In this section
Curriculum Subjects
Religious Education
Religious Education Curriculum
Catholic Life and Mission Policy
World Book Day – Cardinal Nichols
In Catholic schools, as in any school, Religious Education is taught as an academic subject. However, the whole life of a Catholic School has to be an expression in practice of Catholic belief and Catholic tradition. As they grow, the children are encouraged to put their faith into practice in their own lives.
In class, the children help to prepare and participate in masses and assemblies. Not only in the teaching, but also in the daily practice of the faith, our children are helped by the personal example of the staff.
However great the opportunities given and examples set, they will have little lasting value without the support and encouragement of parents. We try hard in school, but we can only do that with your support and with what you do at home. In handing on the faith, parents are the first and best teachers. By working together for the children, parents and teachers make this school a place which we can truly say
‘Glory to God’
‘Love one another, as I have Loved you’
(John 13: 34-35)
Home/School/Parish Partnership
We believe that the school alone cannot undertake a child’s religious education. Religious Education begins at home at Baptism; the parents are the child’s first teachers and support the child with his/her first religious experiences. The school works in partnership with parents and parish to enrich the lives of our children.
We distribute Religious Education newsletters each term to inform parents about the forthcoming topics and notify parents of Masses and liturgies both in the school and the parish. Children receive the ‘Wednesday Word’ each week which is shared with their families. Therefore, families can come together to celebrate the Gospel teachings.
St. Joseph’s regularly supports Parish events and fundraising e.g. CAFOD, Catholic Children’s Society, Advent appeals and Lenten appeals.
Our School attends our local parish Church Our Lady of Willesden on Holy days of Obligation and feast days, preparing and leading the mass for other parishioners.
Liturgy and Collective Worship
Our Catholic faith is central to the day to day life of our school and all aspects of the curriculum. Pupils are encouraged to recognise the importance of their faith and they respond to all forms of liturgy and collective worship with respect and reverence. Please click here for our daily school prayers.
We have a rich liturgical life in that the experiences we provide are wide ranging and take place in school, out of school, in Church and the wider community, and engage and involve pupils, parents, staff, governors and the parish.
The Celebration of the Eucharist and prayer are central in our school.
Our Parish Priest regularly celebrates Mass in School. Children attend Mass to celebrate a week day mass with parishioners. In addition, we celebrate School Masses at the beginning and end of term, our school feast day (March 19), Holy Days of Obligation and other significant occasions.
Our Parish Priest makes weekly visits to classes which further enhances children’s knowledge, skills, and helps them to develop a deeper understanding of their faith.
Mission Statement
At St Joseph’s Roman Catholic Primary School we strive to create a stimulating environment so that by learning, playing and working together, we openly follow Christ’s teachings. We seek to offer every person the opportunity to be a unique and valued individual, sharing and developing belief in the teachings of Jesus through everyday relationships and mutual respect in our dealings with one another.
In order to achieve our mission:
- We stand on holy ground
- We will always open our doors in welcome
- We will always love and care for each other as Jesus taught us
- We will always place the Word of God at the heart of our school
- We will always be witnesses to our faith by following in the footsteps of Christ
Religious Education Programme of Study
Religious Education is a fostering of each child’s relationship with God and their neighbour. This begins at Baptism and is continued at home as well as at Church and School. Scripture plays an important part in the Religious Education programme and connections are made between the readings and the children’s lives.
The school delivers religious education through the composite units which are updated termly within the liturgical cycle. These planned units of work are age appropriate and empower pupils to develop their knowledge and understanding to be religiously literate (please click here). These units are also linked succinctly to the Religious Education Curriculum Directory and the Agreed Understanding in the Levels of Attainment across the phases. Links are made with the children’s own experience and the universal experience.
Children are also encouraged to explore links with other faiths and traditions. There is a programme of visits to places of worship for pupils in Key Stage 1 and Key Stage 2.
English
Reading for Pleasure Policy 2025-26
At St Joseph’s Roman Catholic Primary School the Reading Curriculum intends to inspire pupil’s imagination, love of literacy and create the readers, actors, poets and of course authors of the future. Whilst learning about key writing and reading genres across the curriculum and supporting a greater depth of understanding of these through a variety of well-considered texts, pupils also learn about the key grammatical features that make up the English language and how they as readers can use these features to develop their reading fluency and expression. As the author Kevon Ansbro says, “There are but twenty-six letters in the English alphabet, yet I must have read a quadrillion words.” At St Joseph’s Roman Catholic Primary School, we want our readers, authors, journalists, scientists, mathematicians and historians to be inspired to be the best writers and readers of the future.
