Curriculum

At St Margaret's we are delivering a curriculum which meets the requirements of the latest National Curriculum review (2014). This includes the teaching of:

Core subjects: English, Mathematics, Science and Computing

Foundation subjects: Design and Technology, History, Geography, RE, Art, Relationship & Health Education (RHE), Music & PE

Modern Foreign Language in years 3-6: French

Our staff work in curriculum teams to ensure our delivery of the curriculum is relevant and engaging to our pupil's both now and in the future, providing both challenge and support where needed.

If you would like any further information about the curriculum, please see your child's class teacher in the first instance and they will be happy to help.

Whole School Learning Journey 

English  

At St. Margaret's we want to raise the literacy achievement of children by putting quality children’s literature at the heart of all learning. We aim to ensure that every child has access to quality experiences of literacy and that all teachers have the knowledge and resources to support children to become confident, happy and enthusiastic readers and writers, with all the benefits this brings. 

 Reading

We aim for all our children to become fluent, confident readers who are passionate about reading. Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.

We can achieve this together through:

  • Read Write Inc, a program to help to your child read at school
  • Encouraging children to develop a love of books by reading to them daily, at home and at school
  • Giving children access to a wide range of books at school and at home

Writing

At St. Margaret's, we prioritise the teaching of writing both as a core subject and one which unlocks opportunity in all other subjects. We aim to develop children who are clear, effective communicators who respond to their audience and the context appropriately and in doing so have the opportunity to write in a widening variety of forms for different purposes using appropriate grammar forms. Additionally, we develop their ability to spell correctly and write in a cursive style of handwriting and support children of all abilities through appropriate modelling and scaffolding to enable them to express themselves through writing. 

Phonics 

Every Child a Reader

Intent

At St. Margaret's we aim for all our children to become fluent, confident readers who are passionate about reading.

Children who read regularly or are read to regularly have the opportunity to open the doors to so many different worlds! More importantly, reading will give your child the tools to become independent life-long learners.

We can achieve this together through:

  • Read Write Inc, a program to help to your child read at school
  • Encouraging children to develop a love of books by reading to them daily, at home and at school
  • Giving children access to a wide range of books at school and at home

Implementation

At St. Margaret's we use Read Write Inc Phonics (RWI) to give your child the best possible start with their literacy. We have put together a guide to how the RWI programme works together with some useful links. 

Image result for fred read write inc

Miss Daly is our Read Write Inc lead teacher, so if you have questions about RWI, contact school who can refer you to her. Please take the time to read the information as it will provide invaluable information as to how you can help and support your child in reading.

What is Read Write Inc?

Read Write Inc (RWI) is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.  The programme is designed for children aged 4-7. However, at SFH we begin the programme in Nursery and will continue teaching RWI to children beyond the age of 7 if they still need support in their reading.

RWI was developed by Ruth Miskin and more information on this can be found at https://ruthmiskin.com/en/find-out-more/parents/.

How will RWI be taught?

All children are assessed regularly by our RWI teachers so they work with children at the same level. This allows complete participation in lessons.

Nursery

When appropriate, children will be introduced to the initial sounds in short five minutes sessions. 

In nursery, children are introduced to Phase 1 of the Letters and Sounds programme. Phase 1 supports the development of speaking and listening and awareness of sounds. Children working within Phase 1 will;

  • Explore and experiment with sounds and words.
  • Distinguish between sounds in the environment and phonemes.
  • Show awareness of rhyme and alliteration.

They will play a variety of games and activities with the children and music has a key part in developing children’s language. Adult led activities involve modelling speaking and listening, ‘Fred talk’ to model how to blend (Can you get your c-oa-t?), interact and talk with the children is critical to the success of Phase 1 activities and to promoting the children’s speaking and listening skills.

Reception

In Reception all children will learn how to ‘read’ the sounds in words and how those sounds can be written down.

Reading - The children:

  • learn 44 sounds and the corresponding letters/letter groups using simple picture prompts – see below
  • learn to read words using Fred talk and sound blending
  • read from a range of storybooks and non-fictions books matched to their phonic knowledge
  • work well with partners
  • develop comprehension skills in stories by answering 'Find It' and 'Prove It' discussion questions

Writing

The children:

  • learn to write and form the letters/letter groups which represent the 44 sounds with the help of fun phrases
  • learn to write words by using Fred Talk
  • learn to build sentences by practising sentences out loud before they write 

Daily handwriting practice 

Children practise correct letter formation as part of their daily Speed Sounds Lesson. We use the mnemonics to help children visualise the letter before they write it down. In the ‘Write the letters’ activity in the lesson, children practise saying the handwriting phrase and the sound as they form the letter in the air and then write the sound on paper. Children need to practise handwriting under the guidance of a teacher so they do not develop habits that will be difficult to undo later. Please don’t ask children to copy letters or words. We need their attention to be focused on their own formation of letters.

