Category: Curriculum

Intent

French is introduced in Year 3 and studied weekly with a French specialist teacher until the children leave at the end of Year 6.

The aim is to foster enjoyment of foreign language learning from an early age and to promote awareness of the culture of France. Learning a foreign language is a liberation from insularity and provides an opening to other cultures. We aim to 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 hear stories, poems and rhymes in the original language. Language teaching should provide the foundation for learning for further languages and, in the long term, equip pupils to study and work in other countries.

At St Adrian’s we endeavor to make lessons stimulating and enjoyable and build confidence through lots of praise. We aim to foster an interest in language learning by introducing children to the French language in an inclusive way that is accessible to all pupils.

We aim to develop children’s confidence in speaking in the target language by encouraging them to join in songs, rhymes stories and games, which enable them to practise the language in an enjoyable and non-threatening way.

We strive to help our pupils develop their awareness of cultural similarities and differences. We seek to lay the foundations for future language study by our pupils whilst supporting linguistic understanding of their first language.

Curriculum Map and skills progression

Aims

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.

– 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 authentic writing in the language studied including rhymes, stories, poems and songs.

Impact

Speaking and listening

In developing oracy in the target language, children will learn to:

· Understand longer and more challenging texts on a range of topic areas.

· Engage in longer conversations, expressing opinions and giving reasons for them, as well as asking for clarification when necessary.

· Compose their own sentences in conversation, using knowledge of basic sentence structure.

· Use pronunciation and intonation effectively to accurately express meaning and engage an audience.

Reading and writing

Through reading and writing in the target language, children will learn to:

· Read aloud and understand a short text containing unfamiliar words, using accurate pronunciation through applying understanding of phonemes and spelling.

· Recite a song or poem using the written text for support.

· Read a range of texts independently, using different strategies to make meaning.

· Use vocabulary learnt from reading in different writing contexts and use dictionaries to find a wide range of words.

· Write a range of phrases and sentences from memory and adapt them to write their own sentences on a similar topic.

· Select appropriate adjectives to describe a range of things, people and places; appropriate verbs to describe actions and begin to use adverbs to enhance description.

Language structure

In developing an understanding of the structure of the target language, children will learn to:

· Conjugate a range of high frequency verbs.

· Make changes to an adjective in accordance with the gender or number of the noun.

· Understand how to use some adverbs in sentences.

· Adapt sentences to form negatives and form questions.

· Have an awareness of similarities and differences in grammar between different languages.

Intercultural understanding and social development

Children will learn to identify similarities and differences in everyday life, social conventions, traditional stories and celebrations with their own, whilst understanding and respecting cultural diversity.

The five fundamental British values of democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith are interwoven into the teaching of Primary Languages, in particular how it relates to the intercultural understanding elements of French and Francophone culture and its similarities and differences to life in Britain.

Recommended resources  for practising French at home

http://www.bbc.co.uk/schools/primarylanguages/french

For mobiles and tablets: Mindsnacks French – fun interactive French games on a downloadable app.

Science curriculum intent:

The 2014 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 skills required to understand the uses and implications of science, today and for the future.

Whilst the National Curriculum, in its entirety, will provide the framework around which the Science Curriculum at St Adrian’s will be structured, it is our intent to offer a curriculum that makes provision for:

• pupils’ natural curiosity to be encouraged and nourished so as to foster a sense of awe and wonder at the limitless beauty and diversity of the world and beyond;
• Stimuli  which challenge the pupils to ask questions;
• engagement and relevance to the pupils;
• opportunities for children to hone the generic skills of collaboration, independence, research, and reflection;
• pupils to regularly employ the key scientific skills of making predictions; planning experiments; making observations; taking measurements, presenting data and drawing conclusions based on the results;  discussing the limitations of their empirical findings; and conduct experiments with due regard for safety;
• the acquisition of the scientific knowledge and skills stipulated in the National Curriculum;
• opportunities to refine and build upon existing skills and experiences;
• equipping the pupils for secondary school education and setting them on the road for life-long learning;
• empowering the pupils to make a positive difference to their community and to society in general.

Our school Science curriculum map:

	Autumn	Spring	Summer
Year 1	Animals including humans; Ourselves	Plants	Materials and Seasons
Year 2	Animals including humans and Plants	Habitats	Materials
Year 3	Magnets and Rocks	Animals including humans and Plants	Light
Year 4	Electricity and Sound	Habitats and States of Matter	Scientist and Inventors
Year 5	The Solar System and Earth	Forces and Materials	Circle of Life (Life cycles)
Year 6	Evolution and Inheritance	Habitats (Classification) and Light	Scientist and Inventors

National Curriculum for Science in Key Stages 1 and 2

Relationships Education has become statutory for all primary schools from the summer term of 2021. For all schools, Sex Education as part of the Science curriculum remains the same. In light of the upcoming changes to the requirement for relationships and sex education (RSE) we consulted, in the spring, with parents, governors and staff on how we can make sure our RSE curriculum policy meets the new requirements as well as the needs of our children.

Our timeline

Week beginning January 25th 2021 – Parent information published.

February 1st – February 28th 2021 – Consultation open.

March 1st 2021- RSE working group consider matters arising from consultation.

From week beginning March 22nd – Updated parent information published.

Resources

Statutory government document

Parent portal to the school’s scheme of work

Intent

At St Adrian’s we teach mathematics through a maths mastery approach. We strive to develop a deep, long-term and adaptable understanding of maths for all pupils. By teaching children to master maths, they become mathematically fluent and are able to solve non-routine problems without having to memorise procedures.

Teachers identify the key learning for each class and plan to secure these.  Learning sequences are developmental and, depending on the concept, a good proportion of time will be spent securing key learning. Teachers use their judgement about when it is the right time to move on.  This approach enables the large majority of pupils to progress through the curriculum content at broadly the same pace.

Our school Mathematics curriculum Map 

We use Maths — No Problem! textbooks and workbooks, which have been written to meet the requirements of the 2014 English national curriculum. The MNP Primary Series was assessed by the DfE’s expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery.

What a visitor might typically see in maths learning in our school

How we support children to catch up and how we challenge advanced learners

How the school has developed its systems for tracking attainment and progress in mathematics

The school is focused on formative assessment first and foremost and uses HfL assessment criteria to judge how well individuals and groups of individuals are securing learning and to identify gaps and barriers. AM7 is used for tracking attainment and progress using the HfL steps and phases approach.  This allows the swift identification of groups of pupils in danger of not meeting age-related expectations or for whom progress has slowed.

Useful documents

National Curriculum for Mathematics

Calculation Policy