Curriculum
Our Curriculum Vision
At Saint Andrew’s Primary School, our curriculum is designed to inspire our children to become inquisitive, reflective individuals with an enthusiasm for learning. Our Christian values of love, trust and wisdom, and a thorough consideration of our children’s well-being and happiness is at the heart of everything we do.
We provide a range of learning experiences that enable children to develop their appreciation and awareness of the world around them as well as building their interpersonal skills and resilience. Our cross-curricular approach enables our children to make meaningful links with their learning and ensures that every member of our Saint Andrew’s family is supported in, and encouraged to build strong relationships, celebrate diversity, encourage respect and build a sense of community. We enable children to take on key roles within the school developing a sense of responsibility, and we encourage active participation in our wider community through involvement with local events and organisations.
Our embedded Christian values, PSHE lessons and whole school worship assemblies promote positive attitudes which reflect the values and skills needed for future learning and success in modern Britain. Children leave Saint Andrew’s Primary School with a strong sense of belonging and are proud that they have developed the confidence and skills needed to be learners for life.
Curriculum Lead: Miss Robertson
What will my child be learning this year?
Please see attached our new topic overview for the academic year 2021-22
Subject Leader: Miss Robertson
“When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved anything greater than the ability to share feelings and thoughts through language.”
James Earl Jones
Intent 
At Saint Andrew’s we believe that a quality English curriculum should develop our children’s love of reading and ensure that they are coherent and proficient communicators. This help the children to become confident writers, understanding the power of vocabulary and how it can be manipulated for a range of audience and purpose.
English skills are integral to our whole school curriculum, from EYFS to Year 6. Our cross-curricular approach enables our children to make meaningful links with their learning and ensures that every member of our Saint Andrew’s family is supported in, and encouraged to build strong relationships, celebrate diversity, encourage respect and build a sense of community. Children are encouraged to apply their writing skills to a range of audiences and purpose – making links to the reasons why we write. This is closely linked to a wide range of fiction and non-fiction as well as stories and poetry from a range of cultures and backgrounds.
Children leave Saint Andrew’s secure in their abilities, having made rapid progress from their starting points. They are prepared well for their next stage of education.
Implementation
These aims are embedded across our English lessons and the wider curriculum. We have a curriculum that provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our children. Teachers also ensure that cross curricular links with concurrent topic work are woven into the programme of study.
Teachers plan and teach English lessons which are differentiated to the particular needs of each child and intervention is put in place in addition to quality first teaching strategies. We place importance on developing writing skills and ensuring that our children can see the context and purpose for their writing. We build writing stamina by providing frequent opportunities for the children to write across all curriculum areas. We strive to encourage the children to be independent workers, ensuring that we equip them with the confidence, tools and strategies that they need to do so effectively.
In addition, throughout the school year our curriculum is enhanced through whole-school events such as World Book Day, cross-curricular approaches and a range of trips and visits which enrich and complement the children’s learning.
Impact
The impact on our children is clear: progress, sustained learning and transferrable skills. With the implementation of writing for a purpose being well established and taught thoroughly in both key stages, children will be more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
All children will leave KS1 with the ability to read to an age-appropriate level (at least) and will have passed the phonics screening. Half-termly assessment will show that children are achieving their personal targets, and the majority will reach age-related expectation, if not greater depth. All children will make secure, sustained progress from their starting points.
As all aspects of English are an integral part of the curriculum, cross curricular writing standards will also improve and skills taught in the English lesson will be transferred into other subjects; this will show consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.
We intend that as children move on from St Andrew’s to further their education and learning, that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
Writing Policy
Subject Leader: Miss Robertson
“When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved anything greater than the ability to share feelings and thoughts through language.”
James Earl Jones
Intent
At Saint Andrew’s we believe that a quality English curriculum should develop our children’s love of reading and ensure that they are coherent and proficient communicators. 
