St. Andrew’s VC Lower School
Curriculum Statement 2021
All of the policies at St. Andrew’s are formulated and implemented with regards to the school’s Vision Statement and in line with the our school values. All curriculum subject policy statements should be read in conjunction with this policy as this underpins our ethos and ideology with regard to teaching and learning within this school.
Curriculum Intent
At St. Andrew’s we seek to make creative links between curriculum subject areas, making learning enjoyable and relevant for our children. We promote the development of growth mindsets and positive learning behaviours to equip children to be resilient, independent and motivated learners. Much of the children’s learning centres around topics where some subjects are linked where appropriate. Staff are committed to enabling each child to achieve their fullest potential. Lessons and activities are designed to encourage children to enjoy and seek a challenge, to view mistakes as helpful learning experiences and to not set limits on themselves.
The curriculum was originally planned using The Inspire Curriculum (Cornwall LA) as a starting point back in 2014 but has evolved over the years to best suit our children. Our curriculum covers all of the programmes of study within the National Curriculum and is organised into a series of exciting and motivating topics. What began as a bank of prepared lessons and topics has and continues to evolve, to meet the needs and interests of our pupils, to reflect the children and families within our community and to positively represent all diverse groups. Over the past twelve years the school has been recognized by the Arts Mark Silver 2009, Healthy Schools 2014, ECM Award 2011, Primary Science Quality Mark 2013, Inclusion Award 2015, Pupil Premium Review 2017, PE Quality Mark Bronze 2017 & 2019 and RE Quality Mark Gold 2018.
Staff use a variety of teaching methods and allow the children to benefit from learning in different styles and environments. We encourage the use of visits to different places, such as museums, galleries, the theatre and outdoor spaces to widen the children’s experiences and to involve them in their own learning. We also arrange for many visitors to work with us in school, e.g. Shakespeare Workshops in Yr 4.
Subjects are linked to topics where possible and appropriate but are taught separately where needed and subject integrity is maintained.
We believe our school should be a safe and wonderful place where children want to be and where learning happens both within and outside of the classroom. Children will be encouraged to enjoy life whilst at school and discover personal interests and strengths. We recognise that primary education should lay firm foundations to set up learners for life, with the knowledge and skills to be well rounded individuals, mentally and physically healthy, with an appreciation for and a generosity toward the people, the world and the universe around them.
Whatever their background, our pupils will learn how to shape their own futures and develop their unique capacities and skills rooted in their own interests. They will learn the literacy and numeracy skills needed for life and necessary to progress in their education. They will be encouraged to be curious, creative and develop their ability to problem solve.
Through our curriculum we are committed to:
- Achievement and success
- Learning and life skills
- Creative thinking, innovation and enterprise
- Learning through exploration
- Stretch and challenge
- Developing working memory
- Creativity
- Independent and learner-led learning
- Collaborative learning
- Outdoors and nature
- Applied learning
- Authentic tasks with a real audience
- Fun and positive emotional links
Legislation and guidance
This policy reflects the requirements of the National Curriculum programmes of study, which all maintained schools in England must teach.
It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook.
In addition, this policy acknowledges the requirements for promoting the learning and development of children set out in the Early Years Foundation Stage (EYFS) statutory framework.
Roles and responsibilities
The governing body
The governing body will monitor the effectiveness of this policy and hold the headteacher to account for its implementation.
The governing body will also ensure that:
A robust framework is in place for setting curriculum priorities and aspirational targets
Enough teaching time is provided for pupils to cover the National Curriculum and other statutory requirements
It fulfils its role in processes to disapply pupils from all or part of the National Curriculum, where appropriate, and in any subsequent appeals
The governing body is fully involved in decision-making processes that relate to the breadth and balance of the curriculum
The governing body works with the staff to determine whole-school targets
The Head teacher
The head teacher is responsible for ensuring that this policy is adhered to, and that:
All required elements of the curriculum, and those subjects which the school chooses to offer, have aims and objectives which reflect the aims of the school and indicate how the needs of individual pupils will be met
The amount of time provided for teaching the required elements of the curriculum is adequate and is reviewed by the governing board
Where appropriate, the individual needs of some pupils are met by permanent or temporary disapplication from all or part of the National Curriculum
They manage requests to withdraw children from curriculum subjects, where appropriate
The school’s procedures for assessment meet all legal requirements
Proper provision is in place for pupils with different abilities and needs, including children with SEND.
