Menu

St Peters C of E VA Primary School

“Let all we do be done with love”

Welcome

Curriculum

Our School Vision: Let all we do, be done with Love has been inspired by 1 Corinthians 16: 14. v

 

What we believe (Intent): Our mission is to motivate, challenge and engage all children to embrace every opportunity in order to develop and extend their knowledge, understanding and skills through our stimulating, Christian values-based curriculum. Through their love of learning, they know more and remember more, helping them to flourish and achieve ambitious outcomes. By harnessing and embedding the school’s vision of love, so that when children reach the next stage in their education, they are confident, ready to learn more and are compassionate individuals determined to make a positive contribution to their community and society.

 

Why the curriculum is designed as it is (Implementation): Our broad and balanced curriculum is underpinned by the National Curriculum (2014) and our school values, the ‘Fruits of the Spirit’, and has been designed to enable the children at St Peter’s Primary School to learn knowledge, values and skills that will enable them to make progress and succeed.

 

At St. Peter’s, we believe that the foundations of learning start with mastering the fundamental skills of language, reading, writing and maths. It is on these skills that we can develop and nurture our future scientists, artists, dancers, engineers and athletes. These ‘fundamentals’ form the strong foundations upon which we can develop the whole child to achieve their potential and discover their talents.

 

There are 4 classes at St. Peter’s which are divided as follows: Reception in class 1, Years 1 and 2 in Class 2, Years 3 and 4 in Class 3 and Years 5 and 6 in Class 4.

 

The curriculum map is designed so that for each section there is a two year rolling programme of study topics. This ensures children do not repeat topics unnecessarily. Learning is implemented through topics, where possible, to inspire and interest our children. Half termly or termly topics allow the children to embed knowledge and integrate knowledge into larger concepts. When planning the curriculum, we thought carefully about the knowledge that our children need to know; knowledge that is particular to them (such as local geography and history, and also knowledge they have limited experience of (cultures and diversity). We use our school community to enrich our curriculum e.g. Worship, visiting speakers (Ford) and themed days of learning.

 

Each topic starts with plans that inform the areas of learning, knowledge and vocabulary to be acquired. Ambitious skills progression documents support assessment, progression and consistency throughout the school. Well planned sequences of lessons that value an active approach to learning through direct, hands on experiences allow children to explore, question, learn transferable skills and make links across the curriculum. Children use their prior learning to develop transferrable skills, knowledge and progression in their learning; they build memory by revisiting particular themes. Weekly plans are adapted because of systematic assessment of the children’s knowledge as well as reflection and evaluation of teaching strategies to support rapid progress. Termly progress meetings in core subjects take place and this helps us to plan the following sequence of lessons to revisit concepts to address gaps in learning and misconceptions.

 

We believe that all children must be offered a learning experience which matches their individual needs and is challenging and supportive to enable every individual to achieve full potential. Children must be given every encouragement to play a positive role in their present and future community.

 

Differentiation is realised through task, outcome, and support by adult or resources, different groupings such as ability, mixed ability or pairs and ranges from children with significant special needs to those who are particularly gifted or talented. Where they have Special Educational Needs, their needs are identified and adaptations will be made to resources, the curriculum or through intervention. The class teacher, SENCo and parents will work together to ensure the best outcomes.

 

Specialist Teachers in PE and French give children the opportunity to acquire ambitious knowledge, understanding and skills. A range of initiatives, focused days, trips, visitors and extra-curricular activities are undertaken to establish a curriculum that is inspiring, valued and enjoyed by all. (Curriculum Visits will depend on the rules around Covid-19 and the ability to visit locations in the safest manner possible.) A timetable for extra-curricular activities is offered by the school, with clubs that support the core curriculum and children’s physical development, whilst also extending the range of their experiences.

 

Our Christian school values, ‘Fruits of the Spirit, are used as half termly themes that encourage positive learning attitudes and excellent behaviour and conduct. These values provide a framework to raise the profile of our ‘Values for Life’ which encourage the children to build character; become responsible, respectful citizens and know how to keep physically and mentally healthy. These themes allow us to make links across the curriculum and respond to current issues such as preventing radicalisation through teaching diversity, tolerance, keeping children safe online, as well as meeting the new statutory requirements for teaching RSE and developing emotional wellbeing. The importance of being independent (through the development of resilience and creativity), collaborative (being compassionate, of sharing and respecting different views and ideas), reflective (by ensuring time to think and respond appropriately) and happy at school and beyond cannot be underestimated.

 

We are proud of our caring, inclusive school that values physical and intellectual development alongside spiritual, moral, social and cultural development.

Top