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Curriculum

 

Curriculum – Overview

 

EYFS Curriculum Overview

Year 1 Curriculum Overview

Year 2 curriculum overview

Year 3 Curriculum Overview

Year 4 Curriculum Overview

Year 5 Curriculum Overview

Year 6 Curriculum Overview

 

 

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.

At St Anne’s Lydgate we cherish the broadening horizons and growing skill sets that reading and writing can bring. Reading is embedded across our whole curriculum bringing a richness to the way in which our children learn, seek new knowledge and develop as readers, writers and orators.

Our children benefit from ‘real’ and wholesome reading and writing activities where they can promote themselves as advocates of change; seeing a tangible outcome. We pride ourselves as a ‘community of change and evolution’- regularly taking part in whole school writing weeks and class work where our reading and writing is based on real events around the world. For example, a whole school focus on plastic pollution resulted in the children writing to companies and people of importance regarding the seriousness of the situation. Many of the children received replies from companies but also, and more importantly, from the Queen and Prime Minister.

In addition to whole school activities, individual children and classes effectively employ their reading and writing to the greater good. Classes have promoted the environmental damage of local moor fires and lobbied for a ban on disposable barbecues; so successful that they were interviewed on Hits Radio. Children in one class felt it would be good to have reading mascots in classes that could go home with everyone so they wrote to ‘Sofology’ resulting in the donation of seven free ‘Neal the Sloth’ cuddly toys to school. This is only a small selection of the things that our children have achieved through harnessing the effectiveness of their reading and writing skills.

Our world is ever evolving and the nature and speed of technological advances require that we prepare our children for life in the 21st Century. We feel that it is crucial to enable our children to access reading material using technology and to word process their writing. We fully acknowledge that children of today are equal part “consumer” and “creator” valuing the symbiotic nature of paper, pen, pencil and technology. They are increasingly aware of the world around them and digital literacy enables a fulfilment of this curiosity.  It’s true to say that children have increasing levels of e-competence and want to connect with others in real time on their own terms. They collaborate amazingly well; enjoying teamwork and figuring things out with their friends.

Simply put, the teaching and exploration of reading, writing and the spoken word at St Anne’s empowers our children with the skills and knowledge to not only flourish and reach their potential but to go forward and be the change that the world deserves.

 English -Mrs Calverley-Smith

Phonics:

At St Anne’s CE Lydgate Primary school, we follow the Letters and Sounds program of phonics.

Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

There are six overlapping phases.

 

The table below is a summary based on the Letters and Sounds guidance for Practitioners and Teachers.

 

Letters and Sounds

 

Phase

Phonic Knowledge and Skills

Phase One

(Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two

(Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three

 

(Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.
Phase Four

(Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five

(Throughout Year 1)

Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six

(Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

In the Independent Review of the Teaching of Early Reading carried out by Jim Rose in 2006, he clearly states that quality teaching of early reading, “involves a systematic approach to phonics which adheres to a small number of core principles”.

 

The core principles involve:

 

The knowledge children acquire to support their development of early reading is equally as relevant for their development as a writer. It is important that children are given equal opportunities to practise and apply their phonics skills in writing and reading tasks so that they can understand the relationship between decoding skills for reading and encoding skills for spelling.

 

These principles are underpinned by the modelling and teaching of good listening skills, combined with frequent opportunities to improve children’s visual and auditory memory and their ability to sequence. These skills are developed through the teaching of activities to promote phonological and phonemic awareness.

English

Our English curriculum aims to develop children’s skills in reading, writing and speaking and listening in a robust and responsive way.  It also aims to develop a love of reading, writing and language which will last our children a lifetime and enable them to fulfil their potential once they leave us and to prepare them for a successful life in an ever changing world.

 

Reading:

A love of reading is encouraged by an ever increasing range of provision such as:

 

Children are exposed to a wide range of high quality texts throughout the school.  In Reception and KS1, this is supported by the ‘special book’ list.  These books are read to the children regularly so that they become familiar and the language and the vocabulary begins to be embedded in the children’s own language patterns.  The ‘special’ texts also form the basis of play based activities in Reception to allow children to use the language patterns in their play. In addition, the list includes a range of nursery rhymes and poems to ensure that children experience a range of these in their time at St Anne’s Lydgate.

In KS2, the texts children are exposed to are of a high standard and often have cross curricular links.  This forms the basis of their writing by providing hooks into writing using the language from the high quality texts to improve their written work.  Children are immersed into the texts through activities such as role play, real life experiences and art, encouraging a greater depth of understanding and engagement in the texts.

 

 

Reading Schemes:

It is important for children to access texts that are appropriate for their ability in reading to enable them to apply the skills taught in phonics as well as other reading skills.   Books for individual and guided reading are banded.  Phonically decodable books are also used and these are banded by phonic phase.

A variety of reading schemes are used in school including: Oxford Reading Tree, Floppy’s Phonics, Rigby Starr, Songbirds, Dandelion Readers, Phonic Books, Traditional Tales, and a range of fiction and non-fiction books from outside the reading schemes. We also use Hero Academy and Project X.

Project X

Phonic Readers

Dandelion Readers

Decoding:

The important skill of decoding is taught using Letters and Sounds programme.  Children in Reception and KS1 receive daily phonics lessons to embed the skills of recognising graphemes and blending to read unknown words. Children are grouped into small groups according to their progress through the phonics programme and these are regularly assessed and changed when needed. There are also additional groups to pre-teach and repeat parts of the programme as needed up to Year 3.

Comprehension:

Reading for meaning is embedded in our teaching of reading across the school.  This is reinforced during all reading sessions where children are given time to discuss their thoughts about books in guided reading sessions for year 1-6.  Starting from the initial understanding that all children bring to text, teachers facilitate discussion, provide modelling and use book talk to deepen understanding of what is read.