Talking 

The children work in pairs so that they:

  • answer every question
  • practise every activity with their partner
  • take turns in talking and reading to each other
  • develop ambitious vocabulary

Read Write Inc. Phonics through the day: Fred Talk and pinny time

The teaching of sounds is kept to the phonics lessons to let children enjoy the integrity of each experience. However, there are two important things to do throughout the day to help teach all children to read sounds and learn to blend quickly:

  1. Use Fred Talk and play Fred Talk games
  2. Pinny time.

Fred Talk + Speedy Sounds = reading

Use Fred Talk and play Fred Talk games

Speaking like Fred helps children to understand that words are made up of sounds. Teachers and teaching assistants will use Fred Talk throughout the day to help children practise blending sounds together. Fred Talk follows a consistent routine:

1. Say the word in sounds as Fred, e.g. c-a-t. Ask children to repeat. Pause to allow children to ‘jump-in’ with the whole word.

2. Say the word in sounds followed by the whole word, e.g. c-a-t, cat. Ask children to repeat.

  •  Use Fred Talk for single-syllable words at the end of sentences throughout the day e.g. it is time for     l-u-n-ch…lunch, come and sit on the f-l-oor…floor.
  • Fred Talk words at the end of the sentence and keep the words short and simple.
  • Organise 5-minute Fred Talk game group sessions with those children learning to blend.

Pinny time

Pinny time helps children practise reading the sounds taught so far speedily. It is quick and easy to get going, to make sure children ‘keep up, not catch up’.

  •  Each teacher/TA should have their own apron or ‘pinny’ with pockets containing a set of Speed Sounds Cards.
  • Timetable 5-minute pinny time sessions throughout the day. Target the children who need to increase their speed.
  • Assign small groups of children for pinny time to YR/P1 staff.
  • Decide on ‘Speed minute’ sessions throughout the day – children go to their pinny time adult when a bell rings. See how many sounds the group of children can read in one minute.
  • Play ‘Partner practice’ – give the children a set of Speed Sounds cards to practise reading together quickly.
  • Have set times every day for pinny time: before break, while waiting for the midday supervisors, waiting to go into assembly, as children go home (so parents can see what you’re doing). Make this a habit. 

Year One & Year Two

Children follow the same format as Reception but will work on complex sounds and read books appropriate to their reading level. Daily sessions of RWI phonics last for 30 minutes and is supported by an additional reading session. 

 

Five key principles underpin the teaching in all Read Write Inc. sessions:  

Purpose – know the purpose of every activity and share it with the children, so they know the one thing they should be thinking about

Participation – ensure every child participates throughout the lesson. Partnership work is fundamental to learning

Praise – ensure children are praised for effort and learning, not ability

Pace – teach at an effective pace and devote every moment to teaching and learning

Passion – be passionate about teaching so children can be engaged emotionally.

 

Children will be taught how to read as follows:

Before you start to teach your child, practise saying the sounds below.These are the sounds we use to speak in English.

Image result for fred talk rwi

Fred Talk

We use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds into words more easily.

At school we use a puppet called Fred who is an expert on sounding out words! we call it, ‘Fred Talk’. E.g. m-o-p, c-a-t, m-a-n, sh-o-p, b-l-a-ck.

  

The children are taught the sounds in 3 sets.

Step 1:

Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. Please do not use letter names at this early stage. Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.

Step 2:

The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.

 

Nonsense words (Alien words)          

Related image

As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. Click here for further information on the Screening check.

 

Step 3:

Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:

Children use sound-blending (Fred Talk) to read short ditties. They will bring these home once they have read and discussed the book in class. Children will then be challenged to use their developing phonic knowledge to write short sentences.

Within all the books children will have red and green words to learn to help them to become speedy readers. Red words are words that are not easily decodable and challenge words to extend children’s vocabulary. Green words are linked to the sounds they have been learning and are easily decodable.

 

       

Dots and dashes represent the sound each letter makes.

Once your child has been introduced and taught these words in school we will send them home for you to continue practising with your child.

During the RWI session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills.

 

Progression through the scheme

Reception Minimum Expectations for Expected Progress

October December February April May July
Know most Set 1 sounds and begin to blend (Set 1 Sounds Group B) Know Set 1 Sounds and blending (Set 1 Sounds Group C) Reading Photocopy Ditties 1–20* Reading Red Ditty Storybooks Reading Green Storybooks Reading Green/Purple Storybooks

 

Year 1 Minimum Expectations for Expected Progress

October December February April May July
Reading Green/Purple Storybooks Reading Pink Storybooks Reading Orange Storybooks Reading Yellow Storybooks Reading Yellow Storybooks Reading Blue Storybooks

 

Phonics Screening Check Year One

What is the Year 1 phonics screening check?