English skills are integral to our whole school curriculum, from EYFS to Year 6. Our cross-curricular approach enables our children to make meaningful links with their learning and ensures that every member of our Saint Andrew’s family is supported in, and encouraged to build strong relationships, celebrate diversity, encourage respect and build a sense of community. Children are encouraged to apply their writing skills to a range of audiences and purpose – making links to the reasons why we write. This is closely linked to a wide range of fiction and non-fiction as well as stories and poetry from a range of cultures and backgrounds.
Children leave Saint Andrew’s secure in their abilities, having made rapid progress from their starting points. They are prepared well for their next stage of education.
Implementation
These aims are embedded across our English lessons and the wider curriculum. We have a curriculum that provides many purposeful opportunities for reading, writing and discussion. We use a wide variety of quality texts and resources to motivate and inspire our children. Teachers also ensure that cross curricular links with concurrent topic work are woven into the programme of study.
Reading is of vital importance to our curriculum and the children’s future success. At St Andrew’s we are implementing an exciting new reading programme, ‘Daily Supported Reading’ (DSR) in KS1 to ensure that our early readers make rapid and sustained progress. This, combined with our systematic phonics teaching, enables our children to ma
ster the literacy skills needed to meet the demands of the curriculum as they progress through their schooling. In KS2, this is developed further with regular opportunities for silent, sustained reading (SSR), whole class guided reading and reading for pleasure.
In addition, throughout the school year our curriculum is enhanced through whole-school events such as World Book Day, cross-curricular approaches and a range of trips and visits which enrich and complement the children’s learning.
During this academic year, David Walliams and Michael Rosen have already digitally zoomed into our classrooms and we welcomed the author James Campbell in person too!
We have also taken part in live events with Tom Palmer and Jacqueline Wilson!
Impact
The impact on our children is clear: progress, sustained learning and transferrable skills. With the implementation of writing for a purpose being well established and taught thoroughly in both key stages, children will be more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
All children will leave KS1 with the ability to read to an age-appropriate level (at least) and will have passed the phonics screening. Half-termly assessment will show that children are achieving their personal targets, and the majority will reach age-related expectation, if not greater depth. All children will make secure, sustained progress from their starting points.
As all aspects of English are an integral part of the curriculum, cross curricular writing standards will also improve and skills taught in the English lesson will be transferred into other subjects; this will show consolidation of skills and a deeper understanding of how and when to use specific grammar, punctuation and grammar objectives.
We intend that as children move on from St Andrew’s to further their education and learning, that their creativity, passion for English and high aspirations travel with them and continue to grow and develop as they do.
Reading Scheme
Oxford Reading Tree and Daily Supported Reading:
Daily Supported Reading is a programme that ensures children in KS1 develop reading fluency by reading authentic natural language stories every day. It is implemented in addition to our school’s synthetic phonics programme following Floppy’s Phonics. Children read daily in small groups led by a trained adult (reading mentor). Each session lasts for 25 minutes and is non-negotiable every day.
Adults use a lesson guide to structure the session, and to support independent engagement with, and independent enjoyment of, a range of story books. The stories that children read in DSR are matched to their independent reading levels and children are promoted to higher level texts weekly.
- Through texts, children learn to respond to, and engage with new ideas and information (cultural capital).
- They are taught how to access information with increasing autonomy and to read aloud with increasing fluency.
- They learn to problem solve independently, while keeping a story or message in mind (global comprehension).
- They begin to trust, value, and deepen their own opinions and responses while reading with increasing fluency and understanding.
Phonics and Early Reading
Subject Leader: Miss Robertson
Children at St Andrew’s learn to read through a combination of:
- Synthetic phonics, using these to blend and segment words.
- Recognising high frequency words by sight.
- Using pictures, contextual and sense clues.
- Daily Supported Reading (DSR).
Daily Supported Reading:
Daily Supported Reading is a programme that ensures children in KS1 develop reading fluency by reading authentic natural language stories every day. It is implemented in addition to our school’s synthetic phonics programme, ‘Floppy’s Phonics‘. Children read daily in small groups led by a trained adult (reading mentor). Each session lasts for 25 minutes and is non-negotiable every day.
Adults use a lesson guide to structure the session, and to support independent engagement with, and independent enjoyment of, a range of story books. The stories that children read in DSR are matched to their independent reading levels and children are promoted to higher level texts weekly.
