Holy Trinity 3-16 School

2016-17

Curriculum

Booklet

Primary

Phase

Overarching Statement:

The curriculum at Holy Trinity is currently evolving to reflect and respond to the needs of the school, the New National Curriculum, taking into account the joint faith dimension and making advantage of its unique 3-16 status. We have thus taken a Thematic Approach to the curriculum which is underpinned by levelled Learning Skills; Skills for Life; as well as the fundamental Christian teaching. We then use Bloom’s Taxonomy to underpin the build-up of a scheme of work, series of lessons or an individual lesson.

The Principles behind our curriculum

“Be the change that you want to see”

The Archbishop of York’s Youth Scheme although taught to Y 6 and y10 pupils really reflects the Christian emphasis of the school. We aim to encourage our pupils to develop a deeper awareness of their community both at local, national and international level and create opportunities for them to develop their Christian values, so that they grow up into a world with an adaptable range of learning skills, skills for life and Christian moral values which can be adapted to suit an ever-changing society. The skills that children today will need are more likely for jobs that have not yet been invented. Therefore we need to provide them with an adaptable set of life skills, as well as grounding in relevant knowledge and key facts, which is built upon over their school years. The curriculum is unique and contextualised using meaningful hooks for learning from the locality, children’s

interests, topical issues, teacher passions and current events. Skills, both academic and personal, is at the heart

of how and what we deliver. The curriculum is designed to give purpose and the structure to be cohesive in

order for a child to further recognise the transfer of skills.

o Communication o Application o IT Skills o Problem Solving o Collaboration o Self -Responsibility

Curriculum

Uniquely Christian

“Be the change that you

want to see”

Broad

and

Relevant

Unique

and in

Context

Skills

Based

Transfer

of skills

Hook and

context for

learning

Purposeful

and

cohesive

Broad and Relevant

The curriculum we offer children will ensure that we comply with the New National Curriculum

requirements in core knowledge, around which we offer exciting and stimulating lessons with a wide

range of learning opportunities with a due balance of provision.

At Key Stages 1 and 2 the core subjects of English, Maths, Science and as a Christian school, Religious

Education. The other statutory subjects that all pupils must study are: Art and Design, Citizenship,

Computing, Design and technology, Geography, History, Music, Physical Education. We also deliver,

Sex Education and Modern Foreign Languages

Unique and in Context

We will offer the children a joined up curriculum choosing to group learning under umbrella headings

(Topic headings) which can ensure there is coherence for the learners and ensuring the embedding of

literacy and numeracy skills.

The themes will be chosen to ensure the children are hooked and motivated in their learning. Topics

will be chosen by the teachers to reflect children’s interests, local links, topical subjects, teacher’s

passions or themes which have engaged learners in the past and it is felt will do so again. All themes

will be led by either a whole- class text or author, so that literacy drives the curriculum.

Subjects which do not fit under the umbrella of the topic will be taught in a standalone manner – i.e.

PCSHE, PE or MFL

Skills Based

We use the skills taken from the Chris Quigley Essentials Curriculum, along with the objectives from

the National Curriculum key skills, the Enterprise Skills and a set of core Christian values we as a

school feel need to be encouraged. These will form the basis for self-development and be recognised

in detail through certain activities during a year, be referred to during other learning opportunities.

Life Skills

Core Learning Skills

Christian Values

Transfer of Skills

Our expectation for children is that the skills they learn will transfer into all aspects of their learning.

By embedding Literacy and Numeracy skills we will expect to see these consolidated throughout all

their learning. The focus on the ‘Life Skills’ will be again throughout their learning. We will endeavour

to broaden this to in school and out of school time by communicating the learning journey to children

and parents effectively.

Purposeful and Cohesive

As already stated learning will be joined up under an umbrella heading. Activities will then be

structured to ensure that children see the purpose of their learning. This will be delivered through

clear display and discussion about their learning goals. A focus and audience for their work and the

recognition of their success at the end of the process.