Other staff
Phase Leaders and Subject Leaders will ensure that the school curriculum is implemented in accordance with this policy.
Curriculum Implementation
Delivery:
Planning in the moment: Reception Curriculum Map – 2021-2022
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Reception Enriched text-The cave, Stanley stick, Pass the jam Jim, Little rabbit Foo Foo, Stickman, I want my hat, coming to England, The proudest Blue, Mixed, Ruby’s worry, Billy and the beast |
Autumn 1 Harvest |
Autumn 2 Bonfire night Diwali Remembrance day St Andrews day Advent/Christmas |
Spring 1 Australia day New Zealand day Epiphany Chinese New Year Valentine’s day Shove Tuesday Lent Holi |
Spring 2 St David’s day Mothering Sunday St Patrick’s Day |
Summer 1 Ramadan Queen’s birthday St George’s day Pentecost |
Summer 2
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Literacy
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Names Labels Linking sounds with letters Writing for a purpose
Stories- Emler, Rosie’s walk, The little red hen, farmer duck, scarecrows wedding
Focus: (scribe writing) Writing a speech Bubble Helicopter stories
Phase 1/2 Phonics |
Linking sounds to letters Form letters with care Hear and initial and final sounds in words Sequence stories Writing for a purpose
Stories- Pumpkin soup, bonfire poems, Diwali story, nativity story
Focus: (scribe writing) Name Writing Writing a Character Description Cards
Phase 2 Phonics |
Initial and final sounds CVC words Rhyme Writing for a purpose
Stories-Chinese New Year, Aboriginal stories, Epiphany story
Focus: (scribe writing) Menu Writing Speech Bubbles/Comic Strip
Phase 2/3 Phonics |
Extend vocabulary through retelling Use phonic knowledge to Spell simple words and write simple captions
Stories- The very hungry caterpillar, The busy spider, The grumpy ladybird
Focus: My Pet Alien- Fact File
Phase 3/4 Phonics |
Use phonics to Spell Write simple sentences Read and write high frequency words
Stories- Gingerbread man, Goldilocks and the 3 bear, Billy goats gruff, Little red riding hood, The elves and the shoe maker
Focus: Story Writing
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Use phonics to spell words and write sentences. Use our Phonic knowledge to read our own work out aloud. Read and write high frequency words
Stories- Mr Seahorse, The singing mermaid Tiddler The snail and the whale, Dear green peace
Focus: Instructions
Phase 3/4/5 Phonics |
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Communication and Language |
Listens and responds Use language to imagine and recreate roles Explore with sounds Directionality Modelling language and imaginary play |
Enjoy using language Listen attentively Character and sequence in stories
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Respond to stories etc. Imagine/recreate roles
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Character and sequence in stories
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Respond to stories etc. Imagine/recreate roles
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Use talk to organise thoughts and ideas.
Art in Heaven
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Personal, Social and emotional development |
Relationships Dress/undress Follow rules awareness of own needs Select and use resources Independently |
Respect cultures Treat people with respect Expect respect from Others
Getting on and falling out |
Motivation to learn Try new activities Use and select resources Independently
Say no to Bullying |
Right and wrong Consequences of actions Select activities Use resources Independently Going for Goals |
Right and wrong Consequences of actions Select activities Use resources Independently Good to be me |
Show feelings Develop concentration Select activities - use resources independently Transition |
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Mathematics
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White Rose- Getting to know you/Just like me
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White Rose- it’s me 1, 2, 3/light and dark/consolidation |
White Rose- Alive in 5/Growing 6, 7, 8
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White Rose- Building 9 and 10/consolidation |
White Rose- on the move/Superhero 20 and beyond |
White Rose- First and then/Find my patter/consolidation |
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Physical Development |
Keeping healthy Describe change after being active Use small and large equipment Move with control and coordination Awareness of space |
Awareness of space Use small and large equipment Move with confidence and imagination Letter Formation |
Travel around, under, over, through Awareness of space Use small and large equipment Letter Formation |
Move with confidence and imagination Use small and Large equipment Handle materials with safety and control |
Use small and Large equipment Handle materials with safety and Control Move with control and coordination Letter Formation |
Travel around, under, over, through Use small and Large equipment Awareness of space Letter Formation |
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Understanding of the world |
Use senses to investigate Describe change after being active Look at similarities, differences, patterns and Change Use ICT to support learning
Scientific enquiry: Senses |
Past and present Know about own and others’ cultures Use ICT to support learning
Scientific enquiry: Materials |
Ask why things happen and how things work Use ICT to support learning
Scientific enquiry: Freezing and Melting |
Look at similarities, differences, patterns and change Ask why things happen and how things work Use ICT to support learning
Scientific enquiry: Floating and Sinking |
Build and construct and adapt work Select tools and techniques Ask why things happen and how things work