 

In EYFS and KS1 this discussion is verbal with some recording beginning in Year 2.  KS2 record responses to questions about what they have read or complete activities related to the text in their guided reading books. This provides children the opportunity to write their ideas about what they have read and for the teachers to see a child’s understanding.

Lessons are planned so that a progression in the type of questions that children will answer are in line with the National Curriculum requirements for comprehension.

We use Literacy Shed’s VIPERS and Totally Pawsome Reading Gang from Twinkl to support reading questioning prompts.

VIPERS                   Totally Pawsome Reading Gang

 

Intervention:

As a school we recognise that it is essential for all children to learn to read and we provide a range of interventions to ensure that no children are left behind.  These include additional guided reading pre-reads, Project X (across all year groups if needed), Inference Training, and 1;1 reading. Children from different classes ‘buddy up’ to read together: supporting one another.

 

Writing:

We aim to develop enthusiastic writers who can use their writing skills in a variety of contexts and for a range of purposes.  This includes developing language and transcription skills but also we aim to ensure children feel ‘like a writer’ and have a purpose and flair for and with their writing- not just someone who can write.

 

Children with addition needs (SEND) are provided with additional ways of recording their writing ideas through the use of IT equipment which enables them to feel as accomplished a writer as other members of the class. This is in line with recommendations for outside agencies.

 

Spelling:

Children are taught spellings in an interactive way through a variety of activities.  They begin with learning to spell the ‘non-negotiable’ first spelling list alongside their phonics in reception and KS1.  In KS2 children are taught spelling rules according to the programme from Spelling Shed and they receive discrete spelling sessions a week. The spellings are loaded onto the Spelling Shed website which enables the children to focus on them in an interactive way both at school and at home.

Spelling Shed

The spellings and rules being taught are displayed clearly in the classrooms and are referred to by adults and children at the point of writing and during shared writing sessions.

Feedback given by adults will included spellings and these will be corrected by the child using the resources in the classroom.

 

Handwriting:

The teaching of handwriting skills starts in Reception where activities are provided to develop the gross and fine motor skills needed for handwriting.

 

Children are taught to write fully cursive script through regular handwriting sessions.  Those who need support in developing their motor skills are identified for interventions such as Dough Disco and specific fine motor interventions. There are also intervention groups across year groups giving focused support with letter formation.

We use the Twinkl handwriting scheme across all year groups.

Twinkl Handwriting- continuous cursive

 

 

Grammar:

Our 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.

 

Grammar is taught throughout the year groups during the teaching sequences for the different genres of writing.  Once an aspect of grammar is taught it is then modelled through shared writing or in a WAGOLL before being included in the success criteria or writing toolkit for use in independent writing.  Children may also be encouraged to spot grammar rules in their reading text or shared class texts used in lessons. This aids a fuller understanding of grammar rules for readers as writers.

 

We use SPaG.com to support the teaching and assessment of grammar and children are able to access this at home.

 

SPaG.com

 

Teaching approaches:

All writing in St Anne’s CE Lydgate begins with reading.  Whether a ‘special book’ or lesson focus text in EYFS and KS1 or various high level texts in KS2, the children are immersed in the language of quality text as a starting point for their own writing.  This text then provides hooks, or purpose for writing as well as providing new vocabulary, language patterns or text structures which will be used in children’s own writing. The children are taught to write in a variety of genres both fiction and non-fiction.

 

In Reception, texts are shared and children are encouraged to act out the stories in the themed areas in the classroom and outdoor areas. In small group teacher led writing activities, children are encouraged to write short sentences linked to the shared story. These may be retelling the story or describing an aspect or character from the text.

 

In KS1, children are encouraged to invent stories through their play when they can make story maps and use role play to tell their own stories.  Invention of stories is also done through shared writing where teachers model the writing process and use children’s ideas to develop class stories.

 

In KS2, the key features of a text type are constructed by the children through looking at model texts, real life examples of text and work on the text type from previous years.  This then forms the success criteria for their own writing.  Once children have these tools they are ready to write independently, edit and improve and then publish their work.

 

 

 

Speech and Language:

We recognise that communication skills are crucial to future success for our children and the development of excellent speaking skills underpins our curriculum in all areas at St Anne’s CE Lydgate.  Vocabulary is explicitly taught through all subjects and is not just seen as something that belongs in an English lesson.

 

We understand that oracy skills are important because:

 

We encourage our pupils to speak clearly and confidently.

 

Ways in which we support this include:

 

Philosophy for Children (P4C) sessions provide a platform for: developing children’s ability to speak clearly; children being able to vocalise their ideas and beliefs; children developing the skills to disagree appropriately and respond to one another in a highly efficient manner. To successfully facilitate P4C sessions, all staff at St Anne’s CE Lydgate are trained to L1 by SAPERE and the P4C lead is trained to L3.

 

Opportunities for developing confidence and skills in communication are built into our homework activities and children regularly produce work which they present to the class and on some occasions to the whole school.

Children in KS2 hold a Christmas Chloral Speaking event each December for parents and the wider school community.

Children organise and lead their own collective worship and present something they are passionate about or something that they have learnt in class.

Philosophy for Children

 

 

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.

Maths- Miss Coleman

Science – Miss Coleman

 

Computing – Mr. Gilbert

Being a Computer User

Computing Planning Overview

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.

Art, Design & Technology – Mrs Mostyn

Being an Artist – Click link.

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 & Geography – Miss Lees

Being a Geographer – click link

Being a Historian – click link

 

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 – Miss Lees

Being a Musician

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:

PE – Miss Platt

Being a Sports Person

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.

Languages – Mr. Casey

Being an International Speaker

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:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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