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St Peter's CE Primary School Curriculum

As a Church of England Primary School we ensure that the teaching of Christian Values is embedded throughout our curriculum and an integral part of our school day where we are 'Growing and Learning' together.

Personalising learning is a fundamental aspect of learning and teaching at St. Peter’s.  We aspire children to strive to do the best that they can do and approach their learning in a manner that is best for their unique selves.

Alongside our exciting curriculum: we organise whole school enrichment weeks including:  Feel Good Week (Mental Health and Fitness), Anti - Bullying, Spirituality Week (RE/DT), Aspirations Week (PSHE/RE), Courageous Advocacy Week and Book Week.

Early Years Foundation Stage Curriculum

INTENT: We pride ourselves on our engaging learning environment, exciting book led curriculum and close parental links.  All Reception children have weekly baking and forest school sessions. They also have music, dance , balance bike and PE lessons (with specialist teachers).We have recently heavily invested in our EYFS and have well-resourced indoor and outdoor learning spaces.

IMPLEMENTATION: The Planning within the EYFS follows the schools’ Medium Term Plans (MTP’s), which are based around exciting, engaging and text driven half termly themes and Development Matters. The EYFS staff will often alter these MTP’s in response to the needs (achievements and interests) of the children.  We employ the three characteristics of effective teaching and learning in our planning; playing and exploring, active learning, creating and thinking critically. Learning is planned and purposeful with a mixture of child-initiated and teacher initiated activity. The seven areas are delivered through planned, purposeful play, incorporating a balance of adult and child led activities, supported by class based age appropriate formalised learning where it would deepen and extend learning to adopt this approach.

IMPACT: We assess and record children’s independent learning and set individualised targets to support them in achieving their Early Learning Goals using the EExAT tracker.

Our Creative Curriculum

INTENT: At St. Peter’s we teach a broad and balanced curriculum which prepares our pupils for life in a modern world.  We use a  ‘Book Led’ approach to teach our Foundation Subjects; drawing on exciting texts and children’s curiosities to direct and shape each unit. A focus on a broader curriculum gives children more opportunities to excel and fulfil their potential.

IMPLEMENTATION: In designing the curriculum, teachers ‘hook’ the pupils into a topic through a ‘wow day’, trip or visitor.  Each classroom has a 'Doorway to Learning' which is linked to their curriculum topic or text to allow the children to become immersed in their learning.  Using engaging texts, the information gained from pre- learning tasks, the new National Curriculum and the school’s context, a series of progressive subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question.  We follow a progressive skills based curriculum and History and Geography skills are explicitly taught.

Within Art and DT, children are encouraged to use a wide variety of tools and materials for drawing, painting and creating imaginative and observational three dimensional work. As well as developing their own style they look at the work of other artists and explore the use of their techniques and media. It is important that children are taught how to select and look after a range of different materials. We believe Technology to be a vital component of the curriculum. Not only does it give children the opportunity to develop design and construction skills but it also draws on and enhances learning in other areas of the curriculum and develops problem solving skills.

Within Computing, we are using a progressive scheme of work which is innovative and creative. The scheme develops pupils' computing skills across and within a creative curriculum and uses software that is familiar to the teachers and children. The aim is to provide the children with up to date computing skills, including coding, that can be used at home or in the future. The children will use both Ipads and laptops to develop their skills.

IMPACT: Teachers assess against our progressive key skills within each subject. Teachers 'sign off' skills on assessment records as each cross-curricular topic is taught. Teachers also collate photographic evidence with annotations. They photograph pupils' work, and write notes about the learning and impact of each activity. Subject Leaders then track cohorts and pupils to ensure that they receive a broad and balanced curriculum. Pupil’s also complete self - led learning projects after a topic/theme to consolidate learning.

English, Mathematics and Science are mostly taught in discrete sessions, however good use is made of cross-curricular opportunities to read, write and apply mathematical knowledge.  Pupils’ spiritual, moral, social and cultural (SMSC) development is promoted through everything we do.  The personal development of pupils plays a significant part in their ability to learn and achieve. Development in both these areas is essential to raising standards of attainment for all pupils

To find the content of the curriculum for each academic year, please access our Long Term Plans.

English

INTENT: English is an extremely important part of the curriculum and a permanent feature in society.  This part of our children's learning at St Peter's is delivered to a high standard to ensure pupils can use speech clearly and effectively; read with confidence and express themselves through writing and use their listening skills to communicate with others.  English is taught everyday through a combination of daily writing lessons; daily guided reading sessions; timetabled handwriting and spelling sessions to encourage the best curriculum coverage and grow pupil confidence in their own English abilities.

