Post on 08-May-2018
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