Transcript Document

Our School Curriculum
 To prepare pupils for the
opportunities, responsibilities and
experiences of later life
 To share the very best of what has
been thought and said
 To promote the development of pupils’
knowledge, understanding and skills
Our School Curriculum
 Our school curriculum has been reviewed and revised
over the last year.
 A list of ingredients…
International
Mindedness
Learning How to
Learn
Core Principles
• Excellence & Enjoyment
• Broad & Balanced
• Assessment & Achievement
• Productive & Purposeful
• Clarity & Context
National
Curriculum (incl.
EYFS)
Personal Qualities
Core Values
Love, Hope and
Thankfulness
St. Luke's
School
Curriculum
• Independent &
Collaborative
• Numerate & Literate
• Creative & a Problem Solver
• Happy & Confident
• Kind, Caring & wellmannered
• Able to persevere
Further Develop understanding of
Christian Values e.g. compassion,
aspiration, appreciation
Core Values
Love, Hope and
Thankfulness
Core Principles
•Excellence & Enjoyment
•Broad & Balanced
•Assessment & Achievement
•Productive & Purposeful
•Clarity & Context
‘WoW’ moments since September!
The Flow of a Topic
• Entry Point
• Knowledge Harvest
• Follow own lines of enquiry
• End product or performance
International
Mindedness
 Vital for our rural village school to have
an international outlook
 Independence, interconnected and
Interdependent
 Understanding and relating to different
cultures and communities around the
world
Adopted International Countries 2014/15
Class
R
1
2
3
4
5
6
Country
Great Britain
Spain
Canada
New Zealand
Germany
Australia
Rwanda
Learning How to
Learn
•
•
•
•
multiple intelligences
brain research
emotions in learning
memory and learning
styles
National
Curriculum
(incl. EYFS)
Early Years
Foundation
(Year R)
Key Stage 1
(Y1 - 2)
Key Stage 2
(Y3 – 6)
National Curriculum
(incl. EYFS)
The Early Learning Goals (in foundation stage)
• Communication and language
• Physical development
• Personal, social and emotional development
• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design
National Curriculum
(incl. EYFS)
Key stage 1
5–7
Key stage 2
7 – 11
1–2
3–6
English

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Mathematics

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Science

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Art and design

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Computing

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Design and technology

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Age
Year groups
Core subjects
Foundation subjects

Languages
(St. Luke’s have chosen to teach French)
Geography

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History

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Music
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Physical education
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National Curriculum
(incl. EYFS)
• All classes are now working to the new National
Curriculum.
• Y2 and Y6 will be levelled against the old curriculum.
• Levels have been replaced by age related
expectations.
• Pupils are expected to know, apply and understand
the matters, skills and processes specified in the
programmes of study.
Year 2 Grammar End of Year Expectations
Year 2: Detail of content to be introduced (statutory requirement)
Sentence
Subordination (using when, if, that, because) and co-ordination (using or, and,
but)
Expanded noun phrases for description and specification [for example, the blue
butterfly, plain flour, the man in the moon]
Text
Punctuation
How the grammatical patterns in a sentence indicate its function as a
statement, question, exclamation or command
Correct choice and consistent use of present tense and past tense throughout
writing
Use of the progressive form of verbs in the present and past tense to mark
actions in progress [for example, she is drumming, he was shouting]
Use of capital letters, full stops, question marks and exclamation marks to
demarcate sentences
Commas to separate items in a list
Terminology
for pupils
Apostrophes to mark where letters are missing in spelling and to mark singular
possession in nouns [for example, the girl’s name]
noun, noun phrase
statement, question, exclamation, command,
compound, adjective, verb,suffix adverb tense (past, present) apostrophe, comma
Number – fractions (including decimals and percentages)
Statutory requirements
Pupils should be taught to:

compare and order fractions whose denominators are all multiples of the same
number

identify, name and write equivalent fractions of a given fraction, represented visually,
including tenths and hundredths

recognise mixed numbers and improper fractions and convert from one form to the
other and write mathematical statements > 1 as a mixed number [for example,
=
6
5
2
5
+
4
5
= 1 51 ]

add and subtract fractions with the same denominator and denominators that are
multiples of the same number

multiply proper fractions and mixed numbers by whole numbers, supported by
materials and diagrams

read and write decimal numbers as fractions [for example, 0.71 =

recognise and use thousandths and relate them to tenths, hundredths and decimal
equivalents

round decimals with two decimal places to the nearest whole number and to one
decimal place

read, write, order and compare numbers with up to three decimal places

solve problems involving number up to three decimal places

recognise the per cent symbol (%) and understand that per cent relates to ‘number of
parts per hundred’, and write percentages as a fraction with denominator 100, and as
a decimal
71
100
]
St. Luke's
School
Curriculum
How can I help and get
involved?
• Look at parents’ information letter every
half-term
• Read regularly with your child
• Please respond to requests for help
• Talk to your children about their work
• A push this year on spellings and Core
Maths skills