Scientific enquiry: Lifecycle of a caterpillar |
Identify features in the natural world Find out about Local environment
Scientific enquiry: Cooking and experimenting. |
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Expressive Arts and Design |
Explore2D/3D art Explore sounds and sing familiar rhymes and songs Respond to senses creatively |
Explore 2D/3D art Recognise musical patterns and sing songs Express ideas creatively |
Explore 2D/3D art Move to music and sing songs Use imagination creatively |
Explore 2D/3D art Recognise musical patterns and sing songs Express ideas creatively |
Explore 2D/3D art Move to music and sing songs Respond to senses creatively |
Explore 2D/3D art Explore sounds and sing songs |
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Visits
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Autumn walk |
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Chicks arrive |
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Farm visit |
Yr 1 & 2 A
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Aut 1 |
Aut 2 |
Spr 1 |
Spr 2 |
Sum 1 |
Sum 2 |
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Science |
Animals |
Food chains |
Materials |
Habitats |
Clouds / seasons |
Plants |
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History |
Grace Darling Events beyond living memory; lives of significant individuals |
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Great Fire of London Events beyond living memory
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Castles Events beyond living memory |
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Comparing Elizabeth I/Queen Victoria Lives of significant individuals |
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Geography |
Continents and oceans |
Mapping |
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Weather and climate |
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Art |
Picasso |
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Fire pictures |
Study of John Constable |
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DT |
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Healthy eating |
Moving mechanisms |
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Sewing |
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Computing |
Use tech to create in different ways Switch on/off, use mouse, launch app, save/retrieve, drag objects, practise skills |
Unplugged coding Beebots – creating numbers, tinkering Textease document about them Code-a-pillar – directing another child, coding the code-a-pillar |
Espresso Coding – Unit 1a On the move – under the sea |
Use tech to create – Textease researching and typing information Dazzle – digital pictures Powerpoint information and images |
Espresso Coding – Unit 1b – Simple Inputs – Burst the Bubbles |
Blogging |
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PSHE |
Relationships |
Relationships |
Living in the wider world |
Living in the wider world |
Health and Wellbeing |
Health and Wellbeing |
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English |
Descriptive writing Recounts Instruction writing SPAG Stories Dictation |
Poetry Book reviews Reading comp SPAG Letter writing Nativity story writing |
Report writing Instructions Stories from other cultures SPAG Explanation texts SATS prep |
SATS Diaries Traditional stories Non-fiction writing SPAG Performance poetry-Easter |
SPAG Instructions Poetry Dictation Reading comp Report |
Recount Sig author stories Information text Poetry Letter writing Dictation |
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Maths |
Pv, number, + & -, x & ÷, shape, fractions, |
Position and direction Treasure maps, length, mass, capacity time, money, statistics |
Pv, number, + & -, x & ÷, shape, fractions, |
SATS Position and direction, length, mass, capacity time, money, statistics |
Pv, number, + & -, x & ÷, shape, fractions, |
Position and direction, length, mass, capacity time, money, statistics |
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RE |
What do Christians believe God is like? (parables) |
Incarnation- Why is Jesus a special baby? |
Islam- What is a Muslim? What do they believe and how do they live? |
Salvation- Why is Easter significant to Christians? |
Gospel- What is the Good News Jesus brings? |
Significant places |
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PE |
Real PE Unit 1 Personal Skills Real Gym Unit 1 |
Real PE Unit 2 Social Skills LCP Dance: At the Seaside |
Real PE Unit 3 Cognitive Skills Real Gym Unit 2 |
Real PE Unit 4 Creative Skills Real Dance |
Real PE Unit 5 Physical Skills LCP Athletics |
Real PE Unit 6 Health & Fitness LCP Sports Day Practice |
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Music |
Hey You – Sing |
Christmas Play
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In The Groove – Singing |
Zoo Time – Untuned instrumentsNot taught due to lockdown
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Your Imagination – Tuned instruments Not taught due to lockdown |
Reflect, Rewind, Replay – Sing and sign, explore instruments Not taught due to lockdown |
Yr 1 & 2 B
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Aut 1 |
Aut 2 |
Spr 1 |
Spr 2 |
Sum 1 |
Sum 2 |
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Science |
Animals, including humans |
Living things and their habitats (2020-21) Everyday Materials (2022-23)
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Food chains |
Everyday Materials (2020-21) Living things and their habitats (2022–23) |
Tree and plant types |
Weather chart/ Seasonal changes |
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History |
Toys Changes within living memory |
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1969 moon landing Events beyond living memory; Lives of significant individuals |