The curriculum has been developed to focus and build on several core areas starting with the Read Write Inc. synthetic phonics programme in Early Years to develop basic letter recognition, through to in depth class and independent reading lessons in Year 6. We start by teaching phonics, using the Read Write Inc. programme, to the pupils in Reception and KS1 where they learn how to recognise and read the sounds in words, as well as talking and writing about the texts they have read. They learn the English alphabetic code: the 150+ graphemes that represent 44 speech sounds.
The structure and pace of the lessons allow participation of every child, develops their decoding skills, as well as their comprehension and love of reading. Pupils are exposed to a wide variety of texts throughout their reading journey and have the opportunity to complete a variety of activities which not only develop their ability to read words and sentences when they start to read, but also to understand and analyse what they have read. Alongside the phonics programme, pupils who start in Reception and KS1 are exposed to a wide variety of stories and texts in class, linked to different areas of learning.
Through teacher-led input and explorative play, the pupils are taught to sequence, discuss, write and role play stories, as well as other texts linked with their topics throughout the year. Once pupils progress off of the phonics programme, key reading skills are taught throughout our reading programme such as fluency and expression, prediction, inference, sequence and summarising texts that have been read. As such, we have planned a careful and consistent progression of skills and knowledge that allows the pupil to make the necessary connections to piece their learning together throughout their learning journey.
As pupils progress through the Reading Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups. Pupils use many genres of text to develop their skills here at St Joseph’s Roman Catholic Primary School and are taught the different features of fiction and non-fiction, poetry and a variety of text types to encourage the reader within them to become as qualified a writer.
As pupils develop a secure understanding and ability to independently apply their reading skills, they are further encouraged to read across the Key Stage 2 curriculum applying what they have learned to further enrich their knowledge and understanding. Pupils enjoy engaging in story time and reading conversations throughout the school week, actively engaging in discussions centred around authors, genres, preferences and opinions. They have access to the library where they are able to read in comfort, in a relaxed environment to enable that love of reading to develop.
As a school, we enrich our pupil’s love of reading in many different ways. At the start of every new year, every child is challenged to read recommended reads for their year group, with those who take on the challenge having the opportunity to make their own recommendations throughout the year, adding to the list and building a bank of new and current texts. Each week, a book recommendation is made in assembly from either a member of staff or a pupil. Pupils add their name to the waiting list for books of interest and are encouraged to share their reviews and opinions with others as they pass this on once completed. The library is open to pupils at lunchtimes and class library sessions are timetabled throughout the week.
Librarians are appointed and monitor the loaning of books to ensure that all pupils have access to high quality texts and are reading regularly. Each year we have a book fair that allows pupils to explore even more books, they are the first to read these books, which thrills our pupils. We also celebrate ‘World Book Day’ so that pupils get an opportunity to read to others or be read to no matter what age in order to simply enjoy reading. As we seek to develop our reading offer at St Joseph’s Roman Catholic Primary School, and continue to embed reading as a core element of school culture and life, we also seek opportunities to work with the community outside of the school building to enhance our offer, build a bank of quality resources and further engage our parents in their child’s reading.
EYFS: Pupils are taught early reading behaviours such as holding the book correctly and handling books. They are encouraged to show enthusiasm about books and pick books they are interested in. The learning environment has a wide variety of books and reading materials for the pupils to look at, including topic related books. Pupils are read to during the day and enjoy listening to stories being read and gaining meaning through pictures and words learned. The teaching of phonics through the Read Write Inc. synthetics phonics programme begins with pupils. They learn their set 1, set 2 and set 3 sounds and how to blend sounds together.
KS1: Pupils continue with the Read Write Inc. synthetic phonics programme where they learn to read accurately and fluently with good comprehension. Alongside this they are read to daily, exposing them to a range of texts and authors, and they have an opportunity to choose and read books which are of interest to them. During ‘Whole Class Reading’ sessions, pupils join in with the reading of a text and the teacher explicitly models the skills of proficient readers, including reading with fluency and expression.
KS2: Pupils continue their reading journey applying the reading skills learned in KS1. They become increasingly familiar with a range of texts including poetry, fiction and non- fiction. They develop their comprehension skills drawing on their linguistic knowledge (vocabulary and grammar) and their knowledge of the world. Pupils continue to take part in ‘Whole Class Reading’, linked to the core text where explanations, modelling, questioning and feedback skills are practised.
