• Curriculum Intent

    Our ‘school curriculum’ is the child’s whole experience at All Saints’ First School. Our curriculum ensures that every child is given the opportunity to flourish and develop confidence and independence, to enable them to be the best they can be and achieve their god given potential.

    Curriculum Intent

    At All Saints’, we value the uniqueness of each individual child, recognising and nurturing their potential for learning. Our aim, through our tailor-made curriculum, is to ensure every child is inspired to be the best they can be, to instil Christian values that will be carried with them through life’s journey and to inspire them to make a positive contribution to the community.

    We believe that our curriculum provides the right balance between understanding and using knowledge as well as developing and applying skills, leading to better understanding and progression for the pupils.

    Our curriculum has been designed with the following intent:

    ♦ Safeguarding and promoting the well-being of both children and adults so that all know that they will be cared

    ♦ Celebrating diversity, recognise individual needs and provide fair opportunities for all.

    ♦ Ensuring that everyone is given the opportunity to flourish and develop confidence and independence, to enable them to be the best they can be and achieve their god given potential.

    ♦ Encouraging everyone to take responsibility for their own actions and develop the ability to persevere.

    ♦ Providing a Christian, caring community for all, where there are respectful relationships based on friendship, compassion, kindness, honesty and forgiveness, so that everyone lives well together.

    ♦ Ensuring RE and Worship is central to the life of the school, to encourage the spiritual development of all children and adults.

    ♦ Delivering a well-taught, creative, relevant, broad and balanced curriculum, which inspires the children to see God’s world as a place of wonder, and develops a love of learning.

    ♦ Working collaboratively with parents, learners, members of the community, the church, educational partners and other professionals to ensure all children receive the very best start to their learning journey.

  • Our School Curriculum

    Our curriculum is comprised of three equally important elements:

    All three elements are important to meet out curriculum intent. Our curriculum therefore places equal importance on each element. Our school values of:

    • Respect
    • Kindness
    • Confidence
    • Independence
    • Responsibility
    • Creativity
    • Love of Learning
    • Perseverance

    are entwined through the whole curriculum, and not just the personal and spiritual element.

  • Curriculum Overview

    We strive for children to learn skills alongside knowledge, ensuring that both are developed and intertwined.

    National Curriculum

    We do this by having an emphasis on cross-curricular teaching, where purposeful and relevant, with a strong focus on sequential and progressive skills. We believe that this is important for making the curriculum relevant and meaningful to pupils and for putting knowledge into context.

    We believe that it is our responsibility to develop the Literacy and Numeracy skills for all of our pupils. Using the Early Years Foundation Stage Strategy and National Curriculum as a basis, age-appropriate progression and knowledge for each core and foundation subject has been identified. This has been mapped out to ensure coverage of identified knowledge is secured across KS1 and KS2. We carefully select the sequence of when, what and how knowledge is taught and subject leaders work actively to review this regularly.

    Enrichment Curriculum

    We embed Enrichment opportunities to help us to meet many aspects of our curriculum intent, including:

    • Ensuring that everyone is given the opportunity to flourish and develop confidence and independence, to enable them to be the best they can be and achieve their god given potential.
    • Providing a Christian, caring community for all, where there are respectful relationships based on friendship, compassion, kindness, honesty and forgiveness, so that everyone lives well together.
    • Delivering a well-taught, creative, relevant, broad and balanced curriculum, which inspires the children to see God’s world as a place of wonder, and develops a love of learning.
    • Working collaboratively with parents, learners, members of the community, the church, educational partners and other professionals to ensure all children receive the very best start to their learning journey.

    Personal and Spiritual Curriculum

    Our Personal and Spiritual curriculum opportunities help the children to develop  respectful relationships based on friendship, compassion, kindness, honesty and forgiveness, so that everyone lives well together. It encourages the celebration of diversity, recognises individual needs and provides fair opportunities for all. RE and Worship is therefore central to the life of the school, and we encourage the spiritual development of all children.

    Together the three parts of our curriculum, with the context of our school vision and values aims to inspire all children to be the best they can be in order to flourish as children of God. It nurtures all those who learn and work in our school, and instills Christian values that will be carried with the children through life’s journey and will inspire them to make a positive contribution to the community.