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Location, Location, Location Significant historical events |
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Geography |
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Place knowledge, comparing localities |
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Geographical skills and fieldwork |
Human and physical geography |
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Art |
Lowry |
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Sculpture |
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Texture – leaf rubbing. Colour mixing |
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DT |
Puppets |
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Sewing Sock Snowmen |
Moving mechanisms |
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Healthy eating – picnic |
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Computing |
Use tech to create in different ways Switch on/off, use mouse, launch app, save/retrieve, drag objects, practise skills |
Espresso Coding – Unit 2a – Red Riding Hood Fairy Tale Characters |
Espresso Coding – Unit 2b – Flying a helicopter |
Use tech to create – Textease researching and typing information Dazzle – digital pictures – basic skills – line drawings and colour. Powerpoint (Preliminary skills) information and images |
Unplugged computing – algorithms and debugging Beebot activities – programming the Beebot Programming board games |
Blogging |
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PSHE |
Relationships |
Relationships |
Living in the wider world |
Living in the wider world |
Health and Wellbeing |
Health and Wellbeing |
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English |
Descriptive writing Recounts Instruction writing SPAG Traditional tales (alternative stories) Dictation |
Poetry Book reviews Reading comp SPAG Letter writing Nativity story writing |
Report writing Instructions Imaginative stories based on dragons Traditional tales – alternative version Explanation texts (non Covid – SATS prep) |
Traditional tales (non Covid) Non-fiction writing SPAG Explanation texts (Non Covid – SATS) |
SPAG Instructions Poetry Dictation Reading comp Traditional tales Diaries |
Recount Stories from other cultures Information text Poetry Letter writing Dictation SPAG |
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Maths |
Pv, number, + & -, x & ÷, shape, fractions, |
Position and direction Treasure maps, length, mass, capacity time, money, statistics |
Pv, number, + & -, x & ÷, shape, fractions, |
SATS Position and direction, length, mass, capacity time, money, statistics |
Pv, number, + & -, x & ÷, shape, fractions, |
Position and direction, length, mass, capacity time, money, statistics |
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RE |
What do Christians believe God is like? |
Incarnation- Why does Christmas matter to Christians? |
Islam- What do Muslims believe and how do they live? |
Salvation- Why does Easter matter to Christians? |
Gospel- What is the Good News Jesus brings? |
Significant places |
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PE |
Real PE Unit 1 Personal Skills Real Gym Unit 1 |
Real PE Unit 2 Social Skills LCP Dance: Sleigh Ride |
Real PE Unit 3 Cognitive Skills Real Gym Unit 2 |
Real PE Unit 4 Creative Skills Real Dance |
Real PE Unit 5 Physical Skills LCP Athletics |
Real PE Unit 6 Health & Fitness LCP Sports Day Practice |
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Music |
Hands, Feet, Heart - Sign |
Christmas play – unable to carry out due to Covid restrictions. Rhythm In The Way We Walk and Banana Rap - Sign |
I Wanna Play in a Band – Untuned percussion |
Round and Round - Untuned instruments |
Friendship Song – Tuned instruments |
Reflect, Rewind and Replay Sign, explore instruments |
Yr 3
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Aut 1 |
Aut 2 |
Spr 1 |
Spr 2 |
Sum 1 |
Sum 2 |
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Science |
Animals, including humans |
Forces and Magnets |
Rocks |
N/A |
Plants |
Light |
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History |
N/A |
Stone Age to Iron Age – How and why life changed from Stone Age to Iron Age. |
N/A |
N/A |
Local History Changes to transport in Biggleswade 19th Century |
Romans – What did the Romans do for us? |
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Geography |
N/A
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Compass Directions Map Reading 4 figure grid references |
Water Cycle |
N/A |
Italy, Yorkshire and New England: comparing regions |
N/A |
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Art |
Self-portrait and Stone Age cave paintings – drawing and colouring skills |
N/A |
Aboriginal art styles – drawing and painting techniques |
N/A |
Clay Sculptures: Julius Ceaser |
Clay Sculptures: Julius Ceaser |
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DT |
N/A
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Sewing |
Construction materials - Bridges |
Using construction materials to design and make bridges. |
N/A |
Shadow Puppets |
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Computing |
Espresso Coding – Unit 3a lesson 1: Alien Sequences - Sequence and animation. |
Introducing Microsoft Word – Manipulating text and graphics. |
Cross Curricular Maths – Interpret and present data using 2Graph (Introduction) |
Espresso Coding - Unit 3b Lesson 1: Space Maze - Conditional events (selection Learn to code with 'if statements') |
Using tools in Dazzle to produce a picture – Link - Art Pointillism and Mondrian. |
Introduction to Powerpoints (Basic skills) Internet Research - I can use the internet to carry out a safe search; to research a given topic. (Kiddle).
