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St Mary & St Michael

Catholic Primary School

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St Mary & St Michael

Catholic Primary School

Curriculum

What does your child learn at school each day? Find information about our curriculum subjects here.

For any further information regarding the school's curriculum, please browse the subject and class pages, or call into school.

Intent

The curriculum at SS Mary and Michael Catholic Primary School is designed around our school mission statement and has been created to enable the child to develop as a unique, whole person. Our curriculum is creative, inspiring and challenging. 

 

It is designed for pupils to be exposed to a range of topics, experiences and enrichment activities that broaden their understanding and equip them with the skills they need to be successful, confident, life-long learners who can reach their full potential.  This includes pupils from disadvantaged backgrounds and those with SEND.

 

At SSMM we successfully adapt our curriculum to ensure that those pupils with SEND, have their needs met.  Through a range of strategies specific to each individual’s need’s,  their independence and fluency are encouraged to develop.

 

As a Catholic school, we strive to ensure that the children receive an enriching RE experience /curriculum which reflects the person of Christ and the message the church received from him.  Within this we endeavour to enable all our pupils to acquire the knowledge, skills and attitudes needed to enable them to thrive in society. This includes: the study of British Values, black history month and whole school enrichment days and other faiths. We believe access to a high quality, broad and balanced curriculum is the right of all pupils.

 

A curriculum that is English and language rich is must for our school if we are to open doors for the children’s futures. We, therefore, place a high focus on developing the children’s vocabulary and reading skills, using quality texts to do this. Through this, their understanding and oral skills are greatly enhanced. Giving our children the numeric skills to reason and problem solve, as well as their application to other academic areas is also of central importance.  Our children use images and modelling to help develop the depth of their mathematical understanding. The wider curriculum provides an opportunity for pupils to practise and consolidate skills learnt in a range of different contexts.

 

 

Implementation

 

All teachers have a sound knowledge of the subjects they teach.  They know the progression of skills and teach a well-structured sequence of lessons.  They check children’s understanding and regularly provide clear feedback to clarify misconceptions.

From feedback, they adapt their teaching to meet the needs of all their pupils.

 

Subject leaders offer appropriate support, giving guidance outside a teacher’s area of expertise, providing resources and training where necessary.

 

Over the course of their time in school, the spiral nature of the well-designed curriculum builds on the skills taught previously and so clear and specific links are made between different concepts over time.

 

Teachers use a range of assessment for learning strategies within the classroom to check understanding, improve knowledge and fluency of skills and to inform further teaching.  Quality feedback is integrated into the practice of day to day teaching. Summative assessment is used systematically and as a tool to inform judgements around attainment.

Outcomes are regularly discussed to ensure individuals are making sustained levels of progress.

 

At SSMM the resources used to support the programme of study, are chosen and evaluated specifically, as we feel they help the children develop the skills and knowledge necessary to be an independent learner.

 

Our approach to the Foundation Subjects is that they are taught discretely as standalone subjects.  However, we seek opportunities, to make authentic links with core subjects and explore cross curricular opportunities whenever possible.

 

A cross curricular themed Week takes place in the summer term. This is determined by the school’s needs, link with the School Association or relevant, upcoming themes. 

 

RE- as a Catholic School, the RE curriculum is central to the whole school curriculum and underpins all teaching. It is a core subject and we follow the ‘Come and See’ programme of study to supplement our Diocesan plans. We worship together as a whole school community with our parish; as a whole school and in class with both teacher and (where age appropriate) child led worship.

  

English- Reading and Writing are a feature of all Foundations Subjects. Links between reading and writing and the foundation subjects are encouraged.

 

Reading is a priority, developing not just the fluency and comprehension but also a love of reading, which is at the core of all learning.  This is achieved through the ‘Letters and Sounds’ and ‘Bounce Back’ phonics schemes, alongside the Pearson Active Learn Programme which uses a combination of e-books and hard copies. We have regular library loans of age appropriate books for all children. 

 

Communication and Language - developing communication and oral skills is a feature of all subjects. Extending vocabulary and ensuring subject specific vocabulary is taught and is a feature of planning and display, is a central part of the SSMM curriculum.

 

Impact

Assessment – Summative assessment is used systematically and as a tool to inform judgements around attainment.  Outcomes are regularly discussed to ensure individuals are making sustained levels of progress.

 

All pupils are ready for the next stage of their education whether that be year group or key stage.  Teachers can build on the previous year’s learning to provide structured and sequenced education.

 

Pupils with SEND achieve good outcomes and their progress is carefully monitored against specific targets.  Needs in learning are identified and a range of intervention strategies are used to help them develop independence and meet those needs

 

For year group Curriculum Overviews for 2020/2021 click below.

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