Writing:
At St Joseph’s Roman Catholic Primary School, the Writing Curriculum intends to inspire pupil’s imagination, love of literacy and create the writers of the future. Whilst learning about key writing genres across the curriculum and supporting a greater depth of understanding of these through a variety of well-considered texts, pupils also learn about the key grammatical features that make up the English language and how they, as writers, can use these features to develop their writing skills and be able to effectively write for any audience.
As the author Kevon Ansbro says, “There are but twenty-six letters in the English alphabet, yet I must have read a quadrillion words.” At St Joseph’s Roman Catholic Primary School, we want our authors, journalists, scientists, mathematicians and historians etc. to be inspired to be the best writers of the future. The curriculum has been developed to focus and build on several core areas: different genres of text; different writing purpose and audience; handwriting; spelling and grammar; with a careful and consistent progression of skills and knowledge that allows the pupil to make the necessary connections to piece their learning together throughout their learning journey.
As pupils progress through the Writing Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups. The sequence of learning draws from pupils’ initial mark making and the meaning they give to the marks they make. During the EYFS period, pupils learn synthetic phonics, which enables them to assign greater meaning to the marks they make, being able to write a grapheme at first and eventually moving on to simple sentences in relation to stories that they have learned. In Key Stage 1, these skills are further developed with the introduction of specific grammar lessons to enable pupils to begin their journey of technical proficiency in writing.
A variety of genres and purposes are covered in Key Stage 1 and writing across the curriculum is expected to enable all the pupils to become a strong independent writer in all subjects. As they enter Key Stage 2, pupils continue to expand their knowledge of writing and the English language by developing more technically challenging grammar such as relative clauses, co-ordinating and subordinating conjunctions, using a variety of fronted adverbials, modal verbs, passive voice and cohesive devices within and across sentences or paragraphs.
This enables pupils to be able to choose how to write for a variety of audiences whilst ensuring that their composition remains relevant to the genre type. Pupils use many genres of text to develop their skills here at St Joseph’s Roman Catholic Primary School and are taught the different features of fiction and non-fiction, poetry and a variety of text types to encourage the reader within them to become as qualified a writer.
As pupils develop a secure understanding and ability to independently apply their writing skills, they are further encouraged to write across the Key Stage 2 curriculum applying what they have learned to become an even better writer. Across the school cursive script handwriting is taught from Early Years through to Key Stage 2 so that pupils are able to sit correctly at a table, and hold a pencil correctly to form letters of the correct size and direction. They are taught to write in a neat legible cursive script with the aim being to enable pupils to maintain legibility, fluency and speed at handwriting by the end of Year 6.
Spelling is also taught as this is also a key element to being a great writer; pupils are able to spell the relevant year group spellings, check these using a dictionary and thesaurus by the time they leave Year 6 after a strong start in spelling in Early Years and Key Stage 1. Initially pupils are taught to segment spoken words into graphemes before moving on to learning more spelling rules and different word families.
EYFS: Pupils are initially taught early mark making skills and then progress to writing their name, simple sentences and then simple stories. They are taught the skills of sitting correctly to write and how to hold a pencil using the tripod grip.
KS1: Pupils learn about different genres of writing and their features. They are given the opportunity to write narratives, poems and non- fiction texts such as non-chronological reports and diaries.
KS2: Pupils continue to build on their writing skills and to write for a variety of purposes and audiences using a wider range of grammatical and language skills.
Mathematics
Mathematics Curriculum Overview
Calculation Policy – All Year Groups
Calculation Policy – Years 3 to 6 (KS2)
Year 4 Multiplication Table Check – Year 4
London Rocks Mathematics Competition
England Rocks Mathematics Competition
Rock Down Relief Mathematics Competition
At St Joseph’s Roman Catholic Primary School, we follow the ‘mastery approach’ to teaching. Instead of learning mathematical procedures by rote, we want pupils to build a deep conceptual understanding of concepts which will enable them to apply their learning in different situations.
The mathematics curriculum is cumulative – each school year begins with a focus on the concepts and skills that have the most connections, which are then applied and connected throughout the school year to consolidate learning. This gives pupils the opportunity to ‘master maths’; by using previous learning throughout the school year, they can develop mathematical fluency and conceptual understanding.