Quality First Teaching All children receive Quality First Teaching in Reading, Writing and Mathematics on a daily basis. Reading including phonics in EYFS and KS1 is taught on a daily basis. Nursery use SALLE to teach children early sounds. This then progresses into F2 where we use the Letters and Sounds approach alongside the actions from Jolly Phonics, which is the scheme that is taught throughout school. We believe that it is imperative that all children are taught to read individually and as a group. Therefore, all children are taught to read individually at least weekly; and as a guided group once a week. We constantly look for opportunities to provide children with experiences to read “widely and often” – both at home and in school e.g. through the use of online resources e.g. Bug Club. Reading is assessed in the following ways:

1. Ongoing formative assessments taken from the Chris Quigley Milestones when listening to children read individually and as a guided reading group.

2. Each half-term each year group has a reading comprehension – summative assessment. 3. Summative assessments in Years 2 and 6; and assessment tasks in the other year groups. EYFS and use

the Development Matters curriculum, and Year 1 use teacher assessment as well as a simple comprehension.

Literacy drives the curriculum through a whole-class text which relates to the thematic topic; and a range of genres are taught in units through this text. Thus, children become immersed in text from an early age and are increasingly aware of a range of authors. Writing skills are taught daily. Children are encouraged to produce a piece of independent writing each day. English lessons tend to focus on the narrative form, with non-fiction taught through other curriculum areas. There is a strong focus on the teaching of grammar and punctuation throughout all English lessons as well as through the other curriculum subjects, as children in Years 2 and 6 are tested on this in their SATs. Children are encouraged to self and peer-assess; and directive feedback is given for the following piece of work. Time is given (called ‘Green Time’) in subsequent lessons to edit and redraft work and make children aware of their individual targets. Each classroom has a literacy display as an aid for writing. Handwriting – children are taught correct letter formation in EYFS and once they have mastered this, they then progress to a semi-cursive handwriting. Once they have shown they have a neat, legible and cursive style, children are issued with a Pen License for future written work (not maths). Handwriting is taught regularly and reinforced in all lessons. Spelling is taught and this is linked to the New National Curriculum. Each year group is given a list of phonemes or spelling patterns to learn as well as words taken from the National Curriculum which do not fit

any criteria. Spellings are differentiated for each child so that high attaining children are challenged, and low-attaining children receive the support they require to enable them to close the gap. Children’s Progress in literacy is assessed in the following ways:

1. Extended writing –this is a formative assessment so that children understand what they have done well and what they need to improve next.

2. Half-termly assessment task which is marked against the expectations for each year group to check whether children are developing, secure or have mastered the key objectives from the English curriculum for their year group. These are compiled in writing assessment portfolios.

3. Summative assessment – Writing tasks over time form an overall assessment of the children’s writing ability, including the Grammar, Punctuation and Spelling test in Year 6.

Maths This is taught on a daily basis in every class. In EYFS it is taught during whole-class carpet sessions and through continuous provision – both indoor and outdoor, including IT programs. In Key Stages 1 and 2 we are using the new curriculum which consists of the following elements: Number, Measurement, Geometry and Statistics. There is increased focus on application, reasoning and a deepening of understanding. We have adopted the Big Maths approach through school this year to develop children’s mental recall skills, particularly in their times tables and number facts. The principle behind this is to ensure that children are competent and confident mathematicians. It also shows:

Clear progression from year to year

Common methods taught and language used throughout the school

Build on prior learning and ensure children are secure in their knowledge

Objectives are clearly matched to National Curriculum objectives

Evidence can be gathered easily to inform planning/assessment Improve mental maths skills and general numeracy across the school

