At St Paul’s CE (VA) Primary School, we follow a 1-year programme this ensures that the children's skills are progressing each year.
Each term or half-term, every class's learning will be built around a theme, which is usually based on the history or geography topic. Many subjects will be linked to this theme (for example, Year 3 children studying the Stone Age in history lessons might have Ug: Boy Genius of the Stone Age as their class text in English, whilst also learning about cave paintings in art lessons). This will help the children to put their learning into a variety of contexts, in order to better understand it as a whole.
Reception Class follow the Early Years Foundation Stage Framework.
Please speak to your child's class teacher if you require further information regarding the curriculum for your child's year group. Topic overviews will be saved on each class page once a term.
Characteristics of a St. Paul's Learner
The characteristics of a St. Paul's Learner describe the behaviours children use in order to learn. To learn well, children must approach opportunities with curiosity, energy and enthusiasm. Effective learning must be meaningful to a child, so that they are able to use what they have learned and apply it in new situations. These abilities and attitudes of strong learners will support them to learn well and make good progress in all areas of the curriculum.
Maths at St Paul’s
At St Paul’s we strive to ensure that our children become confident, resilient and knowledgeable mathematicians. Our lessons help us to develop understanding of important maths concepts through creative and practical activities, which will help us in everyday life.
All lessons are focused on helping our children to develop their skills and understanding in line with the aims of the National Curriculum.
The national curriculum for mathematics 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 non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Maths lessons at St Paul’s are busy, active, practical, and include a lot of mathstalk. Children have daily maths lessons of approximately one hour, and when possible, these are during the morning.
We have adopted a mastery approach to teaching maths in accordance with the 2014 Curriculum to cater for our mixed ability classes. All years use the White Rose Maths Schemes of Learning as their main planning document, and usually follow this set order of teaching.
As we follow a Concrete – Pictorial – Abstract approach to teaching, children have access to a range of concrete apparatus in every lesson and a classroom learning wall supports current learning. New concepts are set in a context.
You will also see children using and applying their maths skills and understanding in other curriculum areas, such as taking measurements in Science or reading maps in Topic lessons.
It is our intention when teaching the English curriculum that our pupils acquire the necessary knowledge, skills and understanding to become lifelong learners and linguists. We strive to ensure that all our pupils receive a well-rounded learning experience when reading, writing, speaking and listening, which will equip them with the fundamental tools to achieve at St Paul’s and beyond. It is our intention to immerse pupils in the wonders of quality texts, to instil a love for reading, a passion for discovery and a confidence to explore their imagination through our book-led curriculum.
To raise standards in the teaching of writing, we implement The Write Stuff approach. The Write Stuff’s systems enables teachers to teach the mechanics of writing explicitly. TWS influences how teachers sequence learning with a more practical approach to writing. This approach embeds a whole school approach by providing supportive structures for pupils to map out their writing and capture the process visually.
As part of TWS approach, all children are introduced to the Writing Rainbow. The Writing Rainbow is organised into three zones writing. The three zones help to teach sentence structure and different grammatical structures step by step by chunking a piece of writing and modelling each part.
At the early stages of reading, the children are taught to decode texts by following a synthetics phonics programme (Letters and Sounds). At St. Paul’s, reading is taught alongside Letters and Sounds initially. This promotes a strong and systematic emphasis on the teaching of synthetic phonics to aid the teaching and learning of reading. Pupils also take home reading books to support home learning and promote the important partnership between school and home. It is important that children learn 'pure sounds' when starting on their phonic journeys (see link below for information).
At St. Paul’s children are explicitly taught the skills of reading (outlined in the National Curriculum and the KS1 and KS2 test domains) through the use of VIPERS, which were created by Rob Smith (The Literacy Shed) The Reading Vipers can be used both in KS1 and KS2 with a little adaptation.
S ummarise/ sequence