Curriculum

We work within the framework of The National Curriculum 2014 in Years 1 to 6. We deliver the core subjects; English (which includes speaking, listening, reading, writing, spelling and grammar), Mathematics, Science and Computing and the foundation subjects; History, Geography, Design Technology (DT), Art, PE (Physical Education), Music, Personal, Social and Health Education (PSHE). Religious Education (RE) and Sex Education are also taught. Some subjects are not taught as discreet subjects but may be taught as part of a linked learning theme.

Teachers use a variety of teaching methods, i.e. whole class, group and individual teaching which enable children to progress at their pace. Children’s individual learning styles are also considered and all subjects are differentiated so that every individual reaches his/her potential. Subjects may not necessarily be taught as a subject on its own but as a theme or topic in order to make learning more fun and relevant.


English

Language is central to each aspect of the curriculum. Throughout the School the children are given opportunities to extend and apply speaking, listening, reading and writing through cross-curricular links to other subjects. Children are taught to read for enjoyment and information.

Structured reading programmes help children to begin the first steps to becoming a fluent reader. Handwriting and spelling are also taught. Good quality literature and stimuli are used to generate a wide range of language activities such as basic grammar, comprehension, reading/drama exercises and writing in a variety of forms for different audiences.

A variety of literature is presented. All of these meet National Curriculum expectations and National Literacy Framework objectives.
The school uses the Sounds~Write scheme to teach the children phonics (letters/groups of letter sounds) in Foundation Stage and Key Stage 1 and where necessary, in Key Stage 2.


Mathematics

Mathematics is taught in line with the National Curriculum and National Framework for Mathematics. The children experience a range of mathematical concepts and have the opportunity to learn through linked learning modules. Each lesson starts with a ‘Mental/Oral Starter’ with an emphasis on quick recall of number facts and calculations.

There is much greater emphasis on practical tasks and using and applying mathematics to solve problems. Children are encouraged to articulate mathematical processes and tasks are organised to give children a chance to consolidate basic skills.


Science

Science is taught discretely using the National Curriculum. All pupils are encouraged to develop their practical skills through experimentation and investigative science.

These skills include observing, predicting, questioning, and obtaining/considering evidence and then forming conclusions. They are taught life processes and living things, materials and their properties and physical processes.


Computing

Our computing curriculum is supported by a number of teaching resources. The school uses a computing Scheme of Work to across the school starting from Year R. The children will learn skills within computing which they can then transfer to other areas of curriculum.

The children use a wide range of software to enable them to progress through the units within the computing scheme, which include: programming, computational thinking, creativity, computer networks, communication and collaboration and productivity.

Each class has two computers and a CD player and all classrooms have interactive whiteboards. The children all have access to laptops, tablets and ipads to ensure a wide variety of skills are used.


History

History is taught as a discrete subject every other term. Children learn about significant people, events and places from both the recent and more distant past. The main skills which the children develop are:

  • An awareness of time and the ability to sequence events and periods of time.
  • An underlying knowledge of local, British and world-wide history including ancient civilisations.
    A familiarity of handling artefacts to deduce information from them about past events and people.

Modern Foreign Languages

In Key Stage 2 pupils begin to learn French, using the Catherine Cheater Scheme of Work, which is recommended by the Local Authority.


Geography

Geography stimulates pupils’ interest in their immediate surroundings and fosters some understanding of the wider world. The children learn about other countries and the people who live there as well as learning about the four countries of the UK.

They learn how to understand and use plans, maps and atlases and are taught to use specific geographical vocabulary. Geography is based on field work and classroom activities focusing on weather, landscapes, journeys, places and economic activities.


Art & DT (Design Technology)

Within the Art programme there are three strands – understanding, making and investigating. Children learn about artists and crafts people and explore a range of materials, tools and techniques, working in two and three dimensions.

They are encouraged to record from direct experience, memory and imagination. In Design Technology children develop a wide range of skills through investigating, designing and making. The children use a range of materials, including textiles, food, construction kits to develop ideas and designs.

They are encouraged to plan, design, model and refine based on their experiences of using different materials. The children are taught how to use a range of tools safely, develop their ideas and evaluate their own and others’ work.


PE (Physical Education)

PE uses fundamental movement skills as a medium for learning and expression, allowing children to develop both creative and physical skills. These skills will encourage greater physical activity, a healthier lifestyle, a sense of self motivation, fair play, working as a team and observing rules.

Children also enjoy swimming at Barry Road Primary School swimming facility from Years 3 to 5. The school field is used for team games and athletics activities.


Music

Pupils undertake activities within the areas of composition, performance and appraisal. Pitch, duration, pace, timbre, texture, dynamics and structure are explored and practised. All children have the opportunity to sing and play percussion instruments and develop knowledge of the structure of music. They are given opportunities to practise composing and improving their performances.

Children listen to a wide range of music and learn about the history of music and some famous composers and performers. The school has a choir and there are visiting peripatetic teachers who teach violin and woodwind to those who choose to have lessons.KS2 children also have the opportunity to learn how to play a musical instrument.