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PSHE
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Relationships |
Relationships |
Living in the wider world |
Living in the wider world |
Health and Wellbeing |
Health and Wellbeing |
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English |
Character Descriptive writing Formal Letter Writing Grammar/punctuation/ spelling
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Direct Speech Setting Descriptions Grammar/punctuation/ spelling |
Features of Traditional tales, inference, reading comprehension, plots of traditional tales Grammar/punctuation/ spelling
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Features of information texts, Performance Poetry (Covid – Instructional writing) Grammar/punctuation/ spelling |
Myths and Legends Predictions Vocabulary Role play Grammar/punctuation/ spelling
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Myths and Legends Playscripts Explanation texts Haiku Grammar/punctuation/ Spelling
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Maths |
Place Value Addition and Subtraction
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Addition and Subtraction Multiplication and Division
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Multiplication and Division Measurement: money Statistics |
Measurement: Length and perimeter Number: Fractions |
Number: Fractions Measurement: Time |
Geometry: Properties of shape Measurement: Mass and Capacity |
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RE |
Gospel - What kind of world did Jesus want? |
Incarnation – What is the Trinity? |
Judaism-How do festivals and family life show what matters to Jewish people? |
Salvation- Why do Christians call the day Jesus died ‘Good Friday’? |
Kingdom of God-When Jesus left, what was the impact of Pentecost? |
People of God- What is like to follow God? |
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PE |
Real PE Unit 1 Personal Skills Real Gym Unit 1 |
Real PE Unit 2 Social Skills LCP Dance |
Real PE Unit 3 Cognitive Skills Real Gym Unit 2 |
Real PE Unit 4 Creative Skills Real Dance |
Real PE Unit 5 Physical Skills LCP Athletics |
Real PE Unit 6 Health & Fitness LCP Sports Day Practice |
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Music
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Sing Out – cancelled due to Covid East Ukuleles West Charanga – Let your Spirit Fly |
Sing Out – cancelled due to Covid East Ukuleles West Charanga – Glockenspiels |
Sing Out – cancelled due to Covid Charanga – Three Little Birds |
Sing Out – cancelled due to Covid Charanga – The Dragon Song |
Sing Out – cancelled due to Covid West Ukuleles East Charanga – Bringing Us Together |
Sing Out – cancelled due to Covid? West Ukuleles East Charanga – Reflect, Rewind, Replay |
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French |
Introduce self Ask how are you? Basic classroom instructions. Numbers 1-10 Role play simple conversation.
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Classroom instructions. Colours Christmas – simple nativity. (Mary, Joseph, Inn keeper) |
Food (sweets, crisps, cake, chocolate, etc) Days of the week Fruit |
Body parts Zoo animals Months of the year. Easter |
Revise vocabulary from Autumn term. Name How are you? (Simple role play) Numbers Colours Basic classroom instructions |
Revise vocabulary from Spring term. Food Fruit Days of the week Months of the year.