- Through texts, children learn to respond to, and engage with new ideas and information (cultural capital).
- They are taught how to access information with increasing autonomy and to read aloud with increasing fluency.
- They learn to problem solve independently, while keeping a story or message in mind (global comprehension).
- They begin to trust, value, and deepen their own opinions and responses while reading with increasing fluency and understanding.
Phonics:
We use Floppy’s Phonics to deliver our phonics sessions. Children have daily phonics sessions in KS1. By the time children enter into Year One, they will be well on their way in their Floppy’s phonics journey. Having started the scheme in EYFS, they will have had over a year to become confident with the scheme and its routines. As the children begin the Year One material, they begin by recapping sounds that they have learnt in Reception. Then they move on to look at different ways of seeing (graphemes) and hearing (phonemes) the sounds that they have covered in Reception. 
As the children progress through the scheme we carefully monitor the children’s progress and support those that need additional revision by running regular interventions alongside their phonics sessions. In Year One, children begin to become more independent with their phonics learning.
Why we use Floppy’s Phonics:
- The Floppy’s Phonics programme teaches the letter/s-sound correspondences of the English alphabetic code explicitly and comprehensively for reading, spelling and handwriting.
- Systematic and structured with inbuilt rigorous revision to ensure the success of every child.
- Includes the characters of Floppy the dog, Biff, Chip and Kipper and their family and friends, with hundreds of colour pictures to engage children fully for the phonics teaching & learning, vocabulary enrichment and language comprehension.
- Rigorous teaching sequence ensuring the phonics teaching & learning is straightforward, effective and allows for differentiation in simple, but effective, ways.
- Builds up knowledge of spelling word banks over time where words are spelt with the same letter/s-sound correspondences.
- Designed to inform parents/carers routinely and to work in partnership with them wherever possible.
- The order of introducing the 44 sounds of the English language matches the order in ‘Letters and Sounds’ (DfES, 2007).
The Floppy Phonics Teaching Sequence
By Year 2, our children move onto spelling and GPS focus sessions instead of whole class phonics sessions. Where children in Year 2 and KS2 need additional phonics support, they participate in individual interventions to support this.
Subject Leader: Mr Wainford
Intent – Mathematics at St Andrew’s
We aim to build a Mathematics curriculum which develops independent learning and results in the acquisition of life-long knowledge and skills so that all pupils know more, remember more and understand more.
Our curriculum will be stimulating and build confidence in appropriate subject knowledge, skills and understanding in Number, Algebra, Ratio, Measurement, Geometry and Statistics as set out in the National Curriculum. We aim to engage children and help them reach their potential at St Andrew’s Church of England Primary School and beyond.
Our curriculum will enable pupils to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competency in solving increasingly sophisticated problems. Children will be able to apply maths to real-life, relevant situations including where they might not have experienced these before.
We intend for our pupils to be able to apply this mathematical knowledge and learning to science and other subjects in a practical way. We aim to encourage a growth mindset approach in mathematics, building self-esteem, resilience and confidence in applying mathematical skills through our Christian values of Love, Trust and Wisdom.
Implementation
National Curriculum Programmes of Study and Scheme of Work
- Our school uses our Trust’s Planning, Progression and Assessment Documents for Maths, which are based on the National Curriculum. These ensure progression within and across year groups. To support with this, we use White Rose. This is because this curriculum incorporates challenge and differentiation in fluency, reasoning and problem-solving.
- Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary. These additional skills within other curriculum areas (i.e. science) will allow a broader understanding of mathematics.
- Mathematics is taught as an exclusive subject in order to promote fluency but children are also provided with real life problems so that they are made aware of the importance of mathematics in everyday life. The systematic teaching of number and place value has a high priority throughout school.
- In Foundation Stage, pupil fluency is developed by using a visual, practical base to develop conceptual understanding and recall. Pupil’s mathematical reasoning is developed through the use of concrete objects and spoken language to explain and justify.
- School has developed a comprehensive Calculation Policy, which enables staff to teach standard methods systematically and progressively across all age groups.