     

  • Curriculum Design

    – As part of the curriculum design, we have addressed the following:

    – Developing sequential learning, where pupils know more and can do more, building on what they have been previously taught

    – Local context and enriching the lives of pupils

    – Strong focus on subject-specific skills

    – Considering depth, breadth and curriculum content

    – Seeing the curriculum as a progressive model, by reviewing and evaluating curriculum design regularly, and taking opportunities to incorporate current events or local issues

    – Having a clear purpose for assessment

    – Listening to pupil’s voice so that this feeds into the curriculum

    – Clear curriculum leadership and ownership for all

  • Long Term Curriculum Plans and Progression Grids

    As we have mixed classes, we have a 2 year curriculum cycle to ensure children do not repeat content. Our long term curriculum plans give overviews for each key stage. An example of a long term plan is below:

    You can access all of our long term plans here:

    EYFS

    EYFS Long Term Plan

    EYFS Topics

    Key Stage 1

    Key Stage 1 Long Term Plan

    Key Stage 1 Alternative Long Term Plan

    In September 2020, the children will be following the Alternative plan, year A.

    Key Stage 2

    Key Stage 2 Long Term Plan

    Key Stage 2 Alternative Long Term Plan 

    In September 2020, the children will be following the Alternative plan, year A.

  • SKILLS PROGRESSION GRIDS

    Our skills progression grids ensure that children are taught at the right level for their needs. For each subject within our curriculum, we have identified the key skills that we wish our children to have when they leave our school, the ‘endpoint’ skills. Each skill then has identified ‘waypoints’ for each year group along the way. In this way, we can ensure that our skills are progressive in all subjects and that the children revisit and build on previous learning as they move through school. In addition, we can ensure that children are on track to reach the appropriate skills by the time they are in Year 4, and also intervene and support those who need it along the way. Finally, we can ensure that all children, no matter which year group they are in, can access learning at a level that is right for them, building on the previous skills.

    Have a look at our progression grids below:

    Reading Progression Grid

    Maths Progression Grid

    Writing Progression Grid

    RSHE Progression Ladder

    PE Progression Ladder

    Music Progression Ladder

    History Progression Ladder

    Geography Progression Ladder

    Computing Progression Ladder

    Science Progression ladder

    Art Progression Ladder

  • Parent Curriculum Booklets

    These booklets provide information for parents and carers on the end of year expectations as compiled by the staff using National Frameworks/Curriculum requirements.

    All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.

    If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please talk to your child’s teacher.

    YEAR1 EXPECTATIONS BOOKLET

    YEAR 2 EXPECTATIONS BOOKLET

    YEAR 3 EXPECTATIONS BOOKLET

    YEAR 4 EXPECTATIONS BOOKLET

     

  • Early Years Curriculum

    LONG TERM PLAN EYFS

    Early Years long term topics

  • Reading and Phonics

    Reading Schemes

    We have our own home reading scheme, which combines many different published schemes, including Project X, Heinneman and Oxford Reading Tree. Books are banded according to ability and children are regularly assessed to ensure that their books are appropriate for their reading ability.

    In addition, we have group reading books, which are also levelled to match children’s reading abilities. These books are used to support group reading activities on a weekly basis.

    Phonics

    Our school teaches synthetic phonics, as one part of a wider strategy to teach reading. Within Early Years, the children have daily phonics sessions and are grouped into the appropriate phase according to their ability.

    In Key Stage 1 and 2, children have a daily class based or phased based phonics lesson, which includes year group phonics/spelling and phased phonics appropriate to their ability.

    A structured phonics program, is delivered daily. As children progress, spelling strategies, including spelling patterns are taught. Children who need extra support have specific intervention programmes, which include phonics support if they have gaps in their phonic knowledge. In addition, children who need additional interventions are supported on an individual or small group basis.

     

  • Maths

    The maths curriculum is designed to show a clear progression of  skills within the key areas. Our maths coverage is available to view below.

    Within Maths it is important that parents are aware of the end of year group expectations. Our curriculum booklets for each year group provide this information and enable parents to support their children with their learning.

    In addition, we follow LEP Calculations Policy within Maths, in line with other local schools. This is available below for parents to access, when supporting their children in Maths.

    Whole School Maths Coverage

    Whole School Calculation Policy

  • English

    The curriculum is designed to show a clear progression of English genres and skills both across year groups and within year groups.

    Within English it is important that parents are aware of the end of year group expectations. Our curriculum booklets for each year group provide this information and enable parents to support their children with their learning.

    Click here to view the Key Stage 1 English Long Term Map

    Click here to view the Key Stage 1 Fiction Texts

    Click here to view the Key Stage 2 English Long Term Map

     

     

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