If you would like more information about the curriculum, please contact the office and your request will be forwarded to a member of our teaching staff.
Curriculum provision, content and approach
We provide a creative and inclusive curriculum which is hands-on, exciting and relevant to the children`s context and interests. To help us achieve this, we involve the children when choosing topics and then introduce the theme with an exciting ‘hook for learning.’ Whenever possible, we make good use of our local community and habitats to enrich learning and provide a real link with the world beyond our school.
Provision in the Early Years Foundation Stage allows for continuous provision both indoor and outdoor and the environment is designed to stimulate and support purposeful child initiated play to maximise learning opportunities. These opportunities are continuously developed and enhanced by the highly skilled staff who assess progress and determine next steps in learning for each individual through observation and discussion.
Reading – Mrs Calverley-Smith
We use a structured synthetic phonics programme which is linked to our main reading books from the Oxford Reading Tree.
The core phonics programme is delivered through Floppy’s Phonics, supported by Letters and Sounds, and is augmented by a range of reading books across genres. These books are predominantly Oxford Reading Tree books and we challenge more- able readers with range of stimulating texts from our collection.
Children also have at least one guided reading session per week when a teacher listens to them and discusses the text to develop their understanding.
To enable children to become immersed fully in texts, texts are chosen so that they can be used as a basis for teaching during English lessons as well as for Guided Reading sessions across the class.
Children take part in pre-reading tasks which they follow up during a guided session with their teacher to develop a deeper understanding, through close questioning and discussion of the focus texts. Activities are planned around the focus texts to enable children to use and apply their higher order questioning skills.
Where possible and voluntary adult support allows, there is also a weekly 1:1 reading session for children with reading records used to encourage a home-school partnership approach with parents. Reading records are also used to communicate with parents so progress remains central and parents are well informed.
As children acquire their reading skills they move through our Reading Scheme. The levels within this scheme are indicated by colour.
The EYFS and KS1 progression is:
Red National expectation end of Reception
Turquoise National expectation end of Year 1
White National expectation end of Year 2
This is followed by Lime, Ruby and Sapphire that are aimed at giving the children the time and experience of reading many types of stories, information texts and poetry to become confident, independent readers.
The importance of grammar and punctuation to the curriculum:
Grammar is concerned with the way in which sentences are used in spoken language, reading and writing. Sentences are the construct which help give words their sense. The purpose of grammar teaching is to enable pupils to become conscious of patterns of language which they can apply in their own work to enhance meaning. The purpose of punctuation is to clarify the meaning of texts. Readers use punctuation to help make sense of written texts while writers use punctuation to help communicate intended meaning to the reader.
To teach pupils about grammar and punctuation, the emphasis is on the close consideration of examples of language in use, including pupils’ own writing and on the exploration of language as a system. The aim is to develop pupils’ curiosity about language and their capacity to observe and reflect, which will in turn enable them to develop more control and choice in their use of language. Sympathetic and varied teaching approaches provide stimulating, enjoyable, satisfying and appropriately challenging learning experiences for all pupils. Through the selection of suitably differentiated and well-developed tasks, it is intended that pupils, irrespective of their ability, will enjoy success and be motivated to further develop their individual potential in SPaG.
Why is oracy so important?
It helps students formulate their ideas into clear thought.
Accurate use of speech, helps improve accuracy in written work, especially grammar.
Finally, and very importantly, confident speakers are confident people – so it builds confidence.
We encourage our pupils to speak clearly and confidently.
Ways in which we support this include:
Activities which are planned to encourage full and active participation by all children, irrespective of ability
Children with specific speech and language and auditory problems will be identified and specialist help sought, where appropriate
Presentations of learning for parents
Events within the community
Book talk sessions
Choral speaking events
Writing – Mrs Calverley-Smith
Children are encouraged to write freely from an early age and will be given the opportunity to apply their writing skills throughout the curriculum. To encourage this, we use just one writing book for all our English work together with foundation subjects. This approach allows the children to develop confidence to work independently as a writer and see its relevance to each subject.
