curriculum
Scroll down to view a summary of our creative and inspiring curriculum.
Curriculum
1. EYFS
Characteristics of learning
These three areas underpin all of the learning in EYFS
They are split into three areas:
1- Engagement – playing and exploring
2- Active learning – motivation
3- Creating and thinking critically
All Saints EYFS Curriculum Map
Our Topic web for Term 1
Dw our new reception children and we’ve loved welcoming back our ‘Super Seven’ year 1’s!
Timetable information
Mrs. Hardcastle is the teacher in St Andrews class. St Andrews class is made up of 15 reception children and 8 year 1’s.
Mrs. Grey will support the class most mornings and Mrs. Huxtable in the afternoons. Mrs Huxtable is also with the children every lunchtime.
On Thursday’s I have my Planning, Preparation and Assessment time (PPA) During this time the children will have Mrs. Griffin for PE and Computing. On this day I will be in school in the morning in Term 1 and the afternoon in Term 2.
In term 1 children will also have PE on a Monday afternoon.
Please make sure your child comes into school wearing their PE kit on a Monday and a Thursday in term 1.
Our PE kit: consists of a red PE sports t-shirt, black shorts or trousers with sensible trainers. Please ensure everything is named.
Please don’t let your child bring in anything from home except the things that are needed. We need to try to limit the movement of things between home and school.
Reading and Spelling
EYFS (Reception)
During the first term please try and establish a routine where you share a book with your child. This should not be just before bed as that is a time for them to relax and listen to a story. Find a time when your child isn’t too tired and sit down for about 5/10 minutes to share/discuss a story and then record this in the yellow reading book. This could simply be a tick if you are busy or a sentence telling me what your child enjoyed about the story or the discussion you had over a new word etc. Some parents find first thing in the morning a good time, or after a snack time when they have just got home. Or even when they are in the bath – a captive audience!!
Reading at home is not only essential in a child’s development but also a wonderful opportunity for your child to share their book with you. Your child would benefit from reading at home for ten minutes every day; however we realise that with hectic lives that is not always possible! If you could aim to read with your child at least three times a week, it would be of great benefit to them. Also opportunities for children to be read enhance their learning of stories and story language.
It is important that each child remembers their reading folder every day as they will have opportunities for quiet reading during school time. Your child will be heard to read in a guided reading session every week this will not be recorded in their yellow reading record book. Please make sure the children have a book bag not a back pack.
Phonics and spelling will be taught in year group’s everyday which will support their reading, spelling and grammar development.
Reception Parents – A Phonics meeting has been taken place on Thursday 29th September at 7pm. The meeting is recorded so can be watched at another time, should you be unable to attend. T
Topic work
For the first two weeks of term 1 we are following a Make your Mark programme which develops fine motor skills for handwriting. We are using the text, ‘‘Little Answer’ by Tim Hopgood , we hope you enjoy hearing about it.
The curriculum will be studied through topics, which both infant classes will be following together. Term 1 and 2 topic is, ‘ Around the World ’ please see the attached topic web for more information. We are planning a school trip and other events within school so please watch out for this.
Water
Please send your child with a named water bottle everyday as it’s important children have regular drinks.
Our partnership with you
If there are ever any problems, questions or worries, however small they may seem, please feel free to email the school office to make an appointment to see one of us or try to catch us around at the end of the day.
It is important to us that your children feel safe and secure at school and dealing with any worries straight away will help to create a productive and creative environment, where your child feels able to take risks in their learning. We know how important it can be to the children and sorting the little problems out quickly, makes it less likely that they will develop into ‘big’ ones later on.
Finally, please remember:
- Wear PE kit on a Monday and Thursday Term 1.
- Bring your reading folder every day.
- Bring a named water bottle every day.
2. English
Each year group follows the National Curriculum programmes of study.
English is not just a stand alone subject, but is part of every subject and the school’s curriculum.
Children need to write for a purpose and through first hand experiences, inspirational texts and visits.
Teachers review the work developed by children and identify how they can improve and enhance their writing. Independence is also developed, with the children reviewing their own writing, re-editing and developing final drafts. Rubrics and learning lists are used to support this.
Spellings are taught as a lesson and also within lessons. The list of works that a specific year group/ stage are expected to know are also sent home to parents.
Phonic and Reading Schemes
At All Saints Church of England Primary School we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/
As a result, all our children are able to tackle any unfamiliar words as they read. At All Saints Church of England Primary School we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.
3. Mathematics
All Saints’ Church of England Primary School has a strong, active and engaging curriculum that challenges and inspires individuals. We provide curriculum experiences, unique to the locality of All Saints and our place in the global community. The school has implemented the good practices and principles of Maths for Mastery having received DFE funding to develop the staff skills in delivering this approach. We use the NCETM (National Centre for Excellence in the Teaching of Mathematics.) resources and training to help support our approach to mathematics.
Curriculum Intent
All Saints’ Church of England Primary School has a strong, active and engaging curriculum that challenges and inspires individuals. We provide curriculum experiences, unique to the locality of All Saints and our place in the global community.