The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.

It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.

Impact

Our children love their phonics sessions and the quality of their reading and writing shows that they use and implement sounds learnt in their work. Our data is consistently above county and national averages.

 

Useful websites for Parents

Please find a list of websites that you may find useful in helping you and your child  learn about phonics. Games and fun activity websites are also included.

http://jollylearning.co.uk/ - Games and information for parents

http://www.phonicsplay.co.uk/ - many games to play

http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/ - fun games for the children to play

http://www.ictgames.com/literacy.html  - fun games for the children to play

http://www.kenttrustweb.org.uk/kentict/kentict_home.cfm  - fun games for the children to play and information for parents

http://www.ngfl-cymru.org.uk/  - fun games for the children to play

http://www.starfall.com/  - fun games for the children to play

http://www.firstschoolyears.com/  - fun games for the children to play

BBC Bitesize - many games to play covering all areas of the curriculum

 

Reading 

Every Child a Reader

Intent

At St. Margaret's we are passionate about reading. Being able to read well matters. It can significantly impact on success in school and beyond. It takes them into imagined worlds far beyond their own experience, and make possible endless opportunities to explore new areas of learning, thinking and ideas. The power of reading is immense, and we want children to be able to take full advantage of the benefits, pleasure and enjoyment that it has to offer. 

We aim to develop positive attitudes towards reading so every child thinks of themselves as a reader and has fostered a love of the written word in all its various forms. We wish to create a community of readers that share, enjoy and promote reading as a skill and desirable past time.

Implementation

We teach reading in a variety of ways at St. Margaret's School; this includes but is not limited to, carousel teaching, whole class, close text analysis, discreet phonics teaching, shared peer and 1:1 reading. Furthermore all classes have texts read to them throughout the year. This helps to promote reading as a desirable past time and something that should be valued and treasured.

Reading to the Children

Our goal is to motivate children to want to read so they will practice reading independently and, thus, become fluent readers. That happens when children enjoy reading.  As parents and teachers we can do for reading what fast food chains do for hamburgers? ADVERTISE! And we advertise by reading great stories and poems to children. At the end of every school day, the class teachers will read and share high quality texts to your children at a level which is beyond their reading age. This ensures that we continue to develop their vocabulary and understanding of characters and plot far beyond their reading level. It also gives them access to worlds and experiences different to their own. In this time, we also revisit favourite texts chosen from our high quality book lists. 

We can help our children find the tools they need to succeed in life. Having access to information through the printed word is an absolute necessity. Knowledge is power, and books are full of it. But reading is more than just a practical tool. Through books we can enrich our minds; we can also relax and enjoy some precious leisure moments.

With our help, your children can begin a lifelong relationship with the printed word, so they grow into adults who read easily and frequently whether for business, knowledge, or pleasure.

 

Reading Vipers

Image result for reading vipers

At St. Margaret’s, Reading VIPERS are used to support children with their reading comprehension skills. VIPERS are a range of reading prompts based on the 2016 reading Content Domain Areas (CDAs) found in the National Curriculum Test Framework. Each classroom will have the Reading VIPERS displayed in the reading area of their classroom and the class teacher will make explicit links to the skill the children will be learning about. This gives all children across the school a common language to discuss their reading knowledge and understanding.

All children will be working on VIPERS during class reading, whether it is reading as a class, in a small group, or one-to-one with an adult. It would be fantastic if parents could also be referring to VIPERS when they listen to their child read at home.

During guided reading sessions, children will rotate around a series of reading activities which focus on the content domain areas. They will be listened to by an adult twice a week, with follow up comprehension and vocabulary tasks. The sessions are organised as follows:

Early Readers (Reception, Year 1) 

Children will be split into very small groups of 1, 2 or 3 children based on their reading stage and ability. This is possible when reading is taught in conjunction with a split playtime. Each group of children will be taught by the teacher, TA and usually a second adult (TA/Parent helper) over the course of the week (3 out of 5 sessions). During the remaining two reading sessions, the children will be learning independently, focused on phonics reading games / activities appropriate to the phonics stage in which they are securely working. As children’s reading skills become more developed, they may move onto reading linked to a ‘Big Question’ where they talk with a partner about an area of learning linked to reading VIPERs. This may be recorded by an adult onto stickers but there is no expectation for children to be recording their own answers in Nursery, Year R or Year 1.