Children’s progress in Maths is assessed in the following ways: 1. Daily formative assessments to monitor pupil progress e.g. through marking and feedback and Beat That/CLIC challenges taken from “Big Maths”. 2. Half-termly summative assessments linked to the objectives they have studied over the last half-term which are assessed against the expectations for each year group to check whether children are working towards, at or at a deeper level within the expectations for their year. 3. Yearly summative assessments in Years 2 and 6. Foundation Stage are given a baseline test in the first half-term; and are assessed regularly against the Early Years profile and the Early Learning Goals. Year 1 are assessed using a range of ongoing assessments and the Y1 phonics test. RE – children receive up to 2.5 hours of Quality First RE teaching (2 hours in Key Stage 1) using the “Come and See” Programme. This is primarily a Catholic-based programme, but is currently being adapted to meet the needs of the Church of England ethos of our school. We therefore encourage children to gain a deeper aspect not only of Christianity, but also of other faiths and religious beliefs. We hold a multi-faith week in November as well as Christian Retreat Weeks through school. In addition to RE teaching, we hold daily acts of worship in school both for staff and pupils. PSHE – this is taught in all classes through a range of approaches, primarily using the Statements to Live By; but also supplementing it with other resources such as SEAL. Anti-Bullying, e-Safety, and Road Safety are all taught as part of the PSHE curriculum. The Year 6’s go to Crucial Crew to learn about Keeping Safe, including drugs and alcohol. SRE is taught from Years 4-6. Modern Foreign Languages – This is taught from Reception to Year 6 using the specialist language teachers from the Secondary Phase during Primary Teacher’s PPA. Music - this is generally taught by specialist Secondary teachers, and on occasion primary teachers.

PE- children receive at least 1 hour of quality PE from specialist teachers each week; and 1 hour each week with their own class teachers. We aim to encourage healthy life-styles through children participating in a range of sport, healthy tuck and packed lunches. Wave 2 and 3 Intervention For children who are not making expected progress, or have an IEP for SEN, they may receive wave 2 group interventions outside normal whole class teaching such as catch-up literacy or springboard mathematics. For some children, individual support may be required during parts of the school day (Wave 3 support) this could be written into their Individual Education Plan. “Hooks for learning” Children learn best from hands-on experiences. We therefore look to provide opportunities to take children to places on educational visits, or ask visitors to come into school to share their specialism. We try to use Local links wherever possible, and at least one further afield. Children in Upper Key Stage 2 have residential experiences. This gives learning a purpose and engages children in their own learning. We constantly look for links through thematic topics which give our pupils a sense of purpose and pride for their learning. This may be through an individual class / year group project or during one of our Primary Thematic weeks e.g. Multi-faith week, Sustainability Week, Anti-Bullying Week, Science Week and a Book Week. Homework Daily homework is encouraged from all year groups, whether it is reading at home, practising spellings and multiplication tables or number bonds, or completing enquiry-based projects. We also provide “Jigsaw homework tasks” for children to choose which homework suits their own learning style best (see our homework policy) Educational Enhancement Opportunities

Enterprise – this is through the IKIC challenge which our school has been part of over the last 3 years. Enterprise is

taught explicitly e.g. through Alternative Curriculum Days / My Money Week and for events held in school.

Sports – Inter-sport events are held regularly through Team Activ which is funded by our School Sports Premium. We

also have a football team who train regularly and attend local and national matches.

Ethos – The school attends a range of events within the Diocese including The Good Shepherd Mass; Mission

Together and within school there are services held in the local church. The Year 6 and Year 11’s also complete the

Archbishop of York Youth Scheme.

Music – the primary phase has a choir which meet at lunchtimes and during Golden Time and perform at events

both in school and across the borough. Year 4 children receive whole-class music lessons from the Barnsley Music

Service (ukulele) and some children access peripatetic music lessons such as flute, clarinet, guitar and brass which

they play during events in school.

Swimming – this is part of the National Curriculum and our Year 3 children access swimming lessons each week in

order to achieve their National Curriculum Award badge. Staff also run enhancement opportunities during Golden

Time on a Friday afternoon such as football, IT and Philosophy for Children.

