English

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Intent

English is at the heart of everything we do.

It opens up endless worlds and helps us share and achieve our dreams. English knits everything we do together and gives us our voice. In our learning across the curriculum, we gain the confidence and skills to use our voice effectively: to share our ideas, to stand up for what is right and to achieve our goals and ambitions.

Reading

Learning to read is one of the most important things that we can do.

Reading unlocks new avenues of knowledge, fires our imaginations, enriches our vocabulary and helps us to understand and value the diversity of the world we live in.

There are two skills we need in learning to read: word reading and comprehension.

Skilled word reading involves swiftly recognising the printed words that we know, whilst rapidly working out how to say those words that are less familiar. To do this, we need to understand that the letters on the page are linked to sounds in spoken words. This is why phonics is so important in our early teaching of reading

Good comprehension brings together our knowledge of language and our knowledge of the world. Our teachers use their skills to help us develop comprehension skills through our shared reading and discussion of stories, poems and non-fiction.

We think it is important to read widely across fiction and non-fiction. Bug Club is our core reading scheme in foundation and key stage one, and Collins’ Big Cat supports us to explore and extend our reading preferences in key stage two.

Our reading scheme helps us to grow as fluent readers. Everyone has a reading book selected from the reading scheme. Our teachers choose the colour band of the book carefully to match the instructional level of reading. This is the level where we have the ‘right’ amount of challenge for developing and practising new reading strategies.

In tandem with our school reading scheme, we choose our own books to read and share. This gives us the chance to explore different story-worlds, topics and authors and to find out what kind of books we really love.

We know that reading for enjoyment is important. We know that there is a strong link between reading for pleasure, how well we do at school and our emotional well-being. The adults in our school regularly share stories, poems and non-fiction with us and this helps to spark different interests and fuel our love of reading.

By the time we leave St Adrian’s, teachers make sure that we can read fluently and with confidence in any subject.

Curriculum map

Our teaching in English is rooted in our shared enjoyment of high quality texts.

We are taught new skills at the start of each year that reflect the expectations of the national curriculum. The cyclical approach of the teaching sequence for writing enables us to practise, secure and master these skills across the year and to build upon the foundational learning of previous year groups.

Through shared reading, we are immersed in the world of the author. We share in their ideas and learn how language is used to transport us with them.

We learn to use such language skills for ourselves. Through our talk and through shared writing, we learn to imitate the authors we read and to innovate with the ideas we encounter. As we grow in confidence, we use our ever-expanding writer’s tool-kit to invent, create, edit and author our own texts.

The books we share in English are chosen to reflect a wide range of genres and to provide a balance between story, poetry and non-fiction. Our teachers choose books that enrich our learning across the breadth of the curriculum.

In the current school year (2020-21), we are teaching a prioritised curriculum supported by the Herts for Learning ‘Back on Track’ programme. Our selection of books has been adapted to reflect this.

Our shared texts by year group

Year 1 (draft)

Year 2 (draft)

Year 3 (draft)

Year 4

Year 5 (draft)

Year 6

Spelling

It is important to be able to spell quickly and accurately.

We learn to spell by knowing the link between letters and sounds and by understanding how words and spellings are structured.

In foundation and key stage one, we have a daily phonics session rooted in Letters and Sounds. Following phase 6, we use ‘No Nonsense Spelling’ which has been written to meet the spelling requirements of the national curriculum for year two through to year six.

Handwriting

Neat and fluent handwriting is an important part of sharing our ideas.

We learn to form our letters using a script developed by Debbie Hepplewhite. This is an all-joined style with two main joins: a diagonal join, which starts on the line, and a washing-line (or smile) join.

You can find more about our handwriting style here.