Children will also have regular access to ICT equipment to facilitate the presentation of writing. ICT is an integral part of English, using Web-based resources, word processing and other software to create presentations and film clips. Teachers use interactive Smartboards in their teaching, which engages the children’s interest and provides a rich variety of learning experiences.
We believe that effective writing comes from children talking and sharing their first-hand experiences, planning and redrafting their work and then creating a piece of written work they are proud of and which is well presented.
At St Anne’s, our aim is that pupils will be supported to develop a handwriting style which is clear, joined and fluid. Children will be encouraged to take pride in their written work, but also to be aware that different degrees of neatness may be appropriate for different tasks.
Although there are many opportunities to practice handwriting across the curriculum, there are weekly lessons for teaching and revising these skills. The frequency and length of these lessons varies according to the age and competence of the children. Formal handwriting skills are taught regularly and systematically through the use of the PENPALS Handwriting scheme (Cambridge University Press).
Provisional ‘Pen Licences’ are awarded to Key Stage 2 children when they are beginning to join but are still needing to consolidate their writing style to become consistent. This will allow the children to use pen in their handwriting lessons.
Once children are consistently writing in a fluent and legible style, and demonstrating consistent correct use of upper and lower case letters across all curriculum areas, the full ‘Pen Licences’ are awarded. Displays in classrooms are a focus of encouragement for children to succeed.
Information about Phonics and Y1 Phonics Screening – Miss Coleman
INFORMATION AND GUIDANCE FOR PARENTS
At St Anne’s we follow the Letters and Sounds programme of study. Throughout Reception and Key Stage 1, children quickly work through the different phases, learning phoneme – grapheme correspondence. Children become effective, fluent readers and writers as a result.
What is the phonics screening check?
The national phonics screening test was introduced in 2012 for all Y1 pupils. It is a short, statutory assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It aims to identify the children who need extra help so that they can be given support by school to improve their reading skills. At St Anne’s CE PrimaryAt St Anne’s we follow the Letters and Sounds programme of study. Throughout Reception and Key Stage 1, children quickly work through the different phases, learning phoneme – grapheme correspondence. Children become effective, fluent readers and writers as a result. School, we already identify children and provide early intervention support, however we must comply with the statutory requirement.
Who is it for?
Year 1 pupils will take the phonics screening check in June each year.
How is the check structured?
It comprises a list of 40 words and non-words, which a child will read one-to-one with a teacher. Half the words cover phonic skills which are usually covered in Reception, and half the words are based on Year 1 phonics skills.
Is it stressful to test such young children?
The assessment will be age-appropriate, with children sitting with their teacher and reading one-to-one. It should be an enjoyable activity for children which takes no more than a few minutes.
Does a teacher have to carry out the screening check?
Yes, the class teacher will carry out the check with the pupils in our school.
Why have you included non-words in the screening check?
Non-words are an established assessment method in many schools, and are included in many phonics programmes. They are included because they will be new to all pupils, so there won’t be a bias to those with a good vocabulary knowledge or visual memory of words. Pupils who can read non-words should have the skills to decode almost any unfamiliar word.
How long does the check take?
Every child is different but in most cases the check should take less than 10 minutes per child.
How will the results from the phonics screening check be used?
Schools have to inform parents towards the end of the summer term in Year 1 of their child’s results. At St Anne’s the results form part of the end of year reporting.
What happens if a child struggles with the screening check?
The screening check will identify children who have phonic decoding skills below the level expected for the end of Year 1 and who therefore need extra help. Schools are expected to provide extra help and children will then be able to re-take the assessment in Year 2.
At St Anne’s parents will continue to be kept well informed of their child’s progress in all aspects of reading including phonic development.
How can I help my child?
At St Anne’s we often check phonic development within our approach to the assessment of reading. This screening forms part of our overall assessment procedure. However, there are a number of things that parents can do to support early reading skill development.
Let your child see you enjoying reading yourself – they are influenced by you and what you value!