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Yr 4
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Aut 1 |
Aut 2 |
Spr 1 |
Spr 2 |
Sum 1 |
Sum 2 |
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Science |
Digestive System (2020-21) |
Digestive System
Sound (2020-21) |
Water Cycle
blank (2020-21) |
Classification Environment Classification Environment (2020-21) |
Blank
Water Cycle (2020-21) |
Electric circuits How sound is made. Electric Circuits (2020-21) |
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History |
Saxons / Vikings |
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Changes to British Fashion from 1066 Study of an aspect or theme in British History |
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Geography |
Iceland
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Amazing Amazon |
Amazing Amazon |
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Art
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Illuminated Letters
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Fruit portraits – Guiseppe Arcimboldo |
Monoprints |
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William Morris (printing) |
Kandinsky – Painting to music. |
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DT |
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Packaging / Christmas |
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Tie Dye (design a garment |
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Computing |
Textease Turtle – I can use algorithms to create and draw simple two dimensional shapes. |
I can explain the difference between the WWW and the Internet. Barefoot Computing – Unplugged activity (SDP)
Espresso Coding – Year 4 – I can understand how a computer game works in particular the process of scoring using time events and variables. |
Textease Graph, Spreadsheet, Database/Microsoft Excel – I can understand how spreadsheets and databases are used in everyday life to make the analytical process quicker and more efficient. I can input my own collected data on to a spreadsheet, produce a range of graphs sort using a database. |
Comic Life – I can design and create my own comic book comprising a variety of text types (fonts, colours, textures), layouts and images from the internet
Home learning – Unplugged activities – Barefoot Computing. Website – Esafety Algorithms, debugging, Programming, Decomposition. |
Espresso Coding – Year 4 – I can understand how a computer game works in particular the process of repetition and loops. |
PowerPoint (Advanced skills) Recap of the year Past, Present and future. Research - I can use the internet to carry out a safe search; to research a given topic. (Kiddle).
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PSHE |
Relationships |
Relationships |
Living in the wider world |
Living in the wider world |
Health and Wellbeing |
Health and Wellbeing |
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English |
Horrid Henry Dictionary work Character description Narrative writing (unaided) Grammar/punc/ spelling |
Persuasive writing Remembrance poetry – free verse Grammar/punc/ spelling Comprehension – The Secret of Black Rock |
Fairy stories Poetry – Highwayman Grammar/ punc/ spelling |
Myths (Whole class guided reading) – unaided writing Grammar/punc/ spelling Newspaper report
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Edward Tulane (whole class Guided reading) Grammar/ punc/ spelling Autobiography Information text Poetry
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Charlotte’s Web (Whole class guided reading) Grammar/ punc/ spelling. |
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Maths |
Number = Place value, addition and subtraction |
Number = addition , subtraction, multiplication and division Measurement and length - perimeter |
Number = multiplication and division Measurement – area fractions |
Fractions Decimals |
Decimals Measurement Money Time Statistics
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Statisitcs Geometry = Properties of shape, Position and direction |
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RE |
Gospel- What kind of world did Jesus want?
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Incarnation- What is the Trinity? |
Where, How and Why Do People Worship? |
Salvation – Why do Christians call the day Jesus died ‘Good Friday’? |
Kingdom of God- Where is the Kingdom of God/ |
What does it mean to be Jewish? |
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PE |
Real PE Unit 1 Personal Skills Real Gym Unit 1 |
Real PE Unit 2 Social Skills LCP Dance |
Real PE Unit 3 Cognitive Skills Real Gym Unit 2 |
Real PE Unit 4 Creative Skills Real Dance |
Real PE Unit 5 Physical Skills LCP Athletics |
Real PE Unit 6 Health & Fitness LCP Sports Day Practice |
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Music |
Mamma Mia – postponed. Year 3 Glockenspiels due to missing this last year.
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Christingle Songs – not completed due to Covid. Charanga – Mamma Mia with glockenspiels. |
Charanga -Glockenspiels |
Reflect, Rewind and Replay (music genres and composers) Charanga – Stop! |
Year 4 Production Songs – not taking place this year. Glockenspiels catch up/Blackbird |
Year 4 Production Songs – not taking place this year. Reflect, Rewind, Replay |
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French |
Classroom Instructions, Vowels, Zoo Animals |
Weather, Clothes, Christmas |
The Family, Brothers, Sisters and Pets |
Likes/Dislikes, Hobbies, Numbers |
Revision of the year’s learning: moving slowly into reading and writing |
Revision of the year’s learning: moving slowly into reading and writing |
Maths Mastery has been a focus for development for the last two years and Wihte Rose materials are used. in KS2 Schofield and Simms Mental Arithmetic Tests are used.
Computing is taught using the New Wessex Planning scheme from Somerset.
P.E is taught using Real PE.
