- Design and Technology
- Modern Foreign Languages
- Physical Education
- Religious Education
Curriculum Intent, Implementation and Impact
As a school with a faith character, our curriculum is grounded in a clear theology which is rooted in a Christian narrative. ‘You are the light of the world’, Matthew 5:13-16.
Our curriculum has a clear purpose, an intent which is based on the context of our school – sitting in the riverside town of Bewdley. We are developing a clear understanding of how to implement our curriculum in order to maximise its impact on our pupils.
What are we trying to achieve here with, and through, the curriculum?
We aim to foster life-long learning behaviours at St Anne’s CE Primary School which will enable our pupils to go out into the world and act as shining lights, through embedding our values of Respect, Commitment, Courage, Forgiveness, Honesty and Wisdom. Our curriculum drivers reflect the context of the community we serve:
Knowledge – of the local community and the rich history that it has;
Diversity – enabling our children to embrace the diverse nature of the UK, especially as the school serves a single ethnic culture in the main;
Needs of all – our pupils come with a range of needs which we need to be able to support;
Nurture – the provision of a nurturing environment ensuring that mental well-being is carefully supported;
Resilience – our pupils demonstrate low resilience so this needs fostering;
Community – as part of a caring community we should shine our lights into the local and wider world;
Independence - our pupils need to demonstrate greater independence as they move through school;
These drivers will ensure that we create a learning-focused climate, enabling all to feel safe and able to thrive.
Each subject area of our curriculum will have its own intent statement which our curriculum leads are currently writing. These will identify the specific programme of study and progression of skills that each child should know and have learned by each transition point.
So, how are we going to deliver this?
Our starting points are the Early Years Foundation Stage Curriculum and the National Curriculum. These are enhanced and deepened further through the addition of the rich locality of Bewdley and the Wyre Forest area.
We are committed to ensuring that children are exposed to a broad and balanced curriculum which has wide and varied quality learning experiences which enable all children to thrive. The use of a range of resources to meet the needs of the curriculum and maximising wider opportunities, are key to ensuring that our provision is engaging and lively. The implementation of our curriculum is designed so that specific knowledge and skills can be remembered and placed within a clear sequence of learning that makes sense to the children, scaffolded within a theme or context each term/half term.
In order to ensure that progression and balance is maintained, our programmes of study are developed into medium term plans which clearly highlight key learning objectives and assessment opportunities. Children’s outcomes are assessed daily with feedback mechanisms in place to ensure teaching is carefully tailored to meet the needs of all the children.
What difference is this curriculum making to our children?
1. Ensuring high impact on standards
- The quality of education moves towards outstanding.
- All children consistently achieve highly in all areas of the curriculum
- Children make at least expected progress and attain in line with or better than national expectations
- Disadvantaged children and those with SEND achieve the best possible outcomes
Through our curriculum we intend that all our children are well prepared for the next stage of their learning.
2. Ensuring high impact on children’s emotional development
- Personal development is outstanding.
- Children are happy and enjoy coming to school.
- Parents and carers are happy with the school and high proportions would recommend us to others.
Through our curriculum we intend that our children are well prepared for the active role they will play as citizens of Britain and the world.
3. Ensuring high impact on children’s social development
- Behaviour and attitudes are outstanding.
- Children demonstrate our vision and values in their learning and in their behaviour in and around school and the wider community.
- Children learn to make the right choices for their safety and the choices children make benefit the school and local community.
Through our curriculum we intend that our children will develop a strong moral compass enabling them to go out into the world and make the right decisions for themselves and their community.
Enabling our vision – ‘You are the light of the world.’
Art and Design Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of art and design which embodies some of the highest forms of human creativity.
Our core values, particularly Respect, Courage and Commitment, will be used to encourage children to experiment, invent and create their own works of art, craft and design. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world to encourage them to think critically and develop a more rigours understanding of art and design.
They will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for art and design aims to ensure that all pupils:
- Produce creative work, exploring their ideas and recording their experiences
- Become proficient in drawing, painting, sculpture and other art, craft and design techniques
- Evaluate and analyse creative works using the language of art, craft and design
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
We aim to nurture the children’s natural curiosity and love of learning.