Developing Readers (Year 2, Year 3) 

Children will be split into five groups. They will complete two independent reading tasks each week, which require a written response and focus upon comprehension using the VIPERS approach. They will have one session in which they are able to read for pleasure (linked to a VIPER) and two sessions of focused adult support time with both the teacher and then teaching assistant to teach reading strategies and collect detailed evidence to inform next steps

Fluent Readers (Year 4, Year 5, Year 6) 

The children will have five activities throughout the week, which they will rotate around. The children will have a pre-task which focuses on one or more VIPERS reading domain. This will have the dual purpose of children reading and absorbing the text, as well as orally rehearsing answers to key questions linked to a VIPERS focus. They will then work with a teacher to discuss the key questions and unknown vocabulary that has arisen from their reading. A follow up task will use the same big questions so that children can formally record their answer. The independent learning tasks will focus on the remaining VIPERS.

Question Openers

VIPERS can be used on any text that a child is reading, as well as on pictures, picture books and films! When any adult is listening to a child read, all they have to do is think of questions about the book/picture/film that cover all of the VIPERS, and there are great examples below of how you can create your own questions using the following question openers. 

KS1 VIPERS Question Stems
 
KS2 VIPERS Question Stems

Impact

The impact of our reading curriculum can be clearly seen across the school through children talking about their love of reading, the quality of texts the children are reading, the quality of teaching across the school and the commitment to reading within the wider community which is evident in our hugely popular reading events and reading volunteer programme. Phonics data is above national average and county results. For 2019, Key Stage 1 results show that data is above national and county averages in reading. KS2 reading results are rising over time.


Useful Links

http://www.wordsforlife.org.uk/

https://literacytrust.org.uk/

https://www.booktrust.org.uk/

https://www.phonicsplay.co.uk/

https://www.bbc.co.uk/cbeebies/shows/bedtime-stories

Writing 

Intent

At St. Margaret’s Primary School, we prioritise the teaching of writing both as a core subject and one which unlocks opportunity in all other subjects. We aim to develop children who are clear, effective communicators who respond to their audience and the context appropriately and in doing so have the opportunity to write in a widening variety of forms for different purposes using appropriate grammar forms. Additionally, we develop their ability to spell correctly and write in a cursive style of handwriting and support children of all abilities through appropriate modelling and scaffolding to enable them to express themselves through writing. 

Implementation

Each class in the school has daily writing sessions as it is integral in all other areas of the curriculum. The Foundation Stage follows curriculum guidance for Literacy. Class teachers plan for opportunities for writing in both the indoor and outside areas. Foundation Stage children have the opportunity to write on a daily basis through own choice and structured adult led tasks throughout the environment. We encourage the children to write independently from an early age. To support the development of writing, the children progress through the Development Matters document which outlines the ages and stages of progression for the EYFS curriculum. Each classroom has a well organised writing area that over the year includes a variety of different resources for mark making and writing such as large sheets of paper, coloured paper, notebooks, diaries, postcards, clipboards, whiteboards, pens, pencils, high-frequency word cards, alphabet cards, interactive displays, messages and examples of children’s writing. Activities are planned daily to develop children’s fine and gross motor skills e.g. building wrist strength by twirling ribbon sticks, practising writing patterns with big brushes and water, making letters in the sand etc. In daily phonics sessions, children are taught to use and practise their writing skills (see reading and phonics policy).

In KS1 and 2 the Long Term Plans shows the curriculum is organised around writing purposes. The grammar, punctuation, and writing composition objectives are planned according to the best fit within these writing purposes.

KS1 Writing Purposes 

  • To recount
  • To inform
  • To explain
  • To instruct/explain
  • To entertain through narrative and poetry

KS2 Writing Purposes 

  • To recount
  • To inform
  • To explain
  • To instruct/explain
  • To argue/discuss
  • To persuade
  • To entertain through narrative and poetry

The Long Term Plan for each year group is structured so during each term there are taught units which will explicitly teach writing objectives. These units can be from 1 – 3 weeks long depending on the writing purpose. From Year 2 to Year 6, all children are expected to produce three pieces of extended writing per term covering a range of genres. Later in the term, application units are explicitly planned so the children can apply the taught objectives and writing skills for the same writing purpose but for a different context to show the progress they have independently made with their writing.

Each writing unit has grammar focuses which feed into writing sessions across the curriculum. Purposes for writing are closely linked to the grammar and punctuation requirements for that purpose of writing. Writing units and are linked to the current Learning Journeys. Links are shown on plans.

KS1 and 2 follow the 2014 National Curriculum knowledge and skills for Writing and Grammar. Writing is assessed against the statutory requirements in the National Curriculum’s programme of study which are used to record children’s progress and to set targets. The weekly plan identifies which objectives are being taught, together with texts being used. The teacher will use this time to make ongoing judgements about the children’s abilities in writing composition, grammar, spelling, punctuation and handwriting.