Music is taught using the Charanga Scheme of work.
RE teaching is based on the Bedfordshire Agreed Syllabus and the Understanding Christianity Materials form the Diocese.
Please see subject specific Subject Curriculum Policies and Overviews for further information about each subject.
Within all lessons teachers work to develop Growth Mindsets (Carol Dweck) in children and apply the “Learning Without Limits” philosophy (Alison Peacock) by labelling tasks not children.
Throughout the whole curriculum and within every subject St Andrew’s aims to develop speaking for listening skills through a “Philosophy for Children” approach of debate and dialogue.
Throughout the whole curriculum and within every subject St. Andrew’s aims to develop children’s vocabulary through the use of Alex Quigley’s SEEC model and Isobel Beck’s work on Tier 2 & 3 words.
Alongside the main curriculum we follow a programme of Values Education. Our Values are: Honesty, Co-operation, Joy, Forgiveness, Freedom, Thankfulness, Tolerance, Peace, Respect, Love, Humility and Responsibility. The aim of this programme is not just that the children understand and can articulate what these words mean, but that they and all the adults live the values in all aspects of their lives.
At St. Andrew’s we strive to offer a varied range of extra-curricular opportunities for pupils. After school clubs are run throughout the year both by our own staff and by outside providers.
We also enrich the curriculum through the topic links, chunking subjects at times and having themed days, visitors and visits.
This year, in Reception, we are developing the “Planning in the Moment” approach.
See our EYFS policy for information on how our early years curriculum is delivered.
Inclusion
Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:
Most able pupils
Pupils with low prior attainment
Pupils from disadvantaged backgrounds
Pupils with SEND
Pupils with EAL
Teachers will plan lessons so that pupils with SEND can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.
Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.
Curriculum Impact
Units of work and each lesson delivered have clear learning objectives which are shared with pupils. Success criteria supports children to break down tasks, to understand how they can achieve the learning objectives and to develop independence. Learning objectives and success criteria link directly with the school's assessment mark systems.
Pupil progress is reviewed and tracked. Pupils know what is expected of them and what is required of them to achieve. They are actively engaged in this process by staff referencing the learning objective and success criteria throughout the lesson. Pupils are encouraged to self-assess.
Where a pupil’s progress is not as expected in reading writing and maths, intervention is used to raise their level of attainment. This is reviewed each half term at Progress Meetings. Subject Leaders monitor assessment across the school in their subject and identify strengths and areas for development for the school.
As a result of the highly effective teaching and learning of the curriculum and the direct link between learning objectives and assessment criteria, pupils make good progress and leave St. Andrew’s as confident and motivated learners. Their achievement can be seen in our self-evaluation documents.
Governors monitor coverage of National Curriculum subjects and compliance with other statutory requirements through the work of the Curriculum and Achievement Committee and the monitoring of the progress towards the School Development Plan priorities.
Subject Leaders monitor the way their subject is taught throughout the school through observation, planning scrutiny, book scrutiny, pupil interviews and data analysis. They attend relevant Cluster Meetings and receive training as appropriate. They determine development priorities for their subjects and make annual plans for development. They also have responsibility for monitoring the way in which resources are stored and managed.
Current Development:
Priorities for 2019-2021 development have been:
- Developing Maths Mastery teaching strategies.
- Developing children’s love of reading and the use of quality texts.
- Working with MindMap on whole class strategies to support children’s well-being and mental health.
- To increase the amount of children’s physical activity and achieve the PE Quality Mark Silver.
- To develop the “Planning in the Moment” approach in Reception.
During this time we have had two partial school closures and have developed
- Home Learning through Kidblog.
- Virtual Pastoral Support.
- Adaptations to our teaching plans for re-settling and revision/catch up on full re-opening both in Sept. 2020 and March 2021.
April 2021
| Name | |
|---|---|
| Curriculum Overview Art 2021.pdf | Download |
| Curriculum Overview Computing 2021.pdf | Download |
| Curriculum Overview DT 2021.pdf | Download |
| Curriculum Overview English 2021.pdf | Download |
| Curriculum Overview French 2021.pdf | Download |
| Curriculum Overview Geography 2021.pdf | Download |
| Curriculum Overview History 2021.pdf | Download |
| Curriculum Overview Maths 2021.pdf | Download |
| Curriculum Overview Music 2021.pdf | Download |
| Curriculum Overview PE 2021.pdf | Download |