Computing Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of computing. Our core values, particularly Respect, Courage and Truthfulness, will be used to encourage children to use computational thinking and creativity to understand and change our diverse and digital world. The curriculum is designed to progressively develop the children’s knowledge and understanding of the principles of information technology and computation. We aim to nurture the children’s love of learning in computing so that they become digitally literate at a level suitable for the future workplace and as active participants in a digital world.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for computing aims to ensure that all pupils:
- understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
- analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
- evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
- responsible, competent, confident and creative users of information and communication technology
- develop and apply their mathematical, science and design technology skills to enhance their understanding of both natural and artificial systems.
We believe that through these opportunities, children can become confident, life-long learners of computing who will shine in the world.
Design and Technology Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of design and technology through inspiring, rigorous and practical activities. Our core values, particularly Respect, Courage and Commitment, will be used to encourage children to understand how to explain and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world. We aim to nurture the children’s natural curiosity and love of learning so that they acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for design and technology aims to ensure that all pupils:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- critique, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook.
Through these opportunities, be believe children can become resourceful, innovative, enterprising and capable citizens who will shine in the world and their own community.
Geography Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of Geography. Our core values, particularly Respect, Courage and Wisdom, will be used to encourage and inspire in children a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Children will be equipped with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As children progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for Geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
We believe that through these opportunities children can become confident, life-long learners of Geography who will shine in the world.
History Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of History. Our core values, particularly Respect, Courage and Wisdom, will be used to encourage children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. The curriculum should inspire children’s curiosity and love of learning so that they know more about the past. Children will be equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for History aims to ensure that all pupils:
- know and understand the history of Britain as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- § know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
We believe that through these opportunities children can become confident, life-long learners of History who will shine in the world.
Maths Statement of Intent
‘You are the light of the world’
At St Anne’s, we believe that Mathematics is a fundamental skill to ensure our pupils are well equipped to understand the world around them.
We aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of Maths. Our core values, particularly Respect, Courage and Wisdom, will be used to encourage children to understand how to explain what is occurring, predict how things will behave, and analyse causes. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world. We aim to nurture the children’s natural curiosity and love of learning so that they appreciate the wonder and awe of science and develop a deeper respect for the natural world.
By the end of Key Stage 2, our curriculum for maths aims to ensure that all pupils:
- Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
- Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
- Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Although the curriculum is clearly dispersed into areas of learning, children must be encouraged to apply their skills and understanding across the maths curriculum to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
The majority of pupils at St Anne’s are exposed to and move through the subject-content applicable to their age at a steady pace. However, when children are not secure in their prior learning, and are working at a considerably different level to their peers, learning becomes bespoke and individual to their needs. On the other hand, when children are working above their peers, they are challenged, and their learning is deepened within their age-expected objectives before moving on.
We believe that through these opportunities children can become confident, resilient Mathematicians who will shine in the world.
MFL Statement of Intent
‘You are the light of the world’
Through the delivery of the MFL curriculum, we foster independence and focus on developing resilient learners. Our curriculum is designed so that all pupils are exposed to a varied selection of resources so that all pupils have the opportunity to develop culturally, emotionally, intellectually, socially and spiritually. Our children have regular opportunities to read and listen to others; this requires courage and a continuing culture of respect.
The National Curriculum for languages aims to ensure that all pupils
- understand and respond to spoken and written language from a variety of authentic sources.
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
- discover and develop an appreciation of a range of writing in the language studied.
We believe that through these opportunities, children can become confident, life-long learners of MFL who will shine in the world.
Music Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of music. The intention is that children gain a firm understanding of what music is through listening, singing, playing, evaluating, analysing, and composing across a wide variety of historical periods, styles, traditions, and musical genres, thinking about the diversity of music. Our objective is to engage and inspire the children to develop a love of music and increase their self-confidence and sense of achievement whilst giving them room to be creative. We aim to give the children a range of musical opportunities, both inside and outside the classroom to allow them to fully achieve their potential and to show commitment to learning music.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for Music aims to ensure that all pupils:
- perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
- learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
- understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
We believe that through these opportunities children can become confident, life-long learners of music who will shine in the world.
Physical Education Statement of Intent
‘You are the light of the world’
The National Curriculum for PE aims to ensure that all pupils:
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives.
At St Anne’s the intention is that in YR and KS1 children should develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They are given opportunities to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations. As they move into KS2 children continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They are given opportunities to communicate, collaborate and compete with each other. It is intended that they develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success alongside fostering a lifelong love of physical activity.