Writing units generally follow the following structure: 

Planning

· In KS1 children plan their writing using a range of the following strategies, in KS2 the planning stage is compiled and evidenced in an ‘Ideas book’ (see appendix). This may include:

  • Text analysis of the writing purpose
  • - Reading and identifying text and structural features of the purpose/genre. From this a writing toolbelt is made by the teacher and/or children to use when they are writing.
  • Discrete, explicit teaching of grammar/ punctuation features needed for the writing purpose.
  •  Teacher modelled, group or individual planning of the text to be written

Writing

  • Teacher instructed modelling of text including sentence structure to show how the grammar/punctuation objectives can be embedded into the text.
  • Independent writing from the children including appropriate scaffolding and differentiation. The writing is proof-read and checked against a writing toolkit for the structural aspects of the writing purpose and against a writer’s checklist for the sentence structure skills needed in their writing.

 

Proofreading and editing

· Modelled, paired, independent editing and redrafting of sentences or sections of their writing to ensure all writing toolkit structural features and the appropriate writer’s checklist features for the writing purpose are included in the child’s writing. Children use purple pens to show their proofreading and editing changes.

 

Publishing

· Periodically sections of texts or whole texts are chosen to be published for display and/or to be included in their Learning Journey books.

Impact

The quality of our children’s writing, including content, range of genres, grammar and handwriting can be seen not just in English books but also in the wider curriculum. Attainment in writing in KS1 has steadily improved over the past three years and is currently significantly above both county and national averages. External moderations confirm that all judgements in writing are accurate. 

The policies associated with English can be found on our Policies page. Click here to be taken to the Policies page.  

Mathematics  

Intent

At St. Margaret's we understand the importance of reasoning and problem solving within maths, to prepare children for the wider world and their future education. All children are encouraged to be curious, ask questions and to test their ideas.
 

Our aim is for pupils to:

  • become capable and well-rounded mathematicians, prepared for the wider world and future education and approach the subject with a sense of enjoyment and curiosity.
  • reason mathematically through a variety of methods, where children practise the skills of justifying or proving using mathematical language.
  • solve problems by applying their mathematics to a variety of problems with increasing sophistication.

Implementation

At St. Margaret’s we approach mathematics teaching following the concrete – pictorial – abstract approach to enable pupils to be able to move fluently between representations of mathematical ideas. We encourage our pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.  This is supported through a variety of resources, including physical apparatus and well-known scaffolds, such as Numicon, tens frames and part-part whole models.   

              
Our curriculum is structured in a way that allows children to revisit, consolidate and master all aspects of mathematics.  This is achieved through the provision of our long term schemes of learning, ensuring a spiral curriculum where children re-visit concepts throughout the year in order to embed learning.  Progression in calculation is also driven by our Calculation Policy, which has been updated to match current mathematical and educational thinking. Please click here to be taken to the videos in the Support Page. 
Proficiency in multiplication tables is developed through explicit teaching of individual times tables and further supported through the use of deliberate practise using Time Table Rockstars, mental starters, and online learning.

In addition, we offer parent workshops that enable our community to experience our mathematics curriculum, the use of structured apparatus (Numicon) and to have an understanding of how to support their child at home.

Impact

Our progress and attainment in Mathematics is in line with national averages, indicating that our provision for all pupils, including the more able, is good.

Children leave St. Margaret’s as well rounded mathematicians ready for the next stage of their education. 

By the end of KS2, evidence from pupil interviews, work scrutinies, lesson observations and assessment data clearly shows that our pupils have a good understanding and remember the mathematical knowledge, concepts and procedures to ensure readiness for the next stage of their learning.

Science 

Intent

At St Margaret's we believe that a broad and balanced science education is the entitlement of all children.  We are preparing our children for life in an increasingly scientific and technological world while fostering concern about, and active care for, our environment. Science in our school is about developing children’s ideas and ways of working that enable them to make sense of the world in which they live through investigation, as well as using and applying process skills.

Implementation

Our children learn science in ways that are imaginative, purposeful, well managed and enjoyable. We give clear and accurate teacher explanations and offer skilful questioning. 

In KS1 and KS2 science is learned in units through a combination of whole class teaching, group and individual work.  Where possible our science teaching is linked with the class topic to provide a more broad and balanced approach to teaching and learning.

Scientific skills are at the core of teaching and learning in science.

Teachers will enable the pupils to have the skills of observe, describe, explain.

Through the EYFS Framework pupils will explore the world around them, with specific science work covered through the area of learning ‘Understanding the World’.

 

Impact

Our science curriculum provides our children with an enjoyable experience of science, so that they will develop a deep and lasting interest and may be motivated to study science further. It ensures pupils develop positive attitudes to science, building on their natural curiosity. It enables our children to become effective communicators of scientific ideas, facts and data.

To download a copy of the Science Progression of Skills, please click here

To download a copy of the Science Curriculum - Big Question Road Map, please click  here

Art 

Intent

At St Margaret’s CE Primary School we aim to inspire and develop each child’s creativity through an exciting art curriculum.   Our Art curriculum ensures we provide the children with a wide range of opportunities where children can build on their knowledge and skills year on year.

