Year Group Curriculum Long Term Overviews
For details about the current books and topics that your children is currently studying please visit your child's class page for full details!
St. Catherine’s C.E. Primary School - Curriculum Statement
- The curriculum at St. Catherine’s is designed to provide a broad and balanced education that meets the needs of all pupils and gives them the skills, knowledge and understanding to prepare them for their future lives.
- It ensures that academic success, creativity and problem solving, reliability, responsibility and resilience, as well as physical development, well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning.
Our full curriculum is based around the school’s reading and writing curriculum, and is planned in short blocks, covering a wide and diverse range of topics. At St Catherine’s we believe that extending the children’s knowledge of the world is critical - it is a key driver of our curriculum planning. This will support them as readers, in life, and will create greater aspirations, as they learn about the world around them. It is important that the curriculum considers the development of the whole child and it does not only concentrate on academic success. All of our children have access to all of the national Curriculum.
Our reading and writing curriculum is based around high quality texts. Each sequence of learning builds on the children’s prior knowledge and their next steps. Vocabulary is a key driver of our curriculum. The rich and varied texts we use not only develop knowledge and understanding of the world, but also improve vocabulary.
Each year group has been allocated high quality texts (as well as opportunities for teachers to select books of their choice) which model the writing skills children need to be taught. These class books become the centre of the projects we teach. Teachers plan sequences of learning for writing development based around the books and the No Nonsense sequences of learning. Sequences are planned based on the outcomes of an elicitation task and are often modified to match the children’s needs, through incidental writing. Planning of these sequences is a shared endeavour, across a year group, so that children receive a similar diet.
Reading is planned alongside the writing curriculum, it is also taught as a stand-alone subject. Whole class reading is taught with no ability setting through a mixture of both Close Reading activities (taught two or three times per week) and comprehension (once a week). The focus for both of these is to provide a rich and varied curriculum, improve vocabulary and develop knowledge and understanding of the world. Differentiation only occurs when necessary, for targeted support. Through the ping-pong mastery approach, children are given regular feedback during the lesson to ensure engagement, active learning and progression. Learning partners are a vital part of our learning – these can be strategic or changed daily. Often partners are mixed ability.
Reading skills are developed across the school, using a variety of approaches. Group reading is an important aspect of this, especially in developing the early reading skills. Across Reception and KS1, each reading group is led by an adult and is part of the daily curriculum. Group reading continues in Key Stage 2 for those children who require a very tailored approach.
Phonics is taught via whole class methods, using Jolly Phonics as the synthetics phonetical scheme. It is taught in a multi-sensory approach with rhymes, actions and picture cues, with no setting. Phonics is diligently tracked for targeting.
There are a range of books across early years and KS1, both with a phonetic focus and a fluency focus. The books are staged as they move throughout early years and KS1, the staging closely matching the book bands. Children progress through the staged book bands and are moved onto Accelerated Reader (for reading at home) in year 3.
The mathematics curriculum is currently delivered through the White Rose mastery framework. This framework directs how the curriculum should be taught, in respect of the order of the teaching blocks. Teachers then use a variety of resources to develop sequences of learning including Power Maths. Most maths lessons are introduced in a real life context. This is to help children understand how we use maths in the world around us and to further develop their mathematical vocabulary and thinking.
Every Maths lesson starts with the class teacher sharing the ‘Classroom Beliefs’. This is to ensure the children approach the lesson with a ‘can do’ attitude towards their learning. Our Classroom Beliefs are:
Maths is taught in two sessions a day from year 2 to 6. Morning Maths is a short session which focuses on rehearsal, consolidation and pre-teaching - this session is used to make sure that the children do not forget their previous teaching and are ready for the next new learning. The main Maths session is a longer lesson, for one hour, where new learning takes place, along with fluency sessions for appropriate number work e.g. number bonds, times tables. Every lesson includes reasoning, planned using the mastery approach (planning takes into account the 5 big ideas in mastery: coherence, representation and structure, mathematical thinking, fluency, variation).
Lessons are taught through a ‘ping-pong’ approach – children are kept together as a class, going between teaching and application at pace. Children are encouraged to ‘go deeper’ on a task once complete, continually having to reason and explain. Feedback is given throughout the lesson – teachers and teaching assistants circulate the room, marking and giving feedback. In KS2, children are actively involved in their own marking.
Mathematical vocabulary is a key part of maths teaching. Children are encouraged to use the correct mathematical vocabulary when giving explanations and answers.
We offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points. The curriculum incorporates the statutory requirements of the National Curriculum 2014 and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school. It is delivered using an integrated topic approach, based around our ‘book led curriculum’. The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education.
Specialist teachers and instructors support music, Spanish and physical education. Theme weeks, whole school activities and opportunities within and outside of the school day, all enrich and develop the children’s learning. After school clubs and events extend these opportunities further. The children enjoy a wide range of educational visits and two residential visits, while at our school. There is a planned range of trips, to ensure that children experience a very rich range of opportunities e.g. all children learn to play two tuned instruments, all children will go to the coast, all children will go to the theatre, all children will put a play on, in a large external arena.
The outdoor environment and the local community are considered as an opportunity for active learning for all our pupils. The school grounds have been developed so they can enrich different curriculum areas, particularly science. The Forest School provision at the school is for all ages of children.
The school’s RE curriculum is planned from the Worcester Agreed Syllabus and the Understanding Christianity scheme, which is used to teach the Christianity part of the curriculum. RE is a core subject at St Catherine’s C of E Primary school and is taught every week in every class, including Reception.
We are proud of the rigour in our planning and assessment, ensuring that our children experience a world class, inspiring, creative curriculum relevant to their lives and goals.
Please see the year group pages to view the curriculum newsletters that we send home to our parents throughout the year. They outline what will be covered in each subject as well as giving details of the trips, experiences and exhibitions planned to help enrich the children’s learning.
The start point for the curriculum is the National Curriculum document. Please see the 'Year Group Entitlements' document on this page, that outlines various experiences that we aim to provide for our children as they progress through the years.
To find out how our curriculum approach complies with the Equality Act 2010 and SEND regulation 2014 please follow the below links to polices and SEND.
If you have any further questions about your child's curriculum, please do not hesitate to contact your child's class teacher.