Immerse your child in a love of reading: share books and magazines with your child, take them to the library to choose books, read to them regularly, point out texts around you e.g. in the street etc.
Make time for your child to read school books to you regularly – encourage them by pointing to the words and ask them about the story they are reading.
Help your child to practise reading key words and sounds when these are sent home.
Communicate with your child’s teacher through their Home/School reading diary.
Remember! We are here to help your child achieve their very best.
Maths- Miss Coleman
Learning in maths provides real-life contexts and opportunities for children to try out ideas and solve problems through practical lessons, activities and games. There is a focus on providing a Concrete, Pictorial, Abstract approach with children using concrete materials and pictures to reinforce their understanding of number sentences and equations.
In each year group, children are taught a thorough understanding of basic skills, according to year group expectations, in order to ensure progression as they move through the school. There is also a strong focus on times tables with a target of all times tables (to x12) being known by the end of Year 4. A solid grasp of mental calculation strategies is essential to support the understanding of more formal written methods taught later.
ICT is also an integral part of mathematics in school using Mathletics and T.T. Rockstars to support lesson objectives and the acquisition of basic skills.
Children will also use Numicon to help them internalise key facts such as number bonds and develop their understanding of the four operations – addition, subtraction, multiplication and division. Please ask your class teacher for more information on Numicon, as it can be purchased to support your child’s learning. They will also learn important mathematical skills through the use of other technology, such as the Roamer Robot to help in lessons on shape, angles and positional language. Although there are regular Maths information evenings, please feel free to request a meeting should you feel it would be beneficial for you and your child.
Children are given lots of opportunities to investigate, observe, predict, record and conclude. Huge emphasis is placed upon the links of science to everyday life and staff use the surrounding environment as a rich resource with a focus on the need for respect and safety.
Children are given the opportunity to apply their English and Maths skills to record and present their findings.
We have a range of ICT equipment which is used in the classroom at the point of learning. Children are given the opportunity to use ICT across the curriculum to enhance learning and practise the non-negotiable objectives and other key skills for ICT.
We have laptops, i-Pods, i-Pads and handheld video cameras to extend the children’s ICT learning. It is our priority to continually update ICT and its application throughout the school on a rolling programme to maximise pupil engagement and progress.
In computing we try to use both Windows based programs as well as I-pad based applications to assist children in familiarising themselves with the ever changing modern technology available.
In Reception and Y1, children use toys and robots such as Bee-Bots to program and execute simple instructions and consolidate directional language, alongside building the foundations of using technology confidently, taking photographs and videos to share their learning.
Children become increasingly competent throughout their time at St Anne’s with use of the internet and become aware of internet browser functions such as bookmarks, tabs and the use of toolbars. Through viewing blogs and internet sites children encounter the use of passwords to protect their online profiles. Safe use of the internet is a key underpinning principle in all internet activities and children are reminded of the need to protect their online information. Children are taught to use the internet in a safe, respectable and responsible manner, including how to report any suspicious activity and “Stranger Danger”.
We are increasing the amount of coding in our curriculum via the use of Scratch and Hour of Code. These programmes allows children to make games, animations and applications of increasing complexities.
The children are encouraged to work with a wide range of media. They are taught how to use tools properly and safely. Children are able to express themselves through 2 dimensional and 3 dimensional work as well as being able to develop a personal style of aesthetic appreciation. Our topic approach to the curriculum also allows the children to apply their skills in a meaningful context to produce work which also enhances their understanding of the topic.
Throughout the academic year we also endeavour to celebrate different cultural days. This gives the children the opportunity to express their learning through art and design and this work is displayed and shared with our school community.
History and Geography are studied through themed topic work and we endeavour to ensure that the children are directly involved in planning for these topics and identifying what they would like to find out. Children have the opportunity to develop historical and geographic skills, using a range of resources.
History teaching focuses on enabling children to think as historians. First-hand experience is gained through field studies and planned environmental visits as well as visitors to school, examination of artefacts and historical sources. Children are encouraged to ask searching questions to find out more about events from the past and to understand the perspectives of different groups of people.