Foundation Stage Planning

Long Term Planning

The long term plans are set through the Development Matters Framework and show the continuous

provision and key learning opportunities.

Medium Term Plans

Medium Term plans are developed from the ‘Interest Sheets’, completed each half-term by the staff based

on their observations of the needs and interests of the children. We have overall key themes which relate

to the Seasons and Religious festivals.

Then 1 or 2 topics will be chosen initially and the others will be selected as the year progresses to either

refer to the interest sheets or to take into account new developments.

2 or 3 Learning objectives are chosen from each area of learning, to suit each topic, each Learning

Objective is visited at least once ensuring complete coverage over the year.

The F1 and F2 teachers will agree all Learning Objectives to be delivered before the term begins at a

planning meeting.

Short Term Planning

Short term planning, highlighting specific vehicles for learning, will be set in more detail, during PPA

sessions, however Foundation teachers will discuss learning objectives preceding these sessions to agree

joint objectives.

Team staffing meetings will be held to discuss plans and to enable all staff to feed into the planning

process. Following this meeting there will be a shared understanding of the upcoming focus.

Outdoor Provision short term plans:

Outdoor provision enhances the curriculum by providing opportunities that children cannot receive from the

indoor provision. Each activity relates to an Early Learning Goal, and adults interact with children through their

play to encourage speaking and listening, and to make observation of children’s learning.

Broad and Relevant + Unique and in Context

The curriculum is tailored to the children’s interests whilst covering all learning goals

Skills Based

The Foundation Stage Profile is broken down into small specific steps of achievement through a range of

skills.

Transfer of Skills + Purposeful and Cohesive - All activities set up in the Foundation

classroom will be targeted to deliver the weekly learning objective

Year 1 to Year 6 Planning

Long Term planning

Long term plans - objectives are taken from the National Curriculum and from the Chris Quigley Essentials

Framework for the Foundation Subjects. RE is taken from the Come and See syllabus.

Medium Term planning.

Medium Term Plans

1) Topics will be chosen FIRSTLY deliver the necessary skills coverage and very importantly to hook the learners.

The topics may be a mixture of a terms theme, a half term theme or a short week or fortnight theme. A class

text will provide the hook for learning for each topic so that literacy skills permeate through the curriculum.

2) The topic will be broken down into short focussed activities, which will use the Literacy Programmes of Study

to ensure appropriate focus. These are then broken down into a Scheme of Work using the principles behind

Bloom’s Taxonomy to show a build-up of skills over the course of a unit, so that there is a clear purpose for

each piece of work, which is then evaluated. A scheme of work will therefore consist of the following 6

elements:

(i) Knowing / Tuning In

(ii) Understanding / finding out

(iii) Applying / sorting out and going further

(iv) Analysis / making conclusions

(v) Creating / Taking action

(vi) Evaluation / Reflecting

Opportunities for the explicit teaching of the 11 Life Skills are then mapped onto this Scheme of work.

3) Visits, visitors and other stimuli will be chosen to hook learners into the topic. A visit will be planned each

term, which will either be a local walk or a coach to a further afield location. A balance of subject specific

trips will be maintained through a year. Residential visits in Y5 and Y6 will provide a great stimulus to

teaching in school as well as providing a valuable tool for ‘Outdoor Adventure’ activities.

4) A balance of subject weighted topics will be sought over the school year. The local area should be used;

however teachers should be mindful of engaging with other areas in the country and abroad to give children

a global dimension.

5) A learning wall will be created for each topic showing how the National Curriculum Key Skills will be delivered

and how the Life skills can be incorporated into each lesson.

A straight forward example would be a topic on ‘Toys and Games’ for a half term followed by a topic on Space for the

next. BUT it could be a half term focussed on Victorians, followed by a week’s topic on Science (Science Week), then a

three week topic on the local area, finishing with a two week Christmas topic

The topics should show a balance of subject focus throughout the year.