Implementation

Our children learn the skills of drawing, painting, collage, textiles, 3D work and digital art. In each key stage, children practise skills and record their ideas. The children plan and draw in sketchbooks, which progress with them through the school. Children develop knowledge, styles and vocabulary associated used by a range of famous artists.

The skills children acquire are applied to their cross curricular learning.

Impact

Our Art curriculum is planned to ensure that children reflect and evaluate their work and others. Classroom displays reflect the children’s sense of pride in their artwork and this is also demonstrated by creative outcomes across the wider curriculum. The school environment also celebrates children’s achievements in art and whenever possible uses the outdoor as well as indoor environment.

To download a copy of the Art Progression of Skills, please click here

Computing 

Intent

We want the children to leave the school at the end of Year 6 with a clear understanding of computing; understanding the relevance of it in their lives, and knowing how to be safe within the world of technology.  St Margaret's C of E Primary School provides:

  • A progressive knowledge and skills based curriculum throughout the school.
  • Teaching staff with supportive and developmental CPD to support delivery.
  • A thorough Strategic Monitoring Plan to assess impact.

Implementation

  • Progressive E-safety ‘ThinkUKnow’ planning implemented throughout the school (Spring Term 1 2020).
  • Progressive Kapow curriculum and skills progression implemented to cover Digital Literacy, Computational Thinking and Knowledge and Understanding of Computers and Hardware (phasing in from Spring 2 2020 ongoing into academic year 2020/2021).
  • Subject leaders attended computing courses lead by Dave Robinson NCCE and have joined the Crawley Engagement Programme to work collaboratively with locality schools.
  • Subject leaders had training with Mark Wilson (WSCC) to develop consistency in middle leadership. 

Impact

Our Computing curriculum is planned to ensure that children reflect and evaluate their work and others. Impact is captured according to agreed St Margaret's 'Impact Catchers' to show progression in their knowledge and skills and reflect pride. Computing is taught in a cross curricular way, with coverage evident in varied subject areas. Where necessary, Computing is taught discretely. The school environment also celebrates children’s achievements in computing.

     

 

National Curriculum Guidelines for Computing

Early Years 

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected.

  • Communication and language
  • Physical development
  • Personal, social and emotional development
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

Key Stage 1 

Pupils should be taught to:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Key Stage 2 

Pupils should be taught to:

  • A design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • B use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • C use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • D understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration
  • E use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • F select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • G use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. 

To download a copy of the Computing Progression of Skills, please click here

Design & Technology 

Intent

At St Margaret’s Primary School our aim for the DT curriculum is for children to develop the creative, technical and practical expertise needed to perform everyday tasks confidently. They are inspired to participate successfully in an increasingly technological world.  We aim for them to build and apply a repertoire of knowledge, understanding and skills in order to design and make age appropriate prototypes and products for a wide range of users. They are encouraged to critique, evaluate and test their ideas and products. Children are also taught to understand and apply the principles of nutrition and learn how to cook.

Implementation

​We base and plan our DT learning around each year groups Learning Journey and DT projects are part of each terms cross curricular topic. Each year the children are given opportunities to develop and refine their design skills through practical experiences. This enables them to make high quality products, critically evaluate their own work and learn new technical knowledge and language through a progressive skills based DT curriculum. Teachers build on children’s prior knowledge to ensure awareness of key concepts, presenting information clearly and checking understanding accurately and providing clear, direct feedback.

Impact

Our DT curriculum is planned to ensure that children reflect and evaluate their work and others. Classroom displays reflect the children’s progression of skills, knowledge and enjoyment within their DT learning. This is often demonstrated across the wider curriculum in creative and inspiring ways. The school environment provides exciting ways to learn and celebrates children’s accomplishments enabling them to feel a sense of pride and independence, this is reflected both indoors and out. Children demonstrate a range of cooking techniques whilst preparing dishes in accordance to a varied diet, alongside developing an understanding of where a variety of food comes from.            

   

To download a copy of the Design & Technology Progression of Skills, please click here

Geography
 

Intent

We at St Margaret’s CE Primary want the children to leave the school at the end of Year 6 with a clear understanding of Geography, understanding the relevance of it in their lives and inspire children to want to know more about the world around them.  Through our sequenced learning we aim to give children the opportunity and motivation to acquire new knowledge and skills to aid future learning and employment. 

Implementation

In the EYFS the children are given opportunities to make sense of their physical world and their community by exploring, observing, and finding out about people, places and their personal environment around them.

Throughout both Key Stage 1 and Key Stage 2, children acquire knowledge of locational and place knowledge and human and physical geography. This is taught coherently through the four areas of skills: Geographical enquiry, Communicating in different ways, Fieldwork and Map skills.

