What will your child be learning?
The specific curriculum aims of the school are those stated in the 1988 Education Reform Act. Children are assessed continually using optional SATs (Standardised Attainment Tests) and school tests. There will be formal assessments in line with National Guidelines during the Foundation Stage in Early Years and at the end of Year Two and Year Six. Numeracy is assessed using RM Snapshot and reading and spelling tests are carried out in November and June.
The National Curriculum
While your child attends St Peter’s they will pass through three Key Stages:
- Foundation Stage: Nursery and Reception
- Key Stage One: Years 1 and 2
- Key Stage Two: Years 3 to 6
Both the Early Years and Key Stage One classes have full time teaching assistants to support pupils’ learning.
All classes in Key Stage Two are mixed ability and benefit from having a full time teaching assistant, which enables groups of children to have extra support. During Year Six pupils take the 11+ secondary selection tests and the end of Key Stage SATs.
The Core and Foundation subjects apply to both Key Stage One and Key Stage Two.
Core Subjects: Maths, English, Science, I.C.T.
Foundation Subjects: History, Geography, Design Technology, Art, Music, P.E. and R.E.
We believe that language is the basis of all other learning. We place great importance on the development of listening skills and the ability to express thoughts and emotions clearly. “Through language we learn to think and add constantly to the sum of human knowledge.”
The love of reading opens up a universe of imagination and unlocks the mysteries of all the knowledge in the world. We aim to encourage confident readers who “enjoy reading for entertainment, for interest and for information and to appreciate the necessity of reading for learning in most areas of the curriculum and for their personal lives.”
We encourage children to write for a variety of purposes and for a variety of audiences, using poetry, prose, fact and fiction. We aim to foster writing as an enjoyable way of recording thoughts and ideas. Following the structure of the Literacy Hour we endeavour to develop the ability to produce written communication that is accurately spelt, well presented and appropriate to its purpose.
Mathematics is a key area of the curriculum and we place great emphasis on its teaching. We ensure that children have the basic skills and encourage the learning of tables.
Mathematics enters our lives on numerous occasions each day; using money, telling the time, estimating quantities and measuring in all its forms.
It is important that our children learn to apply mathematics to everyday situations with confidence, ease and precision.
Mathematics is also a very important tool in many other areas of the curriculum. Children should learn to use their mathematical skills in Technology, Art and Craft, Geography and Science with the same confidence, ease and precision.
Children are fascinated by the pattern and properties of numbers and shape. Mathematics provides an exciting way to investigate these properties.
Information Communication Technology (ICT)
We believe that ICT is going to continue to affect all our lives in a major way in future years. There has been a dramatic expansion in the use of computers in all walks of life. Our school has a well-equipped computer suite which is used by all children. We also have computers available within classrooms, which can be used to practise skills and reinforce areas that need development.
In Mathematics children have an individual daily programme of maths reinforcement, and computers are used to extend the skills of our special needs children in literacy and reading.
St Peter’s School is committed to expand the use of computers to raise standards in all areas of the curriculum.
Science in the National Curriculum enables children to develop skills of observation, recording, problem solving, predicting, testing, hypothesising, experimenting and measuring. We endeavour to make children feel like scientists, with practical experiences which involve applying scientific ideas to a variety of tasks relating to every day life.
Design and Technology
We set out to train the children in the development of design and technology skills to operate effectively and creatively in the world. Design and Technology units are developed with a cross curricular approach to ensure that learning is linked and reinforced.
Our Christian ethos is at the centre of the life of the school. We aim to help pupils recognise the unique specialness of each person and to be aware of those around them. Compassion, tolerance, sensitivity and the well-being of each individual are values that we endeavour to teach our children. We do not limit these values to assemblies or RE lessons but try to ensure that they permeate the whole life of the school.
As part of this philosophy our RE lessons aim to help pupils understand the religious beliefs, practices and insights of other faiths so that they may form their own beliefs and judgements, and we seek to establish theses aims in a positive and practical way.
Parents have the right to withdraw children from these lessons if they wish. A written request is required by the Headteacher.
History and Geography
Through history and geography children begin to develop some understanding of chronology, cause and effect, of how people lived in former times and how they live in other places. They gain increasingly complex insights into our threatened planet and what must be done to protect it. We take every opportunity to develop good conservation practice.
In Keystage One children are introduced to the concept of the past by studying things with which they are familiar, e.g. families, toys, the school, houses and homes.
In Keystage Two children study different periods in British and World history.
The local area is used as the basis for geographical study. Comparisons are then made with other parts of Great Britain, Europe and the World.
In order to help the physical and social development of our children it is our aim that every child should participate in at least one session of Gymnastics or Movement and Games each week. Through a progressive development of skills we provide a basis for developing good health habits which the child may take into later life. We try to ensure that all children are able to swim by the end of Keystage Two in compliance with the National Curriculum guidelines.
The arts have a major contribution to make in the quality of children’s learning, enabling them to develop intuitively as well as logically, and encouraging sensitivity and aesthetic appreciation.
We offer our children a range of experiences and opportunities to express themselves in a variety of media. Art activities are incorporated in many areas of the curriculum.
From a very early age we try to teach our children to value one another and behave in a caring way towards others. We define sex education as learning centred on our attitudes and feelings about ourselves and our relationships.
In Keystage 1 we answer questions as we feel appropriate at the time. We discuss the caring aspects of the birth of a new baby in the context of the family. We talk about new life in Spring and the life cycles of animals, birds and insects.
In Keystage 2 sex education is taught in the context of Health Education. We discuss with the children “My Body”, initially measuring, comparing and statistically recording. We then discuss ways in which the body works – bones, muscles, sense, digestive system. We look at how the body has grown since birth and in stature and intellect.
Sex Education is a spiral curriculum and so the oldest children in the school study in more detail the systems of the body – digestive, excretory and nervous. In the last year, in addition, we look at the pubertal changes which are taking place in children of their age. The study of conception, development and birth of a baby is set in the context of married life and a loving, lasting relationship.
We believe that Sex Education should be dealt with in such a way that pupils are encouraged to have a due regard for moral considerations and the value of family life. Parents are always welcome to discuss any concerns about this work with the Headteacher or teaching staff. While there is no right of withdrawal from those aspects of the work that are part of the National Curriculum Science Orders, parents may withdraw a pupil from other aspects of sex education lessons and should discuss this with school staff, if they wish to do so.