace, Hampton Court, the National Archives, Hyde Abbey and Winchester College Library.

Cross-curricular links to other subjects areas are actively encouraged, for example, in English (with time travel stories to 'Roman' times), ICT (with newspaper reports on Boudicca's revolt) and Design and Technology (by making model Tudor houses).

Mr Alex Macdonald BA(Hons), Head of History

ICT and Computing

At Prince's Mead we inspire and develop our pupils' ICT skills across and within a creative curriculum using stimulating technologies ensuring that the children have the knowledge and skills to achieve in a digitally changing world.

ict2The children develop confidence and competence using ICT in a range of situations, preparing them to participate in the rapidly changing world of technology both at home and in the community. ICT and Computing is taught as a dedicated subject with a specialist teacher, and is also used as a tool to support, enhance and extend children's learning opportunities across the curriculum.

The school has a dedicated ICT suite with 20 PC's, interactive whiteboards in every classroom and teaching space, 2 suites of laptops and sets of iPads for use in various classrooms and digital photography equipment.

In addition, we have controlled programmable robotics, to enrich our existing programming lessons, and to encourage computational problem solving skills.

Mrs Wendy Jack Dip ICT, Head of ICT

Learning Support

Prince's Mead can offer Learning Support for pupils having mild learning differences. The department is fully integrated into the whole school.

The aim of the Learning Support Department is to ensure that the different needs of pupils, of all abilities, are supported appropriately throughout the school. This area involves working with the children, parents, all teachers, matron, learning support staff and the Headmistress.

There are two specialist trained teachers working with the children taken out of the classroom and one specialist trained assistant who works supporting children in groups in the classroom. A charge is made for pupils requiring learning support lessons with our specialist trained teachers.

Children are referred for assessment by their parents, teachers, the Head of Learning Support and the Headmistress. Following permission by parents, robust assessments are made by the Head of Learning Support and an informal written report is discussed with parents, the form teachers and the Head of Learning Support. Appropriate action plans are set up following the findings of the assessments. This could involve outside agents or take place within the school.

Early appropriate intervention has been found to lead to shorter extra support programmes. Children work hard but they have fun. Form teachers and Heads of Departments within the school have trained in areas to support the demands of the action plans. These include; a reading programme 'Catch Up' in Year 1 following Ruth Miskin training; a tactile fine motor programme for developing handwriting at all stages in the school; 'Pilates for Kids' to enhance gross motor skills; speech programmes to develop expressive language; and touch typing for all pupils in Year 3 and above who attend extra support lessons.

ISI Inspection Report - March 2016: 'Pupils of all abilities, including those with SEND, EAL and the more able make excellent progress. This supports the school in achieving its aims.'

Mrs Susan Gritti, BA (Hons University of Portsmouth), MA Education (SEN) University of Winchester, Head of Learning Support

Modern Foreign Languages

mfl2At Prince's Mead, great importance is placed on Modern Foreign Languages. All children are encouraged to participate orally and have the opportunity to study different cultures and traditions.

Italian is taught from Reception to Year 2 and French from Year 3 to Year 6.

The syllabus is topic based and the school has dedicated language resources. All classrooms are equipped with interactive whiteboards and these are used to assist with topic and language reinforcement. The children participate in role play activities and enjoy learning songs and poems in the target language.

At Prince's Mead we strongly believe that studying a foreign language expands the childrens view of the world, teaches and encourages respect for other people, contributes to cultural awareness,builds practical skills for travel and leisure opportunities, improves the knowledge of one's own language, helps with communication skills and prepares children for the work place.

Mrs Jean Martin BA (Hons), Head of Modern Foreign Languages

Religious Education

Religious EducationReligious Education (RE) is taught throughout the school, as a dedicated subject from Year 1 upwards, while aspects of religion come into the framework of the Early Years curriculum.

Religious Education provides opportunities for pupils to explore personal and philosophical aspects of their lives involving a spiritual or moral dimension. Through the study of RE they develop knowledge of the beliefs and practices of Christianity and other major world religions. It also allows pupils time for reflection and to relate their home, cultural and life experiences to those of others. RE should give them information upon which to base future choices in both action and belief.

Prince's Mead was originally founded on broadly Christian principles and traditions, which are still integral to the school today. However, we recognise that Great Britain is a multi-faceted country with a diverse range of cultures and faith systems and we therefore need to reflect this within our teaching of RE and indeed of other subjects. In our school we have children and teachers brought up in the traditions of other world religions and due consideration needs to be given to those individuals for their beliefs. The teaching of RE is therefore conducted with care and sensitivity, beginning from the principle of what the children already know and building on this foundation.

Mrs Elizabeth Lamb BA, PGCE, Head of RE


CarouselFor a session each week, pupils in Years 3-6 have the opportunity to develop new hobbies and skills which are not normally included in the main curriculum.  The pupils are completely free to choose the activities which interest them.  Each activity runs for at least half a term, but some require more time and therefore the courses are longer.  One set of activities is offered for Years 3 and 4 and different programmes are open to pupils in Years 5 and 6.  Each year, there are multiple choices on offer and can include:

  • Sporting Activities: Goal Ball/Boccia (Paralympic sports)
  • Outdoor adventurous activities
  • Alternative 'regular' sports: Girls' Cricket/Boys' Netball/Girls' football/Golf
  • Fun Sports: Ultimate Frisbee/Dodge Ball
  • Official courses such as the 'St John Ambulance Young First Aider Award'
  • Creative activities: Bookmaking/Creative Embroidery/Sock Monkeys/Lego imagineers/Origami/Pottery
  • Developing hobbies: Photography/Calligraphy/Airfix/Fantasy Wargames/Fantasy role play
  • Thinking activities: Philosophy for Children/Games for Thinking/Chess
  • Information Technology: Designing a computer game/Music Creation/Kodo
  • Journalism/School Newspaper
ISI Inspection Report - March 2016: 'Within the curriculum, the activities programme and the new 'carousel' options give pupils the chance to focus on aspects of a much broader and extended curriculum, which include creative thinking, first-aid, thinking skills and girls' rugby.'

Year 6 Enterprise Project

The Enterprise Project encourages all young people to learn and develop in a way that meets their needs and develops vital skills for learning, life and work. It also teaches them the true value of money and the art of working together as a team to achieve a common goal.

We strongly believe that our pupils need to be prepared for a world which is changing rapidly. Many of the jobs they will have when they leave school do not yet exist and they will no doubt have several jobs during their lifetime. They need to have the skills and attitudes to cope with an unpredictable future, to be able to deal with setbacks and disappointments in a positive way, and to continue to learn for the rest of their lives.

The groups will have to plan carefully, think SMART and develop their businesses over the course of the Spring Term, once exams are all over, in order to be ready to sell their final ‘product’ at an Easter Fair.

With all of this in mind, the Year 6 pupils will embark on their very own enterprise adventure. Following an Apprentice-like theme, the children will work in small groups to devise a business model for a service or saleable product, with the aim being to ‘grow’ their starting assets of £10.00 per pupil into a sizeable profit. Each group will consist of distinct roles, from ‘Advertiser’ to ‘Accountant’ therefore the children will have to think carefully about where their strengths may lie. No pupil will be fired during the process!

ISI Inspection Report - March 2016: 'Pupils benefit from many opportunities for challenge, and an enterprise scheme for Year 6 fosters additional entrepreneurial skills.'

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