Ks1 and Ks2 are following the National Curriculum which began in September 2014.
For an overview of the New Curriculum at Saints Peter and Paul click on the links below;
Reception pupils and Ks1 pupils have Read Write inc lessons every day. At Saints Peter and Paul Catholic Primary School, we are committed to helping our children to become fluent readers. This is one of our main goals. We use the Read Write Inc programme to help us to make every child a reader. Our children love it! Taken from:
Read Write Inc., developed by Ruth Miskin, provides a structured and systematic approach to teaching literacy. It is used by more than a quarter of the UK’s primary schools and is designed to create fluent readers, confident speakers and willing writers.
Each Read Write Inc. programme meets the higher expectations of the National Curriculum and uses effective assessment to accelerate every child’s progress and prepare them for the Ks2 scheme Language and Literacy
Read more about Read Write Inc here:
The following information explains how English is taught throughout the school. English is part of the ‘essential knowledge’ (p6 National Curriculum) that is needed to take an active role in modern day society. The National Curriculum (2014) clearly states that teaching the English language is an essential, if not the most essential role of a primary school.English is fundamental for all learning at Saints Peter and Paul Catholic Primary School. It underpins the school curriculum by developing each child’s ability to speak, listen, read and write for a wide range of purposes, using language to learn and communicate, to think, explore and organise. We use the whole curriculum to support each child’s ability to express themselves correctly and appropriately and to read and write accurately and with understanding.
Across the whole school each week the children have guided reading sessions delivered by the class teacher or TA, individually or in small groups – the groups are heard read either daily, twice weekly or three times weekly. This is where children have the opportunity to discuss what they have read in a supportive way delving in between the lines to gain further meaning, inference and deduction. Children are also taught to look for meaning beyond the words within the text and make connections between different parts of texts and with other texts read. Children in both Key Stage One and Two are taught comprehension skills each week in class as a further opportunity to embed and utilise their reading skills.
In English, during Key Stage One children learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm, using language to explore their own experiences and imaginary worlds. Children learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. Children use language to explore their own experiences and imaginary worlds. They work in small groups and as a class, joining in discussions and making relevant points. They also learn how to listen carefully to what other people are saying, so that they can remember the main points. This is built on the Early Learning Goals where in Nursery and Reception, the children use language to imagine and recreate role and experiences becoming attentive listeners and interact with others in play.
At times, children participate in a range of drama activities,where they use language and actions to explore and convey situations, characters and emotions, creating and sustaining roles individually and when working with others. Afterwards, the children have opportunities to comment constructively on drama they have watched or in which they have taken part. In Key Stage Two, children develop their drama to convey action and narrative to convey stories, themes, emotions, ideas and devise scripts. They explore dramatic techniques and comment how authors use these techniques in their writings.
We introduce to our children the main features of spoken standard English and teach them how spoken language varies in different circumstances for example: formal and informal situations. This transfers into grammatical constructions in both key stages which the children are taught both discretely and within writing a wide range of texts.
Handwriting and Presentation
At Saints Peter and Paul Catholic Primary, the children take pride in their work and from Reception children are taught how to write by holding a pencil properly, writing from left to right across the page, forming letters in an appropriate size with finger spaces and joining each letter using cursive script. Cursive writing is a very inclusive way of writing and helps children who have special educational needs. Children find it easier to read their work back quicker and take pride in their presentation.
Welcome to Saints Peter and Paul Catholic Primary Mathematics page.The following information explains how Mathematics is taught throughout the school. As stated in the National Curriculum (2014) mathematics is,“… essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.” Mathematics is a wonderful subject in which the children can develop important life skills, not only mathematically but problem solving and decision making as well. As children grow into adulthood it becomes vital that they have mathematical skills. From reading a bus timetable to planning their budget, they access mathematics on a daily basis. At Saints Peter and Paul we believe in trying to make maths fun and exciting for our pupils whilst teaching them to become fluent in the fundamentals of mathematics. We aim for all our pupils to develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. They are taught to reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Our pupils are taught to 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.
We do this all through a Singapore Maths approach – Maths No Problem;
You may be wondering what Singapore Maths is all about, and with good reason. This is a totally new kind of maths for you and your child. What you may not know is that Singapore has led the world in maths mastery for over a decade; its students become competent and proficient mathematicians at very early ages. Even better, they grow to be capable problem solvers who think mathematically with ease.
At Saints Peter and Paul we are teaching Singapore Maths to your child this year. To discover what it’s all about and how you can help your child succeed click below to watch some online videos…
We now have Parent Videos available for you to view.
Here is a link for pupils to give their views of our maths curriculum.
click on the link to leave your views- https://www.surveymonkey.co.uk/r/NP7WWTC
Key Stage 1:
The principal focus of mathematics teaching in Key Stage 1 is to ensure that our pupils develop confidence and mental fluency with whole numbers, counting and place value. This involves working with numerals, words and the four operations (+, -, X and ÷), including with practical resources (for example, concrete objects and measuring tools). They will develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. They will use a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money.
Key Stage 2:
In Years 3 and 4 we teach our pupils to become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. They will develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. By the end of year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. In Years 5 and 6 we ensure that pupils extend their understanding of the number system and place value to include larger integers. Pupils develop connections that are made between multiplication and division with fractions, decimals, percentages and ratio. By the end of year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages.