IMPLEMENTATION: We have introduced a new writing planning and assessment procedure this year to ensure a consistent approach to teaching writing across school and further raise our high standards in writing. Writing is also encouraged across other subjects and we are actively promoting scientific and topic writing. A unit of writing is taught through a unit journey consisting of the following steps: un-picking the chosen text for grammar and genre features; reading the chosen text for writing; talk for writing; planning for writing; grammar for writing; writing; editing process. This journey takes 2-3 weeks for each child to complete.

Spelling is taught in each year group using a Rising Stars scheme of work. Spelling is taught for 15 minutes three days a week. Each week covers a different year group specific spelling objective that follows a teaching pattern of teach, practice and apply. Spelling homework: spelling is tested weekly. Each child will be provided with a spelling list of the spelling pattern they have learnt that week. They will have a whole week to learn the spellings before they are tested.

Handwriting is taught three times a week for 10-15 minutes. Pupils will be practising their ability to write with joined writing for longer periods of time in preparation for their assessed pieces of writing in accordance with the national curriculum expectations. Within the EYFS, our pupils focus on gross and fine motor control, a recognition of pattern and shapes and movements so that they develop a legible, fluent and fast handwriting style.

IMPACT: Writing assessment is teacher assessed using the year group tailored national curriculum writing objectives measured against the writing outcome of each pupils to gather enough evidence to justify judgements against age related expectations.

Reading

INTENT: Reading skills are promoted across school within all areas of learning. This includes all areas of EYFS provision and also our KS1 library and reading areas, KS2 library and reading areas and our reading corridor. Reading skills are also taught throughout the writing process through out book-led learning and within cross-curricular subjects such as History and Geography.

IMPLEMENTATION: Guided Reading takes place everyday to  ensure full coverage of the year group reading objectives and tailor our teaching of reading towards a systematic way of learning. We also actively promote the love of reading with close links with our local library and our involvements with community reading projects.  Guided reading is whole class with extra adult support for children who need additional support. Each week focuses on a different reading skill that focusing on applying and adapting the skills before moving onto another the following week. Most reading objectives will be covered within the first half term and then repeated throughout the half terms that following. This process aims to develop pupil understanding of comprehension questions and how to answer them.

IMPACT: Reading skills are assessed continuously within guided reading sessions and at the end of each term we use the PIRA assessment materials to assess the progress and attainment in reading throughout school.

Phonics

INTENT: Learning to read is one of the most important skills that your child will learn. The more support and encouragement that you can offer your child, the more likely that he or she will progress with enthusiasm and ease. We use a wide range of books from various publishers including Oxford Reading Tree and Rigby Star. All books have been banded so that they have clear reading age expectations.

IMPLEMENTATION: At school we use the LCP - Letters and sounds teaching programme, which is a step-by-step phonics programme, to introduce children to the letters and sounds (the alphabetic code) as well as tricky words that cannot be decoded. This scheme is taught throughout Foundation Stage and Key Stage 1. Phonics is also taught to some children in Key Stage two.  Sessions are typically, Daily (20 minutes) and the children are taught in small ability group. Sessions are pacey, Fun, engaging, hands on and taught content is revisited throughout the day and across all areas of the curriculum. As part of the Rainbow Challenge system in Reception and Y1, children have a weekly phonics challenge to complete. To reinforce the teaching in school, your child may bring home some books to share with you. All the books have notes on the inside cover to guide you on how best to use them with your child

IMPACT: Teacher assessment is ongoing and all children are assessed regularly within their phonic groups. Every term, the children complete informal phonic assessments.

Maths

INTENT: At St Peter’s, we believe that the study of mathematics should be ‘real’ and meaningful; provoking questioning, reasoning and enabling children to develop problem solving skills. This starts when they join our Early Years  and continues on their journey throughout our school.

IMPLEMENTATION: We use a variety of teaching and learning styles in Mathematics lessons. Children from Year One upwards, take part in weekly Big Maths lessons which develop their mental arithmetic skills and four 1 hour Maths lessons a week. During these lessons the children have the opportunity to use a wide range of practical resources such as number lines, number squares, digit cards and place value counters to support and extend their learning. We encourage children to ask as well as answer mathematical questions.

All children have a personal times tables target which they are working towards and are tested by a teaching assistant fortnightly. Children are expected to practice their personal times tables daily and when they have worked through all the times tables and can rapidly recall them in order, mixed up and know the division facts for all tables, they are officially tested by Mr Wilson. Children who pass the test become a Times Tables Champion, they are awarded a special badge in assembly and have their photograph placed on our wall of fame.

We place a great emphasis on children understanding and explaining the mathematics they are working on and using and applying this knowledge in other areas of Maths learning to enable our children to become competent and confident Mathematicians.

IMPACT: Maths skills are assessed continuously throughout every unit we teach and lessons are adapted accordingly to meet the children's needs. Every term in Maths, children are tested using the PUMA assessment materials, this is used alongside teacher. Assessment to track progress and attainment across school.