We use Dimensions of Depth to deepen pupils’ understanding. These are:
Conceptual understanding
A crucial part of a ‘deep understanding’ in Maths is being able to represent ideas in many ways. Using objects and pictures to represent abstract concepts is essential to achieving mastery.
Concrete – the doing: pupils are introduced to an idea or a skill by acting it out with real objects. This is a ‘hands on’ component using real objects and it is the foundation for conceptual understanding. ‘Concrete’ refers to objects such as Dienes apparatus, fraction tiles, counters, or other objects that can be physically manipulated.
Pictorial – the seeing: a pupil may also begin to relate their understanding to pictorial representations, such as a diagram or picture of the problem.
Abstract – the symbolic: A pupil is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6. This is the most formal and efficient stage of mathematical understanding. Abstract representations can simply be an efficient way of recording the maths, without being the actual maths.
Language and communication: every Mathematics lesson provides opportunities for pupils to communicate and develop mathematical language through:
- Sharing the key vocabulary at the beginning of every lesson in the Do Now/starter section, and insisting on its use throughout;
- Modelling clear sentence structures and expecting pupils to respond using a full sentence;
- Talk Task activities, allowing pupils to discuss their thinking and reasoning of the concepts being presented;
- Plenaries which give a further opportunity to assess understanding through pupil explanations. Pupils should revisit mathematical language from previous years and explore the concepts in greater depth. There should be opportunities for pupils to clarify vocabulary and explore activities that develop an understanding of the different concepts.
Mathematical thinking
At St Joseph’s Roman Catholic Primary School, we believe that pupils should think like mathematicians and not just DO the maths. It is important that we support all pupils in developing their mathematical thinking, both to improve the way in which they learn, as well as the learning itself.
Good questioning can be used to develop pupils’ ability to compare, modify and generalise, all building a deeper understanding of mathematics. We believe that pupils should:
- Explore, wonder, question and conjecture
- Compare, classify, and sort
- Experiment
- Play with possibilities
- Vary an aspect and see what happens
- Make theories and predictions and act purposefully to see what happens, generalise.
Our Approach
Knowledge and memory:
Connections and links: while we acknowledge that most pupils find difficulty in transferring knowledge and skills from one area of maths to another, explicit connections and references to prior learning are made for pupils throughout a unit to support mastery of the subject.
Home learning: Teachers set weekly home learning tasks linked to current concept to consolidate knowledge and skills. Pupils can access online programmes for example, ‘Times Tables Rock Stars’ to develop their number sense, their fluency and accuracy of mathematics. Mathematics home learning is also done using ‘MyMaths’, this website supports the curriculum in school and will guide and challenge pupils through their mathematical thinking. Login information and passwords are shared with parents and pupils to encourage wider reading, independent research and a collaborative approach to learning within the family environment.
Vocabulary is knowledge: as part of a school-wide focus, pupils are exposed to challenging and innovative vocabulary at the beginning of each lesson to enrich their learning. Teachers introduce pupils to carefully selected words, providing opportunity to orally rehearse, apply in different contexts and construct sentences with accurate use of new terms.
Maths Meetings: An important aspect of Mathematics at St Joseph’s Roman Catholic Primary School, is the weekly Maths Meeting, which is used to consolidate key areas of mathematics in class. Maths Meetings provide an opportunity to teach and revise ‘general knowledge maths’ which may not explicitly be covered during the maths lesson and allows the daily integration of maths into the surrounding environment. These meetings also provide opportunities for teachers to address any areas of key skills that need to be revised or supported. This means that pupils are practising concepts and skills on a regular basis and, therefore, they are continually building on their mastery of these concepts. At St Joseph’s Roman Catholic Primary School, we promote maths positively through these meetings to ensure that all students are fully engaged without the constraints of a ‘standard’ maths lesson. Singing, chanting and the use of rhymes form an integral part of these Maths Meetings. We strive to keep the elements of maths covered in Maths Meetings fun, engaging and enjoyable for pupils, so that they can appreciate, learn from and relish these experiences.
Multiplication tables: At St Joseph’s Roman Catholic Primary School, we use the ‘Big Maths, Beat That’ challenge as our driver for learning times tables. Each class regularly uses the challenge to encourage the pupils to develop a rapid recall of times tables and their derived facts. Pupils can progress through varying stages of difficulty where they must answer questions including simple multiplication. Pupils also have access to ‘Times Tables Rock Stars’ to ensure they are able to move confidently through their times tables and apply these skills to a variety of different areas of mathematics.