The children begin to develop a geographical vocabulary by learning about where they live, as well as one other small area of the United Kingdom and a small area in a contrasting non-European country. They also learn about weather patterns in the United Kingdom and hot and cold areas of the world. They use ICT, world maps, atlases and globes, simple compass directions, aerial photographs and plans, as well as simple fieldwork and observational skills.

In Key Stage 2 the learning becomes more focussed but still centrally based around the four key areas of knowledge and skills. Locational knowledge examines latitude, longitude and time zones. Children will use maps to focus on Europe, North and South America, concentrating on regions, key physical / human characteristics, countries, and major cities. They will also work on locating the counties and cities of the United Kingdom, and start to explore their human and physical characteristics. Children will examine geographical similarities and differences by comparing the geography of a region of the United Kingdom with a region in a European country, and with a region in either North or South America. This is part of the place knowledge aspect of the curriculum. For human and physical geography children will be taught to describe and understand key aspects of geography, for example: climate zones, rivers, mountains, volcanoes, earthquakes, the water cycle, types of settlement, economic activity and the distribution of natural resources.

Impact

Our Geography curriculum ensures that at the end of Key Stage 2 children have a bank of transferable skills such as research, observation, measurement, recording and presentation which aid future learning and employment.  Alongside these transferable skills the children will obtain knowledge from a variety of focus are as.

To download a copy of Geography Progression of Skills, please click here

History 

Intent

In teaching History we aim to inspire a sense of curiosity to learn about the past; to develop a depth of knowledge about the past as well as to know about History in our locality.  During History learning we teach children to develop their research and communication skills. Children are encouraged to be open minded and become enquiring thinkers who can compare, contrast and develop an understanding of cause and effect. We want them to question how people have lived in the past, to examine how and why things have changed and their influence on the present. 

Implementation

​Every year group follows at least one History based learning journey during the academic year.  Cross curricular links are made wherever possible and we provide opportunities for children to consolidate their understanding of History through ‘Stunning Starts’, ‘Marvellous Middles’ and ‘Fabulous Finishes’.  Learning is made meaningful through handling real artefacts, field work visits to sites of historical interest and the personal history of individuals in the local community who can share their experiences of the past with the children.

Impact

For each Historical learning journey teachers provide opportunities for ‘Impact Catchers’, for example, mind maps showing knowledge at the beginning of a topic and then at the end.  We have a Whole School Portfolio of History learning, which shows evidence of the knowledge learnt as well as the skills covered.  ‘Pupil voice’ interviews shows evidence of children talking enthusiastically about their Historical learning journeys.

   

To download a copy of History Progression of Skills, please click here

Modern Foreign Languages - French  

(Awaiting content to be added)

Music
 

(Awaiting content to be added)

Religious Education (R,E,) 

Intent

Religious Education is a core subject at St Margaret’s Church of England Primary School and is at the centre of our ethos. We believe that R.E. plays an important role in preparing pupils for adult life and endeavour to equip children with knowledge and skills to become responsible citizens who can make reasoned, informed and positive judgements on religious and moral issues.

Implementation

Religious Education is taught through regular lessons in each year group. As a school we use the resource ‘Understanding Christianity’ which has been developed by ‘The Church of England Education Project’. This resource aims “to help all teachers support pupils in developing their own thinking and their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it” (The Church of England Education Office, 2016). We also use resources developed by Diocese of Guildford to support our teaching of different faiths and beliefs.

Within ‘Understanding Christianity’, there are two focuses that we work on. One of these is learning about Christianity itself and ‘understanding the text’. The other is digging deeper to ‘understand the impact’ of the text and ‘make connections’ between this, a Christian’s beliefs and the way in which they live their lives.
Similarly, within the teaching of other faiths and beliefs, there are two focuses. One of these is the ‘learning about’ a religion, where children develop knowledge of the people who are important to these religions, their history, where people worship and how their beliefs affect the way they live. The other focus is ‘learning from’ a religion. This is where children are encouraged to reflect on how they can learn from other people’s beliefs.

Impact

During their time at St Margaret’s, our children’s knowledge of Christianity and other faiths is built up and contributes to their ability to personally reflect on their thoughts and beliefs, build resilience and respect other beliefs and points of view. These are vital skills for the children as we live in a diverse society. Most importantly, children learn to understand and value the Christian values of truth and diversity, in order to be able to make positive moral judgements, both now and in the future. 

 

To download a copy of RE - Other Faiths Coverage and Progression, please click here

Physical Education (P.E.) 

Intent

​At St Margaret’s we aim to inspire all children to succeed and excel in a broad range of physical activities. We strive to support children to understand that PE and sport are an important part of a healthy, active lifestyle and to ensure they are physically active for sixty minutes a day. All activities are planned with a skilled-based approach ensuring pupils take part in PE and sport, including competitive sport and embed values such as leadership, fairness and respect.