PSHE (Personal, Social, Health & Emotional Education)

This subject equips children with the knowledge, skills and understanding that they will need to help them to lead confident, healthy and independent lives. Through our P.S.H.E. curriculum, we aim to develop children’s spiritual, moral, social and cultural well-being.

A wide range of teaching methods are used such as discussion, talks, debates, drama, outside speakers and circle time which enable children to listen to others’ views and feelings, comment constructively and articulate their own opinions and ideas.

Topics will include the effects of bullying, isolation, peer pressure, relationships, friendships, enterprise and citizenship. As well as this, children are taught about British and Christian values through the school’s value system and the P.S.H.E curriculum.

The school uses the SEAL materials (Social and Emotional Aspects of Learning) to aid this work in school, as well as the P4C materials, to help children question these concepts.

The school also asks recommended outside agencies to support with educating children in subjects such as personal hygiene, drugs and solvent abuse.


RE (Religious Education)

As this is a Church of England Aided School there are close links with the Parish Church. The Rector/Priests/Ministers of a variety of local churches, regularly lead assemblies and on several occasions throughout the school year, the children attend a service in church. Parents are always welcome to these services.

During each school day there is an act of Christian worship led by local church leaders, the Head Teacher or another member of teaching staff. Class assemblies are at least once a year and parents are invited to these.

Religious Education is provided in accordance with the 1988 Education Act and locally agreed syllabus. It aims to help pupils develop their understanding and knowledge of different religions, faiths, beliefs and practices and help them to reflect on their own values and beliefs.

The School respects the individual differences and beliefs of people in the community, whilst retaining an essentially Christian ethos through daily assemblies, prayers and through other curriculum areas.

We regularly invite parents and friends to class assemblies. Parents are entitled to withdraw their child from RE and worship but must contact the Head Teacher if they wish to exercise this right.


Sex and Relationships Education (SRE)

We aim to give children an awareness of our wider curriculum for PSHE. In this way the pupils receive Sex Education in the context of relationships and are prepared for the opportunities, responsibilities and experiences of adult life. Parents are informed about Sex Education and the content of the teaching programme and have a right to withdraw their child from all or part of the Sex and Relationships Education provided at school, apart from those parts included in the Statutory National Curriculum.


Special Educational Needs and Disabilities (SEND)

If a parent is concerned about their child’s progress they will initially consult with the class teacher at the earliest opportunity. They may refer the concerns to the school’s Special Needs Co-ordinator or SENCo, who in turn may refer to outside professionals. Similarly if the school is concerned with a child’s progress then contact will initially take place between the class teacher and the parents.

Children who require additional input for learning, behavioural, emotional or physical needs will be placed on an Individual Education Plan (IEP). This is done in consultation with the SENCo, the child the class teacher and the parents. Any child receiving extra support and who is on an IEP will be recorded on the school’s register for special needs. Targets will be set to help that individual reach their full potential. These targets are reviewed each term with the child.

Parents are invited to attend review meetings. Further support is available from the Local Authority if necessary. A copy of the Special Needs Policy and the SEN Code of Practise is available in school.


Assessment

The progress of all children is continuously monitored and assessed by class teachers. This is through both formative and summative assessment (daily, weekly and termly assessment). Every summer term Years 3, 4 and 5 children take QCA tests in English and Mathematics.

These are non statutory tests which give age standardized scores and assist with monitoring of progress. Year 6 children undertake Statutory Assessment Tests (SATs) in English, Mathematics and Science. At the end of Key Stage 1 children also take SATs tests in English and Mathematics but these results help to inform teacher assessment.

Parents are notified of the results of Key Stage 1 and 2 assessments at the end of the school year. In Foundation Stage assessment takes the form of the Pupil Profile which monitors the progress of the children in all areas of the curriculum.


Library

There is a library in school with a variety of fiction and non-fiction books. The children are allowed to borrow and change books in the library once a week. If books are lost or are not returned within a month, a fine is issued.


Homework

Homework is set regularly in Years 3-6. Foundation Stage sends home words, letters and numbers to learn. Year 1 sends home reading and spelling homework. By Year 2 they also have some maths homework. Years 3-6 have additional work with set days for different pieces of homework to be handed out and given in. This will be written in a homework diary. Unfinished work may sometimes be taken home for the child to complete, or research may be required. Individual class teachers may ask parents to help their children with specific skills or areas of learning.


Symphony Assessment System

At St. Andrew’s we use the Symphony assessment system in order to track the progress of our children from Reception Year to Year 6.  By the end of each year, it is hoped that a child will be ‘secure’ within their relevant age related set of criteria.  So for example a child in Year 3 is aiming to be competent at the Year 3 secure criteria by the end of Year 3.

You will find here the criteria for reading, writing and maths for all year groups so if you wish to work on any of the objectives at home with your child then you can.  If you have any questions about the assessment system, please speak to your child’s class teacher.

Symphony Writing Assessment

Symphony Reading Assessment

Symphony Maths Assessment


More detailed information about curriculum content will be sent out each term to parents and the latest information can be found on our website under each year group.

Address

St Andrew's CEVA Primary School
Ecton Brook Rd, Ecton Brook,
Northampton NN3 5EN

School Switchboard

01604 406486