We will use the New National Curriculum programmes of study, together with the Learning Skills to teach each

lesson.

Example of Year 2 Planning for an enquiry unit of work using Bloom’s Taxonomy – Us and Them (Autumn Term 1a)

Focus: Making Puppets Year group: 2 Duration: 6 weeks

Knowing Understanding Applying Analysing Creating Evaluating

Cross-curricular

Learning

Skills:

Reading

Writing

Communication

Maths

Other

Lesson 1 – Tuning in

Explicit skills 1,2

I can investigate different

types of hand puppets.

Mind map children’s ideas,

experiences and

understanding of puppets.

Children to explore a

selection of hand puppets

and finger puppets made

from a variety of materials.

Investigate how the puppet

has been put together?

What type of fabric had

been used? What has been

added? Finishing?

Lesson 2 –

finding out

Explicit skills 2,

I can design my own

puppet and label the

different features.

In Talking Partners

children to discuss their

understanding of what a

puppet is, how it is made

and the children’s

individual designs.

Children to complete a

drawing of their own

puppet, labelling the

features and discussing

who it is designed for

and decide the criteria.

Lesson 3

Sorting out and going

further

Explicit skills 1,2,6,8

I can design and make a

template and use it to cut

out my fabric.

With the children,

demonstrate how to design

and use a template to cut out

two identical pieces of

fabric.

Children to design, cut out

and then place their own

puppet template on fabric

marking out the identical

pieces, then cut them out,

ready to start.

Lesson 4

making conclusions

Explicit skills 2, 6,8

I can discuss the

advantages and

disadvantages of

different joining

techniques.

In talking partners

children discuss their

design and decide the

best joining

technique for them.

Children to

investigate and

decide the ways of

joining the two pieces

of their fabric

Lessons 5

taking action

Explicit skills 1,2,3,9

I can add features to

my puppet using

appropriate materials

and techniques.

Children to recall the

techniques for joining

puppets and then decide

upon features that they

would like to add.

Children to consider

which features they

would like to add and how

to join them on.

Lesson

Reflection

Explicit skills 3,4,5,6,8,9

I can evaluate my

puppet against my

original design criteria.

In Talking Partners,

children to discuss their

puppet and its design.

Children to talk about

their finished puppet in

relation to how well it

works and how well it

fulfils the design criteria.

Outcomes

All

Most

Some

All: I can enjoy and share

the different examples and

ranges of puppets.

Most: I can talk about the

different examples of

puppets, describing how they

have been made.

Some: I can discuss the

different ways to make and

join the different puppets.

All: I can draw and label

my own simple puppet

design for me to make.

Most: I can make clear

labelled drawings of my

puppet showing parts.

Some: I can make a

precise drawing of my

puppets including joinings

and detail with a key.

All: I know the importance

of a clear design template in

my puppet design.

Most: I can draw, mark the

fabric and cut out my own

puppet design.

Some: I can independently

draw my template, mark the

fabric and cut out my own

puppet design.

All: I can investigate

different joining

techniques.

Most: I can

investigate and use

different joining

techniques.

Some- I can decide

upon some preferred

joining techniques.

All: I can identify

features that I would

like to add to my puppet.

Most: I decide upon a

technique to join my

features.

Some- I can say why I

have used specific joining

techniques.

All: I can talk about my

design and discuss why I

like it.

Most: I can discuss my

design and decide if I

could make any changes

to improve.

Some: I can evaluate my

puppet against the design

criteria.

Key skills: 1. Team work 2. Effective communication 3. Creative 4. Initiative 5. Positive attitude 6. Organised 7. Moral decision maker

8. Independent

9. Reflective 10. Problem solver 11. Leadership

Resources

Selection of puppets to

share with the children.

Tracing and pattern

paper.

A wide selection of fabrics. A wide selection of

joining medium

Finishing features e.g.

buttons, sequins, braid

etc etc.

Evaluation sheets.