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.
- The 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. This will support them as readers, in life, and will create greater aspirations, as they learn about the world around them.
At St. Catherine’s CE Primary School 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, as they progress through each Key Stage. 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. 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. It is important that the curriculum considers the development of the whole child and it does not only concentrate on academic success.
The National Curriculum is delivered using an integrated topic approach, based around our ‘book led curriculum’. The curriculum is designed in blocks, to give the children a very wide and varied range of opportunities – extending their knowledge of the world.
The curriculum is ever evolving, no two years are the same; this is because we design the curriculum specifically for different cohorts of children, who have different needs. The Foundation Curriculum is planned to connect with the class book, which leads the topic work. Staff create sequences of learning, to link where possible, with the book which is leading the writing curriculum. Staff keep records of coverage, using the
National Curriculum document. We have moved away from simplified versions of the National Curriculum and skills based tracking documents for all subjects. Teachers are encouraged to go back to the original National Curriculum document for all of their planning and most of their tracking.
The school curriculum incorporates our Heartsmart scheme for teaching well being and many aspects of the PSHE curriculum. We are currently planning for the introduction of the new Relationships and Health Curriculum, to be statutory in September 2020. The school also has a Safeguarding curriculum to thread through all of the plans. The school’s British Values curriculum is cross-curricular as is the SMSC curriculum. An online safety curriculum is used, called Gooseberry Planet.
The school’s RE curriculum is planned from the Diocese’s curriculum. The school uses Understanding Christianity as a scheme to teach the Christianity part of the curriculum.
The English curriculum is taught using a reading and book led approach. Teachers select a class book, which models the writing skills children need to be taught. The class book becomes the centre of the projects we teach. Teachers then plan sequences of learning in writing development. Reading is planned alongside the writing curriculum, it is also taught as a stand-alone subject. Group Reading continues for all children in Year
R,1 and 2. Group Reading continues in Key Stage 2 for those children who require a very tailored approach. Close Reading and Comprehension teaching is used in Key Stage 2 and Accelerated Reader is used for reading at home, from Year 3, for those children who are ready for it.
The mathematics curriculum is currently delivered through a framework called White Rose. 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. Children have two lessons each day, from Year Two upwards. The first lesson is to keep all previous learning honed and sharp, the second lesson is for fluency teaching and new learning. A mastery approach is used. The children are not set by ability either within the year group or within the class.
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.
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.
We use a systematic synthetic phonics approach for the teaching of early reading. Many of the resources we use have been adapted from various schemes – most notably, Jolly Phonics.
Most of our stage reading books are Oxford Reading Tree and we have a specialist 'Every Child A Reader' teacher who oversees the ECAR reading recovery programmes for those who have fallen behind.
If you have any further questions about your child's curriculum, please do not hesitate to contact your child's class teacher.