At All Saints we will develop mathematicians who:
- Recognises the influence of mathematics in the local community and global communities
- Make purposeful cross-curricular links between mathematics and other subject areas
- Have the opportunity to undertake studies and collect and present statistics from the local environment
- Have a positive attitude towards maths learning and can support and encourage peers Are resilient thinkers with the skills, knowledge and confidence to tackle problems in familiar and unfamiliar contexts
- Have a fluency in number that gives them the confidence and skills required to learn new strategies and apply previous learning
- Approach problems with a systematic and organised approach
- Understands the importance of visual representations and recording their thinking in order to understand and solve calculations and problems
- Can explain their thinking and reasoning, justifying their methods and systems
- Use modelled language and stem sentences to construct their oral reasoning about maths
- Notice and exploit links from previous learning and across different areas of maths The Purpose of Study from the National Curriculum
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Aims
The National Curriculum for mathematics
The National Curriculum for mathematics aims to ensure that all pupils:
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
The School Curriculum for mathematics
The School Curriculum for mathematics aims to ensure that all pupils:
- will draw on the local community and global communities.
- make cross curricular links between mathematics and other subject areas.
- have the opportunity to undertake studies and collect data from the local environment; traffic surveys, collecting and presenting data on local methods of getting to and from school etc.
4. PE & Sports
Although a small school, which initially appears to have minimal school grounds, All Saints is active and treasures the value Physical Education provides for our pupils. The school rents the Glebe field, providing a space to carry out outdoor PE. The pupils regularly attend inter school and inter County events and have, in the past, qualified for County and National sporting competitions. A traditional sports day takes place annually and we are able to use the sports field at Clevedon School.
Curriculum intent
At All Saints we will develop sports people who:
- Can follow instructions
- Play sports with confidence, determination and enthusiasm
- Are good team players
- Able to lose and win with grace
- Has good control, coordination, core strength and overall strength
- Understand how our bodies feel during exercise
- Healthy eater with a heathy mind
- Uses skills and grit during sports
- Resilient both physically and mentally
- Understands sporting rules and boundaries
- Use local community and global communities for inspiration
- Competitive
- Passionate about sport
- Has a preferred sport practised out of school
Purpose of study from the national curriculum
A high-quality physical education curriculum inspires all pupils to succeed and excel in
competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.
Promote a healthy and active lifestyle, within and outside of school
5. Relationships & Sex Education
This is taught as part of the Jigsaw programme. Parents are invited to an annual meeting to review the importance of this teaching approach, which also enables questions to be asked and concerns to be reduced.
6. Science
Purpose of study from the national curriculum
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Intent
At All Saints we will develop scientists that:
- Develops the children’s sense of curiosity in their world.
- Encourages children to observe and ask questions about what they learn and have the desire to find the answers for themselves, through application of learnt concepts.
- Ensures children have a deep-rooted knowledge of the world around them, including how they, as humans, fit into this world.
- Develop children’s thinking to ensure that they question results collected or ideas they learn – reflecting on why they have found the answers they have.
- Children are immersed in age -appropriate scientific vocabulary in all year groups to ensure that they have the subject specific language skills required to communicate their understanding.
Our science curriculum provides real-life opportunities to apply and deepen their skills and knowledge in the core curriculum subjects ensuring that they can understand the rationale behind learning in these areas.
The national curriculum for science aims to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
The school curriculum for science
- To draw on the local communities and global communities
- Ask and answer scientific questions
- Plan and carry out scientific investigations
- Evaluate evidence and present their conclusions clearly and accurately
Documents
7. History
The school curriculum for History aims to:
- Promote the investigation of our local community, to understand where the school fits within the local history and the school’s foundation.
- Help children link their understanding of the local society and their place within it.
- link their actions within school and locally to global communities.
The national curriculum for history aims to ensure that all pupils:
- know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world
- know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind
- gain and deploy a historically grounded understanding of abstract terms such as : ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’
- understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
- understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
- gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short-term and long-term timescales.
8. Geography
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Intent
The school curriculum for Geography aims to:
- Explore the school and local environment and understand how this is affected by the climate, people’s actions and the physical environment around the school.
- Link the pupils understanding of local challenges to the UK and global issues.
- To understand that global changes start with personal actions choices.
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
The school curriculum for geography aims to ensure that all pupils:
- develop an awareness of different places, people and cultures
are encouraged to commit to sustainable development and an appreciation of what ‘global citizenship’ means
9. Art
Purpose of study from the national curriculum
Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation (The National Curriculum in England 2014).
Intent
At All Saints we will develop artists and designers who:
- Are confident mark-makers who find joy in the process of creating visual art
- Are encouraged to experiment with materials as a way to express their ideas about the world and personal feelings
- Have opportunities to reflect upon their own and other’s work in order to make changes that enhance their art skills and the visual appeal for an audience
- Have opportunities to create art from starting points that celebrate Clevedon artists, locations and identity
- Have opportunities to consider how Art and Design can tell a story or portray a message by reflecting emotion, identity and thought-provoking issues
- Can discuss and critique using the 7 elements of art: line, shape, form, space, texture, colour, tone
- Develop and celebrate personal preference and their own artistic style
- Have a positive attitude towards creating and viewing art
10. Music
Purpose of study from the national curriculum
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.