The PE curriculum ensures that pupils receive two hours of PE a week and that they
- master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
- participate in team games, developing simple tactics for attacking and defending
- perform dances using simple movement patterns.
As their gross and fine motor skills develop pupils will move onto
use running, jumping, throwing and catching in isolation and in combination
- play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending
- develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]
- perform dances using a range of movement patterns
- take part in outdoor and adventurous activity challenges both individually and within a team
- compare their performances with previous ones and demonstrate improvement to achieve their personal best.
Pupils at St Anne’s also have the opportunity to engage in before and after school clubs, inter school sports festivals and skills festivals that are fully inclusive.
Whilst in school, children have opportunities to access a wide range of physical activities and are signposted to outside school sports to foster and encourage a healthy lifestyle. Our curriculum aims to improve the wellbeing and fitness of all children and adults at St Anne’s, not only through the sporting skills taught, but through the underpinning values and disciplines PE promotes. Within our lessons, children are taught about self-discipline and that to be successful you need to take ownership and responsibility of their own health and fitness. Our impact is therefore to motivate children to utilise these underpinning skills in an independent and effective way in order to live happy and healthy lives.
Phonics/Reading Statement of Intent
‘You are the light of the world’
There has been a huge shift in the past few years in how we teach reading in school. This is having a big impact in helping many children learn to read and spell.
What is Phonics and why is it so important?
Phonics is recommended as the first strategy that children should be taught in helping them learn to read. It runs alongside other teaching methods such as Guided Reading and Shared Reading to help children develop all the other vital reading skills and hopefully give them a real love of reading.
At St. Anne’s, we use the Read Write Inc (RWI) scheme as the core of our teaching strategy for learning sounds in Foundation Stage and Key Stage 1.
Children who read or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.
We can achieve this together through:
- Read Write Inc, a program to help to your child read at school
- Encouraging children to develop a love of books by reading to them daily, at home and at school
- Giving children access to a wide range of books at school and at home
We have put together a guide to how the RWI programme works together with some useful links.
Mrs Withey is our Read Write Inc lead teacher, so if you have questions about RWI, contact school who can refer you to her. Please take the time to read the information as it will provide invaluable information as to how you can help and support your child in reading.
What is Read Write Inc?
Read Write Inc (RWI) is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. At St. Anne’s we primarily use the sounds elemnt of the programme but will supplement guided reading with the fiction and non-fiction books when appropriate. We begin the programme in Reception and will continue teaching RWI to children beyond the age of 7 if they still need support in their reading.
RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.
How will RWI be taught?
All children are assessed regularly by our RWI lead teacher so they work with children at the same level. This allows complete participation in lessons.
- learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
- learn to read words using Fred talk and sound blending
- read from a range of storybooks and non-fictions books matched to their phonic knowledge
- work well with partners
- develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions
Children will be taught how to read as follows:
- Before you start to teach your child, practise saying the sounds below.These are the sounds we use to speak in English.
- We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.
- At school we use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.
- The following video is an example of blending sounds with Fred.https://www.youtube.com/watch?v=dEzfpod5w_Q
The children are taught the sounds in 3 sets.
- Step 1:
Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending.
|m||Down Maisie then over the two mountains. Maisie, mountain, mountain.|
|a||Round the apple, down the leaf.|
|s||Slide around the snake|
|d||Round the dinosaur's back, up his neck and down to his feet.|
|t||Down the tower, across the tower,|
|i||Down the insects body, dot for the head.|
|n||Down Nobby and over the net.|
|p||Down the plait, up and over the pirates face.|
|g||Round the girls face, down her hair and give her a curl|
|o||All around the orange|
|c||Curl around the caterpillar|
|k||Down the kangaroos body, tail and leg|
|u||Down and under the umbrella, up to the top and down to the puddle|
|b||Down the laces, over the toe and touch the heel|
|f||Down the stem and draw the leaves|
|e||Slice into the egg, go over the top, then under the egg|
|l||Down the long leg|
|h||Down the horse's head to the hooves and over his back|
|sh||Slither down the snake, then down the horse's head to the hooves and over his back|
|r||Down the robot's back, then up and curl|
|j||Down his body, curl and dot|
|v||Down a wing, up a wing|
|y||Down a horn, up a horn and under the yak's head.|
|w||Down, up, down, up the worm.|
|th||Down the tower, across the tower, then down the horse’s head to the hooves and over his back|
|z||Zig-zag-zig, down the zip.|
|ch||Curl around the caterpillar, , then down the horse's head to thehooves and over his back|
|qu||Round the queen’s head, up to her crown, down her hair and curl|
|x||Cross down the arm and leg and cross the other way|
|ng||A thing on a string|
|nk||I think I stink|
Please do not use letter names at this early stage.
- Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
- The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.
|Long vowel sound||
Set 2 Speed Sound cards
Teach these first
|Set 3 Speed Sound cards|
|ay||ay: may I play||a-e: make a cake||ai: snail in the rain|
|ee||ee: what can you see||ea: cup of tea||e: he me we she be|
|igh||igh: fly high||i-e: nice smile|
|ow||ow: blow the snow||o-e: phone home||ao: goat in a boat|
|oo||oo: poo at the zoo||u-e: huge brute||ew: chew the stew|
|oo||oo: look at a book|
|ar||ar: start the car|
|or||or: shut the door||aw: yawn at dawn|
|air||air: that’s not fair||are: share and care|
|ir||ir: whirl and twirl||ur: nurse for a purse||er: a better letter|
|ou||ou: shout it out||ow: brown cow|
|oy||oy: toy for a boy||oi: spoil the boy|
|ire||ire: fire fire!|
|ear||ear: hear with your ear|
|ure||ure: sure it’s pure?|
- Nonsense words (Alien words)
- As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. https://www.youtube.com/watch?v=yM87ZNIkBm0 for further information on the Screening check.
Children will be introduced to ‘Ditty books’ in Reception when they successfully begin to read single words. The short vowels should be kept short and sharp:
Children use sound-blending (Fred Talk) to read short ditties. Children will then be challenged to use their developing phonic knowledge to write short sentences.
Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.
Phonics Screening Check Year One
What is the Year 1 phonics screening check?
The Year 1 phonics screening check is a short assessment in June to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child learn about phonics. Games and fun activity websites are also included.
http://www.phonicsplay.co.uk/ - many games to play
http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/ - fun games for the children to play
http://www.ictgames.com/literacy.html - fun games for the children to play
http://www.firstschoolyears.com/ - fun games for the children to play
Sparklebox - lots of resources to print off and help you support your child at home
BBC Bitesize - many games to play covering all areas of the curriculumRead More
PSHE Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School Personal, Social, Health and Economic (PSHE) education is an important and necessary part of all pupils’ education. Through a planned programme of learning, we aim to provide our pupils with the knowledge, understanding and skills that they need in order to manage their lives both now and in the future. As part of a whole school approach, we aim to develop the attributes our pupils need to thrive as individuals, as part of a family and as a confident member of the wider community.
Our school is committed to serving its community and surrounding areas. We recognise the multicultural, multi faith and ever-changing nature of the United Kingdom, and therefore those we serve. We also understand the vital role we have in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them. At our school we embrace the British Values of: Democracy, The rule of law, Individual liberty, Mutual respect and Tolerance of those of different faiths and beliefs.
We want our children to learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. Our core values, particularly Respect, Commitment, Wisdom and Courage are weaved throughout school life and are drawn upon to encourage children to contribute to and develop their understanding of Relationships, Health and Well-being and their responsibilities towards Living in the wider world.
The purpose and intent of relationships and sex education (RSE) at our school is to:
- Develop the personal skills needed by pupils for them to establish and maintain relationships
- Provide a framework in which sensitive discussions can take place
- Help pupils develop feelings of self-respect, confidence and empathy
- Create a positive culture around issues of sexuality and relationships
- Teach pupils the correct vocabulary to describe themselves and their bodies
- Prepare pupils for puberty, by giving them an understanding of the importance of health and hygiene
- Enable children to make responsible and informed decisions about their health and well-being.
RE Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become learners who celebrate diversity in RE. Our core values, particularly Respect, Commitment and Wisdom will be used to encourage children to understand and talk about different religions and beliefs. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world. We aim to nurture the children’s natural curiosity and love of learning so that they able to talk without fear of their own beliefs and how these show them to be Lights of the World through their own Community Links.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for RE aims to ensure that all pupils:
- Know about and understand a range of religions and worldviews, so that they can: · describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals · identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews · appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning
- Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can: · explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities · express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues · appreciate and appraise varied dimensions of religion
- Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can: · find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively · enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all · articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.