Tracking attainment and progress in English

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

The national curriculum in England: English programmes of study

Further details of the English curriculum for each year group can be found in the following downloads:

The Year 1 learner            Year 1 Grammar Glossary

The Year 2 learner           Year 2 Grammar Glossary

The Year 3 learner           Year 3 Grammar Glossary

The Year 4 learner           Year 4 Grammar Glossary

The Year 5 learner            Year 5 Grammar Glossary

The Year 6 learner            Year 6 Grammar Glossary

Modern Foreign Languages

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.

Teaching British Values

At St Adrian’s we promote the fundamental British values of democracy, the rule of Law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.

We are committed to serving our community and local area and in so doing, we reinforce these British values regularly and in the following ways:

Democracy:
Pupils have their voices heard through our School Council, Pupil Committees and Pupil Voice interviews. The process of pupil voting for the School Council contributes to the elections of Head boy, Head girl and School Council representatives.

British Value in action: We help to make decisions that improve our school

The Rule of Law:
The importance of laws and rules are consistently reinforced in the classroom, as well as through school assemblies. Pupils are taught to understand the need for laws, the responsibilities that this involves and the consequences when laws are broken.

British Value in action: We understand that rules help us to be safe and happy

Individual Liberty:
Pupils are encouraged to be independent learners, constantly making choices, within a safe and supportive environment. Pupils are encouraged to understand their personal freedoms and are taught how to use these rights to best effect. All pupils are keen to support charities, whether local, national or global. They are taught consideration for others through our Religious Education curriculum and PSHE lessons.

British Value in action: We understand that freedom comes with responsibility


Mutual Respect:
Our school’s ethos and our behaviour policy are based on Gospel values, with the important commandment being, ‘Love one another as I have loved you’. Assemblies constantly promote respect for others and the importance of good manners. All pupils are taught the importance of self-respect, honest and open communication with others and fair play. Pupils work collaboratively and value others’ opinions.

British Value in action: We have respect for ourselves and for others


Tolerance of those of Different Faiths and Beliefs:
As a Catholic worshipping community, pupils are reminded of their place in a culturally diverse society. This is achieved through our Religious Education curriculum and the spiritual life of the school. Assemblies and class work promote the diversity of society and the right for each person to be respected and valued equally regardless of ability, gender, faith, heritage or race. Members of different faiths or religions both within and outside the school community are invited to contribute through sharing their knowledge and to enhance learning within assemblies and in class.

British Value in action: We understand and accept that our friends may have different beliefs and opinions

Online safety help and resources for families

We all want our children to benefit from a great resource like the Internet. In this digital age, children are increasingly spending more of their time online with their devices. They will be going online for school work, to keep in touch with friends, to play games and to explore new things.

Being online can be a very positive experience but as always we need to be aware of the risks too, and that’s why schools and parents need to work together to help educate our children about how to use the Internet responsibly and safely.

Please look at the links posted on the right hand menu, including our Online Safety Resources Guide. They signpost the main organisations and websites providing parent and carer advice on matters of online use and safety. New information and articles are added all the time, so keep checking back, or sign up for free newsletters such as those provided by ParentZone.

Remember, it is never too early to start thinking about online safety and well-being.