Intent
1 At All Saints we will develop Musicians who:
- draw on the local community and global communities
- provide opportunities for all children to create, play, perform and enjoy music
- have a deep appreciation of a range of music
- have good rhythm
- are confident to sing
- performs with confidence
- are creative and open minded
- are willing to persevere
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 interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations
The school curriculum for Music will
- draw on the local community and global communities
- provide opportunities for all children to create, play, perform and enjoy music
Documents
11. Modern Foreign Language – French
Purpose of study from the national curriculum
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.
1.1 The school curriculum for foreign languages aims to:
- value and promote a child’s alternative home languages
- enable children to learn French from year 3 to year 6, speaking with accuracy and fluency.
- Understand the culture, food, history and uniqueness of another country.
- help children understand the use of different languages in real life, valuing and drawing on knowledge and experiences of the local community and global communities.
The national curriculum for foreign 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.
Documents
12. P.S.H.E- including Relationship and Sex Education
Introduction
All schools must provide a curriculum that is broadly based, balanced and meets the needs of all pupils. Under section 78 of the Education Act 2002 and the Academies Act 2010, a PSHE curriculum:
- Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
- Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
PSHE
At All Saints primary school, we teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.
The Jigsaw Programme offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning in this vital curriculum area.
The overview of the programme can be seen on the school website.
This also supports the “Personal Development” and “Behaviour and Attitude” aspects required under the Ofsted Inspection Framework, as well as significantly contributing to the school’s Safeguarding and Equality Duties, the Government’s British Values agenda and the SMSC (Spiritual, Moral, Social, Cultural) development opportunities provided for our children.
Statutory Relationships and Health Education
“The Relationships Education, Relationships and Sex Education and Health Education (England) Regulations 2019, made under sections 34 and 35 of the Children and Social Work Act 2017, make Relationships Education compulsory for all pupils receiving primary education…They also make Health Education compulsory in all schools except independent schools. Personal, Social, Health and Economic Education(PSHE) continues to be compulsory in independent schools.”
Documents:
13. Design & Technology
Purpose of study from the national curriculum
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as: mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation (The National Curriculum in England 2014).
Aims
The national curriculum for design and technology aims to ensure that all pupils:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
- build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
Documents
14. Religion and Worldviews
As a school we continually review and improve the provision and having taken into consideration the views of The Religious Council we have renamed Religious Education to Religion and worldviews.
At All Saints we aim to teach children about the religions followed by people from around the world, as well as worldviews and people who also do not identify with a religion.
Siams (Sept 2024) commented that: ‘RE is prominent at the heart of this Church school’s curriculum. It is an inspiring, motivating and enjoyable subject which has a positive impact on life at school. In particular, this is because pupils show curiosity and respect for a diverse range of faiths and worldviews. The curriculum is well planned and effectively balanced. It is fully focused on meeting the needs of all pupils as they progress through the school. Pupils are encouraged to reflect and think deeply about their own beliefs and those of their peers. Consequently, discussions provoke insightful responses and contribute substantially to spiritual development.’
Curriculum intent
At All Saints we will develop children who are religiously aware and tolerant of living in a multi-cultural society by:
- Providing opportunities to explore different ideas about the world they live in and to be confident to question ideas and make links to their own experiences and opinions.
- Understanding other people’s cultures and ways of life, which they will then be able to communicate to others.
- Enabling children to develop the necessary skills to reflect on their own experiences, to learn from them and to develop their own identity, personal beliefs and values.
- To think deeply and explore the great questions of life, death, meaning and purpose.
- To become active citizens who make a positive contribution, showing consideration of others both locally, nationally and globally.
At All Saints we celebrate our Church of England origins and place an emphasis on Christian beliefs and practices whilst also teaching about other principle religions, other religious traditions and other worldviews in the contemporary world. Our intent is to design a curriculum with appropriate subject knowledge, skills and understanding so that children can reach and exceed their potential to learn more and understand more about the Christian faith as well as other faiths. Our curriculum will result in children developing an awareness and tolerance of living in a multi-cultural society and being mutually respectful towards the beliefs of others.
Documents
15. Computing
At All Saints we will develop Computer Masters who:
- Are positive and active participants in the digital world.
- Have an understanding of how and why computing is vital in our world and can make learning connections across other subjects like art, design, maths and science.
- Are respectful and responsible knowing how to keep themselves and others safe online.
- Are able to express themselves and develop their ideas in various digital contexts.
- Have a firm foundation of computational thinking and problem solving.
- Develop a broad and deep knowledge of computing with opportunities to apply skills across the curriculum.
Documents:
SCHOOL SNAPSHOT
ALL SAINTS CHURCH OF ENGLAND PRIMARY SCHOOL
Aspiring to ensure that our children learn and grow in a safe and supportive environment, where they are valued and achieve.