- Problem Solving challenges enable varied and frequent practice of mathematical application through increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
Impact
Children will make accelerated progress in Mathematics from their last point of statutory assessment from their starting point in the Foundation stage.
Children will use their Mathematics knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more.
Children will recognise the importance of Mathematics as a facilitating subject to enable them to access other areas of learning and operate successfully is everyday life both now and in the future.
Children will have a confident attitude towards mathematics. They will use arithmetic and timetables fluently and make connections in order to solve real life problems.
They will recognise that Mathematics is essential for everyday life and make at least good progress in Mathematics with opportunities to make exceptional progress at all stages. Please see below for the unit overviews for each year group.
Our unit overviews for each year group
Year 1 Maths Planning, 2021-22
Year 2 Maths Planning, 2021-22
Year 3 Maths Planning, 2021-22
Year 4 Maths Planning, 2021-22
Year 5 Maths Planning, 2020-21 ver5
Our maths policies
Maths and Calculation Policy, Sept 2021
Useful links
National Curriculum in Mathematics
Supporting your child with maths
Subject Leader: Mr Johns
Intent – RE at St Andrew’s
Here, at St Andrew’s, the aim of Religious Education is to help children to
acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain; to appreciate the way that religious beliefs shape life and our behaviour, develop the ability to make reasoned and informed judgements about religious and moral issues and enhance their spiritual, moral, social and cultural development.
Religious Education is taught throughout the school in such a way as to reflect the overall aims, values, and philosophy of the school. At St Andrew’s, Religious Education plays an important role, along with all other curriculum areas, particularly PSHCE and Wellbeing, in promoting the spiritual, moral, social, and cultural development of our children.
Implementation
At St Andrew’s, it has been agreed that having taken into account the requirements and guidelines presented in the Norfolk Syllabus, the following religions have been selected for study:
- Christianity
- Islam
- Judaism
- Hinduism
- Humanism
As a Church of England school, Christianity is the predominant religion in the school’s pupil population and in the community surrounding the school.
There are no presumptions made as to the religious backgrounds and beliefs and values of the children and the staff. We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children.
Impact
The children at St Andrew’s enjoy learning lots about other religions and why people choose, or choose not to follow a religion. Through their R.E. learning, the children are able to make links between their own lives and those of others in their community and in the wider world. R.E. acts as a hub, therefore, between social aspects of learning, science and geography. Through R.E. our children are developing an understanding of other people’s cultures and ways of life, which they are then able to communicate to the wider community.
R.E. offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way. As such, R.E. is invaluable in an ever changing and shrinking world.
Useful links
Subject Leader: Mrs. Paternoster
Intent – Science at St Andrew’s
At St. Andrew’s, our children are SCIENTISTS! Our intent is to give every child a broad and balanced science curriculum which enables them to confidently explore and discover what is around them, so that they have a deeper understanding of the world we live in. We want our children to love science and to feel that science ‘is for them’. We want them to have no limits to what their ambitions are and grow up wanting to use science throughout their lives. We want our children to remember their science lessons in our school, to cherish these memories and embrace the scientific opportunities they are presented with. At St. Andrew’s, we have a coherently planned and sequenced curriculum which has been carefully designed and developed with the need of every child at the centre of what we do. We want to equip our children with not only the minimum statutory requirements of the science National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. Science in our school is about developing children’s ideas and ways of working; it involves exciting, practical hands-on experiences that encourage curiosity and questioning and we make sure that we plan learning experiences which allow children to explore their outdoor environment and locality, thus developing their scientific enquiry and investigative skill. Our lessons are full of scientific vocabulary, which aids children’s knowledge and understanding not only of the topic they are studying, but of the world around them. We intend to provide all children regardless of ethnic origin, gender, class, aptitude or disability, with a broad and balanced science curriculum and help them to see that science is relevant to them.