The principal aim of RE is to engage pupils in systematic enquiry into significant human questions which religion and worldviews address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses to these questions, as well as develop responses of their own. This will enable them to shine in the world and their own community.
English Statement of Intent
‘You are the light of the world.’
At St Anne’s CE Primary School, we strive to meet the needs of all pupils with a broad and balanced curriculum in English. In our school, we offer pupils a high-quality English education where all children have the opportunity develop a rich and varied vocabulary; the confidence and ability to have well-structured discussions; the passion and skills to be life-long readers and to communicate with control, skill and voice as authors of their own writing. Through inspirational delivery of the English curriculum, we foster independence and focus on developing resilient learners.
Our curriculum is designed so that all pupils are exposed to a diverse and rich variety of texts and authors so that all pupils have the opportunity to develop culturally, emotionally, intellectually, socially and spiritually. Our children have regular opportunities to read and listen to others. This requires courage and a continuing culture of respect. From EYFS to KS2, we provide nurturing opportunities to guide and inspire children so that they are volitional readers with a passion for reading for pleasure and information.
In Writing, our children are provided with a high-quality, exciting curriculum. This curriculum teaches them to not only write fluently, but to write at length, for a range of purposes. English topics are skilfully planned so that they link with wider areas of the curriculum to contextualise learning and add purpose. We focus on developing resilient learners, who have the courage, to be explorative with their writing and learners that can confidently plan, revise and evaluate their writing, ensuring cohesion for the reader. Children are consistently taught spelling patterns and rules to enable confident and dynamic spellers. Through our teaching of spelling, children can accurately apply the relationship between letters and sounds (phonics), understanding of morphology (word structure) and orthography (spelling structure). We have consistently high expectations of handwriting and presentation which enables children to be proud of the work that they produce and showcase fluent, legible and joined writing.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for English aims to ensure that all pupils:
- Read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
We believe that through these opportunities and the delivery of our rich English curriculum, we prepare children for an ever-changing world. Our children become confident communicators and their dynamic skills will continue to shine throughout their lives.
- St Anne's CE Primary Reading Policy
- EYFS Curriculum Text Map
- NURSERY Curriculum Text Map
- STORY TIME MAPS YEAR 1 AND YEAR 2
- YEAR 2 GUIDED READING MAP
- YEAR 3 GUIDED READING MAP
- YEAR 4 GUIDED READING MAP
- YEAR 5 GUIDED READING MAP
- YEAR 6 GUIDED READING MAP
- Knowledge and Progression of Skills- Reading- St Anne's.docx
Science Statement of Intent
‘You are the light of the world’
At St Anne’s CE Primary School, we aim to meet the needs of all pupils in creating a curriculum that encourages children to become resilient learners of science. Our core values, particularly Respect, Courage and Wisdom, will be used to encourage children to understand how to explain what is occurring, predict how things will behave, and analyse causes. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world. We aim to nurture the children’s natural curiosity and love of learning so that they appreciate the wonder and awe of science and develop a deeper respect for the natural world.
By the end of Key Stage 2, and in preparation for Key Stages 3 and 4, our curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- § are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
- develop and apply their mathematical, reading and writing skills to enhance their understanding and communication of science.
We believe that through these opportunities children can become confident, life-long learners of science who will shine in the world.
EYFS Statement of Intent
‘You are the light of the world’
In the Early Years Foundation Stage, we aim to nurture all pupils in creating a curriculum that encourages children to become independent, resilient learners. Our core values, particularly Respect, Courage and Wisdom, will be used to encourage children to follow their own interests, make friends, develop self-confidence and to develop self-esteem. The curriculum is designed to progressively develop the children’s knowledge and understanding of our ever-changing diverse world. We aim to nurture the children’s natural curiosity, love of learning and that life is fun!
By the end of Reception, and in preparation for Key Stages 1, our curriculum for EYFS aims to ensure that all pupils:
- are equipped to be ready for learning, being confident communicators with competent listening and attention skills
- develop independence to match their physical ability to keep themselves and others safe.
- are equipped to create positive and respectful relationships with others and the environment
- develop a love for reading with phonic and comprehension skills matched to their developmental stage
- become capable mathematicians with reasoning and problem solving skills
- become inquisitive learners, developing their understanding of the world around them, embracing challenges and thinking critically.
- Become imaginative and creative learners who have the self-confidence to express their ideas
We believe that through these opportunities children can become confident, life-long learners who will shine in the world.