Science

INTENT: From our EYFS through with their indoor and outdoor investigation areas to Y6 Science lessons, we aim to build our pupils “enquiry fluency.” We want our children to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national and global level.

IMPLEMENTATION: All pupils are encouraged to carry out their own investigations and discover things for themselves. Science topics are introduced through our progressive curriculum and children are encouraged to find the answers to thought provoking learning challenges. Each learning challenge is broken down to a topic related question and a working scientifically question. When carrying our comparative or fair testing experiments pupils use ‘Post it’ planning boards (KS2) and ‘Deputy Dog’ (KS1) to record their findings.

IMPACT: Classes have their own floor books and are encouraged to add pictures and reflections on practical experiments. Termly, class teachers track progress using our progressive skills ladder.

RE

INTENT: At St. Peter's, Religious Education is an important part of our curriculum. The curriculum underpins our Christian Values and the ethos of the school whilst also providing opportunities to learn about other faiths and their similarities and differences.

IMPLEMENTATION: Here at St Peter's, we follow the 'Questful RE' syllabus and use 'Understanding Christianity' as a supplement to aid the teaching and learning in order for the children to really have a solid grasp on the Christian Faith. Within that, there are plenty of opportunities in learning about other faiths and their similarities; these link with visits to other places of worship and experiences linked to different faiths. Through 'Understanding Christianity', the teachers and children refer to 'The Big Frieze' - a wall frieze to illustrate seven of the eight core concepts that are explored throughout the Understanding Christianity materials. Effectively, this presents a view of the ‘big story’ of the Bible – an artist’s response to the approach used in the Understanding Christianity materials. Reminding pupils regularly of where a particular text occurs within the ‘big story’, by pointing it out on the Frieze, helps to build up a coherent understanding of the core concepts and the relationship between them. Our children worked with our Artist Gillian Parish to produce their own versions of the Big Frieze.

IMPACT:  Teacher assessment is carried out at the end of each unit. Pupils thoughts, opinions and viewpoints are collected regularly through Worship Evaluations, reflection books, Picture News and our Weekly Mission.

PE

INTENT: At St. Peter's, we are passionate about sport and aim to instil a lifelong love of sport, physical activity and healthy living to ensure that children can lead healthy and happy lives. The benefits of sport are well known and supported by scientific research and show that sport and physical education can have a myriad of benefits for children in education. It is our intention to provide children with access to a range of sporting opportunities so that they can have the most successful primary school experience possible.

IMPLEMENTATION: We provide at least 2 hours of curriculum PE each week throughout the school year to ensure that children reap the benefits of physical education while also being enthused, motivated and engaged in lessons. In addition to this, we provide a range of after school clubs and activities for both KS1 & KS2 children to ensure that all children can try as many sports as possible. St Peter’s also provide opportunities for all member of our community to access sports they like and provides the necessary tools to ensure there are no barriers for children with disabilities or otherwise. We also participate in both local and wider community competitions to challenge children further whilst giving them a sense of achievement and belonging and also promoting cohesion within their local and wider communities. All of this is underpinned by high quality sports coaching from trained professionals to ensure that children achieve their full potential.

IMPACT: We assess and record children’s progress in PE on their journey through primary school by tracking each child in a cohort from their entry into St Peter’s to when they leave. This allow us to see the benefit of sport on these children and potentially its wider impact on their education as a whole.

PSHE, SRE and British Values

INTENT:At St Peter’s Primary School, PSHE, British Values and SRE interlink with the school’s Christian values : 1.To show love and care to others  2. To respect other people's beliefs or cultures    3. To try your best, be kind and helpful  4. To be honest in our relationships   5.To behave with patience and respect  6. To celebrate our achievements and hard work.

IMPLEMENTATION: British Values and SRE will not be delivered in isolation but firmly embedded in all curriculum areas, including Personal, Social Health Education (PSHE), science and our weekly missions.  Occasionally, appropriate and suitably experienced and/or knowledgeable visitors from outside school may be invited to contribute to the delivery of SRE in school.

Our Themes:

Autumn One – Your vote, make  it count! (Class Rules/Ethos Council Elections)

Autumn two – Choose Respect (Anti- Bullying/Remember Day)

Spring one –A better internet starts with you (E-Safety)

Spring two - Giving Back (Lent fundraising)

Summer one – Humans (SRE)

Summer Two – Ready, Set, Go (Transition)

IMPACT: Monitoring is carried out throughout the year. Here the children, members of staff and parents are asked to share their views and feelings, offering suggestions for any changes or improvements they feel are needed. Findings are passed onto the Head teacher, coordinator and governors on a regular basis. Suggested developments are discussed with the SLT and the Governing Body.

Reviewed by the School's SLT in September 2019. 

To be reviewed in September 2020. 

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