Implementation
At St. Andrew’s, we are very fortunate with our local environment and we make use of this at every opportunity when learning about science. We have a dedicated Forest Schools area, expansive school grounds, an abundance of farms surrounding our school site and easy access to the coast. Science topics are taught within each year group in accordance with the National Curriculum, linking to the class topic wherever possible. Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth. Due to one-form year groups in our school, science units are taught on a yearly rolling programme to ensure coverage. Teachers promote enjoyment and foster interest of the scientific disciplines: Biology, Chemistry and Physics. Children explore, question, predict, plan, carry out investigations and observations as well as conclude their findings. Children present their findings and learning using science specific language, observations and diagrams. In order to support children in their ability to ‘know more and remember more’ there are regular opportunities to review the learning taken place in previous topics as well as previous lessons. At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic. We recognise the importance of first-hand experiences and give children regular opportunities to explore resources for themselves, asking questions and investigating without the pressure of always having to write down their ideas. We ensure that all children can access and enjoy science, regardless of their mathematical or literacy ability – children are given the chance to verbally record their findings or use photographs to show what they have learnt. Weekly book looks are conducted by the subject leader to monitor the written/recorded evidence of science being taught across the school, as well as plenary swaps and lesson dips to allow for discussion with the children about their science learning. To support teachers in offering and a hands-on approach to science, the school has a well-organised and well-stocked supply of science resources, which are monitored and updated regularly. Effective use of educational visits and visitors are planned, to enrich and enhance the pupil’s learning experiences within the science curriculum and to offer a broad view of what science looks like outside of the classroom. The local context is considered when planning every unit of work and all teachers are expected to make regular and relevant links to this wherever possible. As a school, we take an interest in what our children’s families do, both as employment or as interests, and we encourage them to get involved with making science relevant and engaging, whether this is coming into lessons as experts in the topic or sharing their experiences with their children. Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it. Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the science curriculum. Pupils are regularly given the opportunity for reflection on their own learning and how this learning will be useful for them in the future.
Impact
The impact of our science curriculum and teaching will lead to outstanding progress over time, across key stages, relative to a child’s individual starting point and their progression of skills. All children will leave St. Andrew’s with a wider variety of skills linked to both scientific knowledge and investigative skills. They will have a richer vocabulary which will enable them to articulate their understanding and views of scientific concepts and their place in the world.
Through various workshops, trips and interactions with experts, pupils will be enthusiastic science learners and understand that science has changed our lives and that it is vital to the world’s future prosperity. Through the experiences and interactions that they have in our school, and in the local community, our children will know that anyone can be a scientist.
Our ultimate goal is that children’s science capital will be increased through their time at St. Andrew’s, and that they will be empowered, inspired and understand that they have the capability to change the world.
Useful links:
Subject Leader: Mr Johns
Intent – Art, Design and Technology at St Andrew’s
Here, at St Andrew’s, we value and are dedicated to the teaching of Art and Design Technology. We see this as a fundamental part of school life. We are committed to providing an ‘Arts Rich Curriculum’ for our children. We believe that by developing this, we can contribute to the quality of our children’s lives, both within and beyond school. We see art and design as a means to support learning in a range of ways. The skills that are developed in these subjects can be transferred across the curriculum and thus aid learning.
Implementation
As a school and in accordance with the National Curriculum’s expectations, we aim to ensure that all pupils:
- Produce creative work, exploring their ideas and recording their experiences.
- Become proficient in drawing painting, sculpture and other art, craft and design technique.
- Evaluate and analyse creative works using the language of art, craft and design.
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
Class teachers are usually responsible for teaching art and design technology, although there will be times when professional artists/helpers will be involved in the teaching of the topic. We take every opportunity to develop links with outside agencies and experts in order to enrich our Art and Design provision.
Impact
Our children enjoy the self-expression that they experience in both Art and Design Technology.
They are always keen to learn new skills and work hard to perfect those shown to them. The children’s art is very often cross-curricular, and helps them to express feelings and emotions in art, as well as show their knowledge and understanding in history, geography and science.
Through their art and design, the children are able to reach out into the community, with our pupil’s artwork proudly displayed around our school and in our local church.
Useful links
Subject Leader: Mr Innocent
Intent – Computing at St Andrew’s
When planning and teaching computing at St Andrew’s, we believe that it is an essential part of the curriculum; a subject that not only stands alone but is woven and should be an integral part of all learning. Computing, in general, is a significant part of everyone’s daily life and children should be at the forefront of new technology, with a thirst for learning what is out there. Computing within schools can therefore provide a wealth of learning opportunities and transferrable skills explicitly within the Computing lesson and across other curriculum subjects.