Science

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 SpringSummer
Animals, Including Humans Year 1 - Science ResourcesPlants - Year 1-2 / P2-3 Science - This Term's Topics - Home Learning with  BBC Bitesize - BBC BitesizeWeather and seasons - BBC Teach
Year 1Animals including humans; Ourselves PlantsMaterials and Seasons
Plants - Year 1-2 / P2-3 Science - This Term's Topics - Home Learning with  BBC Bitesize - BBC BitesizeHabitats – Year 1-2 / P3-4 Science - This Term's Topics - Home Learning  with BBC Bitesize - BBC BitesizeMaterials - KS1 Science - BBC Bitesize
Year 2 Animals including humans and Plants HabitatsMaterials
Rocks, soils and fossils - KS2 Science - BBC BitesizeScience - Animals including Humans - Skeleton and Muscles Word Mat -  GrammarsaurusLight - Year 3 Science Resources
Year 3 Magnets and Rocks Animals including humans and PlantsLight
Electricity - Year 3-4 / P4-5 Science - This Term's Topics - Home Learning  with BBC Bitesize - BBC BitesizeStates of matter in KS2 | Learning about solids, liquids and gases in  primary school | TheSchoolRunFamous Scientists For Kids | Cool Kid Facts
Year 4 Electricity and SoundHabitats and States of MatterScientist and Inventors
Year 5 Code the Solar System – St. Martin's C of E Primary schoolForces - Year 5-6 / P6-7 Science - This Term's Topics - Home Learning with  BBC Bitesize - BBC BitesizeTerm 5 Overview – Shinewater Primary School
Year 5The Solar System
and Earth
Forces and MaterialsCircle of Life (Life cycles)
Evolution and Inheritance | Science | KS2Year 6 Classification - starting to use keys | Teaching ResourcesThe Theory of Evolution (by Natural Selection) | Cornerstones Education -  YouTube
Year 6 Evolution and
Inheritance
Habitats (Classification) and LightScientist and Inventors

National Curriculum for Science in Key Stages 1 and 2

Relationships and sex education

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

Maths

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

Whole group direct teaching with clear and progressive modelling of concepts and procedures with sequences of varied examples

The consistent use of core manipulatives and representations to support pupils’ ability to access learning and to deepen children’s understanding

Emphasis placed on ‘learning’ through reasoning, developing multiple strategies and concepts towards understanding

Rehearsal of core facts and strategies through the development of frequent ‘intelligent rehearsal

Rich mathematical talk is given high status and supported by the learning environment and teachers’ questioning

Daily opportunities to reason and problem solve through through carefully planned focus tasks

Differentiated learning offered through split class structure and adjustments to allow access to and challenge within whole group learning.

Challenge for pupils grasping concepts quickly is provided through depth and breadth of experience

Pupils ‘grappling’ with learning mathematical concepts

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

Teachers work with a focus group each day supporting pupils having difficulty to catch up or deepening understanding for those pupils who have grasped the concept quickly.

During this focus time, teachers are constantly assessing next steps and diagnosing misconceptions ready for future planning and teaching.

These groups are flexible and based upon pupils’ understanding of the current learning as teachers understand that pupils grasp areas of maths at different rates.

TAs are well trained and as a result of their increased subject knowledge are able to support groups effectively in addition to our qualified support teachers

The school invests in early intervention for mathematics. They are short-term and sharply focused upon specific needs. Leaders will regularly assesses the impact of these.

Staff understand that stretch and challenge are achieved through increasing opportunities for pupils to work deeply and broadly within each area of mathematics.

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

Music Curriculum Year 6

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The learning in this unit is focused around one song: Happy, a Pop song by Pharrell Williams. The material presents an integrated approach to music where games, the dimensions of music (pulse, rhythm, pitch etc), singing and playing instruments are all linked.

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This unit of work builds on previous learning. The learning is focused around two tunes and improvising: Bacharach Anorak and Meet The Blues.

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The learning is focused around the song from Benjamin Britten’s Friday Afternoons: A New Year Carol. Other learning within the unit gives pupils the opportunity to research Benjamin Britten’s life and to listen to many of his other works through links to Fridayafternoonsmusic.co.uk .

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The learning in this unit is focused around one song: You’ve Got A Friend by Carole King. The material presents an integrated approach to music where games, the dimensions of music (pulse, rhythm, pitch etc), singing and playing instruments are all linked.

Pupils will will explore the concept of ‘identity’. Music and Me focuses on inspirational women working in music. Pupils are invited to try out different ways of making their own music, while exploring the work of some of the most influential women in music over the last 100 years. Four British female contemporary artists are featured and interviewed in the unit; all living in the UK, expressing themselves through music and with different cultural backgrounds.

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This Unit of Work consolidates the learning that has occurred during the year. All the learning is focused around revisiting songs and musical activities, a context for the History of Music and the beginnings of the Language of Music.