Mental Mathematics Skills
The skill of mentally calculating is a priority within the teaching of mathematics. The children are taught quick methods to calculate, using facts that they already know. The children regularly practise these skills and we have a daily “Rock Star Times Tables” test which they approach enthusiastically, aiming to beat their previous score. (Y2 – Y6). Pupils in Y1 have number bonds recall tests.
Reasoning and Problem Solving
This is a vital part of the children’s future lives. The children are taught to use their understanding and embed their knowledge of numbers by applying it through challenges and games. For example, once they can use column addition accurately, they are challenged to identify missing numbers from a given addition and explain how they worked out the missing numbers.
We always encourage children to ask themselves if they can do a given calculation mentally first, however, there are some calculations which need a written method. The children in the foundation stage and KS1 use informal methods and jottings (including pictures and use of practical apparatus) to help them calculate. As they progress through the school more formal methods are introduced for example the use of column addition/subtraction and the grid method progressing to short/long multiplication.
The children practise basic skills on a weekly basis. These skills include addition, subtraction, multiplication, division and place value. Once they have mastered the skills on a particular level and they have demonstrated these skills they move onto the next level.
Each class also has access to I Pads. These skills include addition, subtraction, multiplication, division and place value. Once they have mastered the skills on a particular level and they have demonstrated these skills on three separate occasions they are introduced to the next level.
Mathletics is a wonderful resource which allows the children to consolidate their skills and compete against children in other parts of the world. It is a web site which the children have their own personal account and password to enter (both in school and at home).
We are aware that not all the children have access to internet/computer facilities at home, so Mathletics is offered during different times of the week.
Times Table Rockstars
Times Tables Rock Stars is a carefully sequenced programme of daily times tables practice.
Each week concentrates on a different times table, with a recommended consolidation week for rehearsing the tables that have recently been practised every third week or so.
This format has very successfully boosted times tables recall speed for hundreds of thousands of pupils over the last 8 years in over 12,000 schools – both primary and secondary – worldwide.
Here at Saints Peter and Paul, children in Year 2 complete Times Table Rockstars tests three times per week, whereas the junior classes complete the tests daily! Over the past 12 months, we have noticed a marked improvement in times tables knowledge, along with related division facts. The children thoroughly enjoy completing their tests to some of their favourite rock songs!
Mathematics within other curriculum subjects
Science Within their science lessons the children apply their mathematical skills. They could be reading a scale (for example, temperature or length), using a chart or table to record information, representing their results in graphical form and will look for patterns in their results.
Geography The children will their understanding of co-ordinates during map reading, use their understanding of measure to compare geographical themes (for example, the difference in heights between different mountains, the difference in temperature between locations within the world).
History The understanding and use of Roman Numerals can be consolidated through our work in history. A historical context enables the children to add and subtract larger numbers in a meaningful context – for example, to work out how long a famous person lived, how long ago an event was.
Art and Design Art is a fantastic medium for the children to reinforce their geometry skills. Look at the pictures painted by famous artists (for example, Mondrian) helps the children identify shapes and patterns. Through observation drawing they can practise drawing two and three dimensional shapes.
Design Technology There are opportunities for the children to use their mathematical skills when designing and making products, for example, measuring the length, width or height of their product or weighing when cooking. “They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.” (National Curriculum – Design Technology 2014).
Physical Education The children use their counting skills (how many jumps, skips etc in a given time), apply their understanding of time when using a timer, estimate and measure (how far someone has jumped or thrown a ball).
Computing The children can use different programmes to help them represent data, for example, from a science investigation and use the programme to represent this data as a graph. Using a variety of control programs reinforces and allows for the application of their skills in positional language and use of angles. “To select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.” (KS2 Computing objective 2014)
Music The children will use their understanding of fractions, for example, through the use of quavers (half a beat). Mathematics is an important element of all of the children’s learning in school and an essential life skill.
Come and See’, the Religious Education Programme for Primary Schools, is used as the basis for our RE teaching. The aim of this programme is to explore the religious dimension of questions about life, dignity and purpose within the Catholic tradition. Links are made with children’s own experiences.
“Science has changed our lives and is vital to the world’s future prosperity, and all pupil’s should be taught essential aspects of the knowledge, methods, uses and processes of science.”
National Curriculum 2014
The children in Saints Peter and Paul enjoy participating in all aspects of the science primary curriculum from starting in Nursery until they leave us in Year 6.
In line with the National Curriculum 2014, the children in each year group cover the topics that link to the Learning Objectives for their year.
The principal focus of science in the Early Years is to enable children with the skills to be able to comment and asks questions about aspects of their familiar world, recognising similarities and differences in relation to places, objects, materials and living things. To show care and concern for living things and the environment, make observations of and talk about some of the things they have observed such as plants, animals, natural and found objects.
To be able to talk about why things happen, how things work and explain why some things occur.
Years 1 and 2
The principal focus of science teaching is to enable pupils to experience
and observe phenomena, looking more closely at the natural and humanly constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.
Years 3 and 4
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
Years 5 and 6
The principal focus of science teaching in upper key stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They should do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At upper key stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They should also begin to recognise that scientific ideas change and develop over time. They should select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings.
Each individual class page will give more information into what Science aspects the children will be covering each half term on their ‘Curriculum Outline’.