Through the study of Computing, children will be able to develop a wide range of fundamental skills, knowledge and understanding that will actually equip them for the rest of their life. Computers and technology are such a part of everyday life that our children would be at a disadvantage would they not be exposed to a thorough and robust Computing curriculum.
Implementation
In Key Stage 1 the children will learn to understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions. They will be taught to create and debug simple programs and use logical reasoning to predict the behaviour of simple programs. They will be shown how to use a range of technology purposefully to create, organise, store, manipulate and retrieve digital content as well as recognise common uses of information technology beyond school. They will be taught to 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. Each of these skills will be taught through exciting half termly units.
In Key Stage 2 the children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will use sequence, selection, and repetition in programs, use logical reasoning to explain how some simple algorithms work and correct errors in algorithms and programs. Children will be taught to understand computer networks, including the internet, and the opportunities they offer for communication and collaboration. They will use search technologies effectively, learn to appreciate how results are selected and ranked, and be discerning in evaluating digital content. Children will be taught to select, use and combine a variety of software (including internet services) on a range of digital devices to create a range of programs, systems and content that accomplish given goals. They will use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
Even our children in Early Years provision will be exposed to the understanding of internet safety as they explore the world around them and how technology is an everyday part of their learning and understanding of the world.
Impact
After the implementation of this robust computing curriculum, children at St Andrew’s will be digitally literate and able to join the rest of the world on its digital platform. They will be equipped, not only with the skills and knowledge to use technology effectively and for their own benefit, but more importantly – safely. The biggest impact we want on our children is that they understand the consequences of using the internet and that they are also aware of how to keep themselves safe online.
As children become more confident in their abilities in Computing, they will become more independent and key life skills such as problem-solving, logical thinking and self-evaluation become second nature.
Useful links
Subject Leader: Mrs Gledhill
Intent – French at St Andrew’s
The aims of Primary Languages teaching at St Andrew’s are to
- Foster an interest in language learning and give children an understanding of the purpose of a foreign language.
- Stimulate and encourage children’s curiosity about language and creativity in experimenting with it
- Support oracy and literacy
- Help children develop an awareness of cultural similarities and differences and to provide multi-cultural understanding
- Lay the foundation for future language study by pupils
Implementation
French is taught in KS2 for an hour every week using a range of resources and specialist teacher. It is our aim to integrate language learning into everyday school life with teachers, LSAs and children using their knowledge of French whenever the opportunity arises in a fun, engaging and practical way.
Impact
All KS2 children will continue accessing MFL throughout the year. Children will reach the expected standard in the four areas of MFL in line with National Expectations.
Subject Leader: Mr Pulford
Intent – Geography at St Andrew’s
At St Andrew’s we shape our geography curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography.
At St Andrew’s, we aim for a high quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes. We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
Implementation
In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum. At St Andrew’s, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to follow maps in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to debating world issues on pollution in Upper Key Stage 2.
Impact
The impact and measure of this is to ensure that children at St Andrew’s are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
We want the children to have thoroughly enjoyed learning about geography, therefore encouraging them to undertake new life experiences now and in the future.
Useful links
Subject Lead: Mr Pulford
Intent – History at St Andrew’s
At St Andrew’s we shape our history curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for History; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout; ensuring the progressive development of historical concepts, knowledge and skills; and for the children to study life in the past.
At St Andrew’s, we aim for a high quality history curriculum which should inspire in pupils a curiosity and fascination about the Britain’s past and that of the wider world. Our teaching equips pupils with knowledge about the history of Britain and how it has influenced and been influenced by the wider world; know and understand about significant aspects of the history of the wider world like ancient civilisations and empires; changes in living memory and beyond living memory; learn about the lives of significant people of the past; understand the methods of historical enquiry and be able to ask and answer questions. We want children to enjoy and love learning about history by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
Implementation
In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum. At St Andrew’s, we ensure that history has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to look at how buildings have changed in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to looking at an in depth study of the locality in Upper Key Stage 2.