History is taught using a variety of methods including children using role play and drama techniques, writing, debates, discussion, research and use of computers. History is taught in a cross-curricular manner in school with teachers linking class English texts to History topics and Maths lessons linked to Historical topics. Children also explore History through Art, Design and Technology and links are made with PSHCE, SMSC and British Values where possible.
In our Reception class, History makes a valuable contribution to children’s Knowledge and Understanding of the World. In KS1, children begin to understand concepts of past, present and future, learning about changes within living memory, as well as significant individuals and events from beyond living memory. In KS2, children develop their knowledge, skills and understanding of significant people, events and places from recent and more distant past.
Music is taught throughout the school in a practical and engaging way. We work closely with Oldham Music Centre who provide lots of our extra-curricular activities and our Y2 children are learning to play the African drums through the Wider Opportunities scheme. We are also developing a brass band and our choir performs on a regular basis. We follow a scheme called “Charanga” which teaches children a wealth of musical concepts using current and well known songs that children will have heard on the radio or recognise as a soundtrack to a film.
The national curriculum for music aims to ensure that all pupils:
Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians.
Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence.
Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
Children are involved in a wide range of activities throughout the year which cover the National Curriculum objectives. These include competitive invasion and striking & fielding games, dance, gymnastics, athletics, outdoor & adventurous activity and swimming (currently Year 3).
As well as our specialist dance coach Mrs Adams, we also have an experienced PE coach Miss Martland, who works with both pupils and teachers to extend and develop their skills, knowledge and activity during the year.
We also have Pupil Sports Leaders from KS2 who plan and lead a variety of activities during lunchtimes, to keep pupils active and develop their skills further. They award weekly certificates to pupils for participation, team work and good attitude to sport.
Please see the weekly newsletter for information regarding extra-curricular sports clubs.
RE – Mrs Calverley-Smith
As a Church of England School, children are given the opportunity to explore the cultures, traditions and beliefs of the Christian community but are also involved in a variety of activities where other religions and cultures can be studied. In our multi-cultural society, we aim to nurture a respect for all people’s beliefs so that differences and similarities are identified and celebrated.
The Church provides a rich resource for learning and the children have the opportunity to undertake activities led by the congregation linked to the true meaning of Harvest, Easter, Pentecost and Christmas. These include musical performances at St. Anne’s church as well as children sharing their experiences by giving short presentations and speeches at important times in the calendar.
St Anne’s RE Curriculum
Our broad aim for RE is that the children should be taught and subsequently understand the practices and teachings of Christianity. The principle aim at St Anne`s is to encourage children to develop their own Christian beliefs and values and aid them on their spiritual journey. We also want our children to develop an understanding of other world religions and foster a sense of respect and tolerance for people with other beliefs.
We support the aim of The Manchester Diocesan Board of Education,
‘ The principle aim of RE in a church school will be effected first through offering pupils a firm grounding in the principles and practices of Christianity as represented by the Church of England…in recognition of the society in which all children are growing up, pupils should also be offered opportunities to explore other faiths as represented by Britain today.’
Principles of Teaching and Learning in R.E.
RE is an integral part of the school’s Christian ethos, is reflected in our aims and Golden Values and is incorporated into the whole school curriculum. The major part of RE teaching and learning focuses on Christianity, in recognition of the foundation of the school. The introduction of Hinduism, Sikhism and Islam provides an awareness of other faiths
We use the Manchester Diocesan Scheme of Work for RE and the Oldham Syllabus for RE as reference.
The two strands of learning in RE are:
Attainment Target 1: LEARNING ABOUT RELIGIONS
Knowledge and Understanding of:
Beliefs and Teachings;
Practices and Lifestyles;
Expression and Language.
Although the national curriculum only requires Key Stage 2 to study a language, here at St Anne`s, we are learning to speak Spanish from Y1 onwards.
The national curriculum for languages aims to ensure that all pupils:
understand and respond to spoken and written language from a variety of authentic sources
speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
discover and develop an appreciation of a range of writing in the language studied.