Implementation

At St Margaret’s we pride ourselves in engaging all pupils and work closely with our Rainbow Centre to ensure we cater for the needs of all of our pupils.

 Numerous opportunities are provided for children to take part in a range of competitive, creative and challenge-type activities, both as individuals and as part of a team or group, in this school, and in a wide range of inter school competitions. Pupils participate in Festivals and experience sessions held at different senior schools and club venues throughout the town.

We aim to embed core values such as fairness and respect and a love of PE and sport, which they will maintain throughout their lives. 

The PE curriculum is planned covering the skills and knowledge/content themes from the National Curriculum for Key Stage 1 and 2 and the EYFS for the Foundation Stage. 

In the Early Years, PE is taught through dance, gymnastics and multi-skills. In Key Stage 1, children build on these skills and develop and apply to small sided games. In Key Stage 2 the core skills are developed and applied in games, gymnastics and dance.

Water confidence sessions are held in Year 2, competence in swimming is covered in Year 4 and Catch-up swimming sessions are held in Year 6.

There is a real sense of love for PE and sport throughout the school from pupils and staff alike. There are a wide range of activities on offer for the children to experience with an opportunity to engage in new activities and develop their skills further.

Proof of how much our children enjoy PE and sport is reflected in their comments through Pupil Voice sessions.

The PE curriculum is continually updated and developed to ensure it meets the new National Curriculum with extra opportunities for competitive sport. 

Children take part in a wide range of tournaments/festivals throughout the year with visiting sports coaches working alongside pupils and staff.

The School Sports Premium has provided opportunities for PE and sport to be enhanced and developed giving opportunities for all to experience high quality PE and sport. The funding has also enabled us to provide high quality facilities for physical activity during playtimes and lunch times with the installation of basketball posts, football/netball posts, outdoor gym facilities and a mile running track.

As a school we hold fully inclusive Sports Days, which are jointly led by staff and Year 5/6 pupils.

We spot light different whole school events eg British Heart Foundation to improve fitness and with a visiting athlete who taught us about the challenges of being a Paralympic athlete.

Impact

By the end of KS2 children have built their skills in teamwork, paired work and individual performance at St Margaret’s. They have experienced and participated in a wide range of sports and activities and the opportunity to attend a vast range of extracurricular clubs and represent the school in a variety of festivals and competitions. We openly promote local clubs and sports organisations through the School weekly newsletter and website.

Our approach to swimming allows pupils to engage at their level and we encourage families to swim with their children regularly.

Year 5/6 Pupils attend Sports Crew training and the impact is seen on the playground during our Change 4 Life club and activities they support.

Throughout our school, all pupils participate in Physical Education lessons, break time activities, festivals, competitions and after school clubs.

For further evidence see:

  • pupil voice;
  • Data collected linked to participation in after school clubs and in sporting events;
  • Whole school data linked to our fitness challenge;
  • See PE portfolio;
  •  PE display and sports board;
  • Sports Crew meeting minutes.

To download a copy of PE Progression of Skills, please click here

Relationship & Health Education (R.H.E) 

Intent

At St Margaret’s Primary School our aim for the PSHE curriculum is for children to develop the skills needed to be happy, thoughtful individuals, capable of fulfilling their potential in the world. We aim for them to build and apply a repertoire of knowledge, understanding and skills in order to become confident, responsible and independent young people and adults. They are encouraged to develop their critical thinking skills as well as the skills they will need to keep themselves safe. All children are able to access this curriculum equally regardless of gender, race or ability.

Implementation

​We take a whole-school approach to implementing the PSHCE curriculum, as we believe that many aspects of school life influence the children’s development in these areas. As well as being embedded in a number of school experiences, e.g. residential trips in Year 4, 5 and 6, which focus on skills such as working in a team, it is also taught discretely following a yearly cycle of topics: Being Me in My World, Celebrating Difference, Changing Me, Healthy Me, Relationships, and Dreams and Goals

Impact

Achievement in the development of skills and values taught through PSHE can be recognised through the use of Golden Time, Medals, Book of Brilliance, certificates presented in the weekly Head Teacher’s celebration worship. These achievements can be acknowledges with parent through informal discussions, weekly newsletter, parent consultations and end of year reports. Children also develop a knowledge base of key concepts and information, eg. the meaning of democracy, health processes.

This impact is evidenced through our use of Thrive whole class screening, as well as displays and practical activities across the school.

To download a copy of RHE Progression of Skills, please click here

Contact Us

The Primary School, The Mardens, Ifield, Crawley, West Sussex, RH11 0AQ

Mr Steve Chambers
01293 521077

Contact Us

The Nursery, The Mardens, Ifield, Crawley, West Sussex, RH11 0AQ

Mrs Hiscock
01293 421080