Impact
The impact and measure of this is to ensure that children at St Andrew’s are equipped with historical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
We want the children to have thoroughly enjoyed learning about history, therefore encouraging them to undertake new life experiences now and in the future.
Useful links
Subject Leader: Mrs White
Intent – Music at St Andrew’s
Implementation
Impact
Subject Leader: Mr Wainford Outdoor Learning Lead: Mrs Townsend
Intent – Sports/PE/Outdoor Adventurous Activity (OAA) at St Andrew’s
To build a PE curriculum which enables children to develop competence to excel in a broad range of physical activities which results in pupils knowing more, remembering more and understanding how the knowledge and skills can be applied in their own physical activity and healthy lifestyle.
To build a curriculum that encourages and provides opportunities for all children to lead healthy, active lives. To enable them to know more, remember more and understand more about the positives involved in healthy lifestyle.
To design a curriculum with appropriate subject knowledge, skills and understanding in physical education as set out in the National Curriculum so that children can reach and exceed their potential at St Andrew’s Church of England Primary School and beyond.
Implementation
Clear and comprehensive scheme of work in line with the National Curriculum. In P.E, children will study four areas of sport. These include: Gymnastics, Athletics, Games and Dance. Within P.E lessons, children will adopt many different roles such as a performer, coach, umpire and leader and explore many different outdoor activities.
Access to experts
- Over the period of the year / Key Stage children will have opportunities to work with PE experts.
Inter Events
- Children will have access to competing against pupils from other schools.
Intra Events
- Half termly all pupils will have access to competing against pupils in school.
Displays
- Display in school will celebrate involvement in PE.
Extended Schools
- Children will have access to PE outside of the school day.
Outdoor Learning (OAA)
All children will undertake Outdoor Learning at least once during the year. EYFS will have some aspect of Outdoor Learning all year round.
Impact
- Children will achieve age related expectations in PE.
- Children will enjoy sport and will seek additional extra-curricular activities both school and external to school related.
- Participation levels in PE will be 100%.
- Children will show a good understanding of healthy eating.
- Children will access the free fruit or bring their own fruit.
- Children’s packed lunches indicate a balance diet.
Subject Leader: Miss Percival
Intent – PSHE at St Andrew’s
To build a PSHE curriculum, which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now and in their future roles within a global community.
Children will know more, remember more and understand more. To design a curriculum with appropriate subject knowledge, skills and understanding to fulfil the duties of the NC whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental, religious and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.
Implementation
- Clear and comprehensive scheme of work in line with the National Curriculum. The PSHE curriculum has three core learning themes: health and wellbeing, relationships and living in the wider world. It also incorporates the RSHE policy and SOW and identifies links to British Values, Cultural Capital, SMSC and schools Key skills into the curriculum.
- PSHE Focused Working Walls – PSHE Working Walls throughout school focus on key aspects of PSHE and exemplify the terminology used throughout the teaching of PSHE, BV and SMSC, which enables pupils to make links across the wider curriculum.
- Wider Curriculum All subjects make a link to PSHE, BV, SMSC and the language is used consistently by all staff.
- Displays across school PSHE, BV and SMSC displays throughout school reinforce the PSHE curriculum enabling children to make links.
- Assemblies Whole school, Key Stage and class assemblies always make a link to PSHE, British Values and SMSC.
Impact
- Children will know more and remember more about PSHE.
- Children will recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.
- Children will demonstrate a healthy outlook towards school – attendance will be at least in-line with national and behaviour will be good.
- The large majority of children will achieve age related expectations across the wider curriculum in addition to the core subjects.
- Children will develop positive and healthy relationship with their peers both now and in the future.
- Children will understand the physical aspects involved in RSE at an age appropriate level.
- Children will have respect for themselves and others.
- Children will have positive body images.
Headteacher – Mrs Diane Fawcett
St Andrew’s C of E Primary School
Old Clacton Road
Weeley
Clacton-on-Sea
Essex
CO16 9LW
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