Our Integrated Curriculum at St Peter’s Primary School
Our integrated curriculum is broad and balanced and has been organised using a subject focused/topic based approach that incorporates progressively the key skills set out in the National Curriculum 2014. It is enriched with trips and visits, visitors to the school, growing vegetables and gardening, cooking and extracurricular clubs and activities. There is a core text linked to the topic each half term, from which learning in English is derived.
The main aims of our curriculum are:
- to build children’s confidence and motivation to learn;
- to embed key skills to prepare our children for life and everyday experiences outside school;
- to provide opportunities to apply knowledge and learning in a variety of ways;
- to stimulate children’s natural curiosity;
- to foster a sense of worth, purpose and personal identity, make informed choices, have enquiring minds and communicate effectively and well;
- to allow and encourage children to take risks with their learning, solve problems, make mistakes and learn from them to develop resilience;
- to teach skills through our children’s interests, what is relevant and what is necessary;
- to appreciate, value and enjoy learning!
Skills and knowledge in English and mathematics are taught daily. They are taught both discretely and through the remaining subjects of the National Curriculum. Modern Foreign Languages (MFL) are taught through an ‘exploring language’ approach, and include Spanish. Specialist teachers teach PE, sport and music discretely.
In St Peter’s school, all aspects of Literacy are taught because every pupil has a statutory entitlement to be engaged with the programmes of study for English in the National Curriculum. We also believe the development of knowledge, skills and concepts across the whole spectrum of English to be essential because of their:
- crucial importance in the child’s social, emotional and intellectual development;
- unique position as the essential learning tools both in and out of school;
- status as communication skills for life;
- potential for personal enrichment through facilitating access to texts, providing pleasure or information;
- worth of study and critical analysis in their own right.
Scope of the Subject
The essential principle of English teaching is to help pupils to use language in an appropriate manner for a variety of purposes, audiences and situations to maximum potential benefit. It encompasses the enjoyment and critical study of literature. As a school, we strive to ensure that our children become literate members of society.
The aims of Mathematics teaching and learning in the school are:
- To ensure all pupils acquire the skills required to become independent mathematical thinkers with the knowledge and confidence to tackle problem solving and investigational tasks.
- To provide opportunities for all pupils to develop the ability to apply Mathematics within a wide range of contexts and an appreciation of its importance in our everyday lives.
- To encourage each child to achieve their full potential by providing an effective combination of teaching and learning strategies.
- To create easy access to well labelled resources in order to facilitate independent learning.
- To provide an appropriately differentiated curriculum where every child experiences an increase in motivation, confidence, enjoyment and ability.
Science is a core subject and we carry out the curriculum planning for science in line with the structures and recommendations outlined in the National Curriculum in England 2014. Our medium term plans list the specific learning objectives for each lesson within a unit and give details of how the lessons are to be taught.
The aims of science teaching and learning in the school are:
- To help children gain scientific knowledge and understanding of the world around them
- To help children to develop the necessary skills to confidently work scientifically
- To help children to evaluate the benefits of science and its impact on society
- To meet the requirements of the National Curriculum
- To foster a culture of curiosity and problem solving
- To encourage progress and attainment through enthusiasm and enjoyment
At St Peter’s Primary School we believe that Computing and the use of ICT is central to the education of all children. We aim to give each pupil the opportunity to apply and develop their technological understanding and skills across a wide range of situations and tasks.
Pupils are encouraged to develop a confident and safe approach to Computing and the use of ICT, with the understanding of the capabilities and flexibility of their resources.
With the knowledge that Computing and ICT will undoubtedly continue to form a major part in the children’s life at home, in further education and places of work, we ensure the Computing and ICT experiences and abilities that the children are equipped with at St Peter’s Primary School, are effective and transferrable life skills.
Religious Education takes place within the context of the Christian aims and ethos of St Peters CE School (& Nursery) as reflected by our Mission Statement.
The Governors at St Peter’s have agreed that the school will follow the SDBE scheme of work. Other religions studied are Islam and Judaism in Key Stage 1, Hinduism and Sikhism in lower Key Stage 2 and Islam in upper Key Stage 2.
Aims of Religious Education
Religious Education should help children:
- To increase and develop children’s knowledge and understanding of the Christian faith, it’s beliefs’ scriptures, traditions and festivals.
- Foster attitudes of respect, responsibility and reflect upon moral and personal issues enabling them to be sympathetic towards others.
- Enhance their understanding and knowledge of religions and spirituality and explore their faith, beliefs and ideas.
- Explain issues such as the meaning of life in the local community and the wider world.
- To increase and develop children’s knowledge and understanding of other major world faiths.
- Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European country, and a region within North or South America
Human and physical geography
- Describe and understand key aspects of physical and human geography. The document lists some specific aspects, including climate zones, mountains, the water cycle, economic activity including trade links, and the distribution of natural resources
Geographical skills and fieldwork
- Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
- Use the eight points of a compass, four- and six-figure grid references, symbols and keys to build their knowledge of the UK and the wider world
- Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans, graphs and digital technologies
Here at St Peter’s History is about helping pupils to develop an interest in the past, understand human achievements and learning about the major issues and events in local, British and world history.
History engages pupils’ curiosity about the past in Britain and the wider world. Pupils consider how the past influences the present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced people’s actions. As they do this, pupils develop a chronological framework for their knowledge of significant events and people.
They see the diversity of human experience, and understand more about themselves as individuals and members of society. Pupils become familiar with the nature of evidence by emphasising history as a process of enquiry alongside developing a range of historical skills by reinforcing that historical explanation is provisional, debatable and open to different interpretation. We aim to enhance pupils’ historical knowledge through creative experiences which help them to visually observe and analyse historical events.
Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences, and a special way of understanding and responding to the world which is fundamental for our children at St Peter’s.
It enables children to communicate what they see, feel and think, through the use of colour, texture, form, pattern and different materials and processes without the pressures of the written or spoken word.
Children become involved in shaping their environments through art and design activities. They learn to make informed judgments, and aesthetic and practical decisions. They explore ideas and meanings through the work of artists and designers. The appreciation and enjoyment of the visual arts enrich all our lives.
We believe in giving all pupils, irrespective of their academic or physical ability, the opportunity to discover and develop their physical potential through a balanced and developmental programme of activities. We do so in the belief that physical education in a safe, supportive and challenging environment is a vital component in the development of children’s physical and emotional health and well-being.
This, we believe, includes qualities such as enjoyment, tolerance, co-operation and the development of expertise. We aim to provide opportunities for pupils to become physically confident in a way which supports their health and fitness.
As a church school promoting the “spiritual, moral, cultural, mental and physical development of pupils”, sex and relationship education will be taught “within a moral, family orientated and Christian framework” (Guidelines for Church of England School Governors on Sex Education 1988).
It will also include the development of communication and social skills. The school believes that the inclusion of sex education and relationship education as part of the PSHE and citizenship policy in the curriculum is a vital part of the development of young people and prepares them for the opportunities, responsibilities and experiences of adult life.
St. Peter’s believe the provision for children with Special Educational Needs or Disability (SEND) is the responsibility of the whole school. We believe that we are all teachers of children with SEND.
A child with SEND has a right to have their needs met and have full access to the Foundation Stage or National Curriculum. In partnership with parents we aim to maximise the potential of every child within our school and raise their self-esteem.