Learning Environments: All our classroom environments are designed to inspire a love for, and curiosity about, the beauty of mathematics. To enable pupils’ knowledge to develop and evolve, the environment grows in complexity throughout the school and is ever changing to reflect the current learning. Key materials are displayed around the classroom to communicate ways of thinking mathematically and to encourage a desire for a deeper understanding.
Key learning facts: Place value headings, multiplication facts, number lines and a variety of pictorial representations are accessible allowing for pupils are exposed to the information daily.
Key questions: Key questions that are also used in the lessons. Questions such as: Can you convince me? What happens if? How do we know? If I know……., what else do I know? to encourage pupils to think deeper about their mathematics learning.
Vocabulary: Key vocabulary to support application of both knowledge and skills are displayed throughout lessons. Pupils are encouraged to refer to this when completing tasks and reasoning verbally within class discussions.
Home learning: pupils are continually encouraged to engage further with their learning and study while at home and outside of the school environment.
EYFS
Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.
By providing frequent and varied opportunities to build and apply this understanding, such as using manipulatives, including small pebbles and tens frames for organising counting, children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.
In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures.
It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
The Early Learning Goals are split into two areas: Number and Numerical Patterns.
Number– Pupils will:
- Have a deep understanding of number to 10, including the composition of each
- Subitise (recognise quantities without counting) up to
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double
Numerical Patterns – Pupils will:
- Verbally count beyond 20, recognising the pattern of the counting
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed
KS1 and KS2
Mathematics is organised into the following areas:
- Number and place value
- Addition and subtraction
- Multiplication and division
- Fractions and decimals
- Measurement
- Geometry – Properties of shapes
- Geometry – Position and direction
- Statistics
- Algebra
- Ratio and proportion
Useful Mathematics Websites
Mymaths – every child has their own login for this site.
School login where children can revise / practise mathematics:
Login: stjosephs18
Password: circle
- Maths Zone http://www.mathszone.co.uk/
- Online Calculator http://www.amblesideprimary.com/ambleweb/mentalmaths/Calculator.html
- BBC Maths http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml
- KS2 Revise Wise http://www.bbc.co.uk/schools/revisewise/
- Count On (Magnet) http://www.counton.org/magnet/
- Count On (NumberLand) http://www.counton.org/numberland/
- Odd Bugs http://www.counton.org/magnet/minus/bugs/index.html
- Problems http://www.counton.org/magnet/minus/
- Maths Museum http://www.counton.org/museum/outside.html
- N Rich (Problem Solving) http://www.nrich.maths.org.uk/public/monthindex.php?mm=1
- Problem Pictures http://www.problempictures.co.uk/index.htm
- HIAS Maths External Web links http://www3.hants.gov.uk/education/hias/maths/maths-externalweblinks.htm
- New Zealand Maths http://www.nzmaths.co.nz/
- Figure This http://www.figurethis.org/challenges/challenge_index.htm
- Maths Magic http://mathforum.org/mathmagic/4-6/
- Math Maven http://teacher.scholastic.com/maven/
- Schools Out http://www.schoolsoutlive.co.uk/default.aspx?url=/Puzzle/default.aspx
- Word Problems (dry) http://www.stfx.ca/special/mathproblems/welcome.html
Time
- Online Clock – 5 minute intervals (teaching tool) http://www.primarygames.com/math/timeclock/index.htm
- Whole Class Clock http://www.teachingtime.co.uk/clock/clockres.html
Calculation
- Addition Facts Game http://www.interactive-resources.co.uk/MP3/Addition/addfactsall.html
- Subtraction Facts Game http://www.interactive-resources.co.uk/MP3/Subtraction/subfacts.html
- Test the Toad (Addition game) http://www.bbc.co.uk/schools/numbertime/games/test.shtml
Number Ordering & Value
- Snakes & Ladders Online http://www.bbc.co.uk/schools/numbertime/games/snakes.shtml
- Counting Machine http://atschool.eduweb.co.uk/toftwood/countingwithstick.html
- Number Sequencing Game http://www.interactive-resources.co.uk/MP3/Sequencing/seqks1.html
- Order Egg (Number Ordering) http://www.primarygames.co.uk/pg3/orderegg/ordereggsKS1.html
- Numberline Ship http://www.uk.knowledgebox.com/index.phtml?d=17001
- Place Value Partitioning Game http://atschool.eduweb.co.uk/toftwood/partition.html
- 100 Square Teaching Tool http://www.echalk.co.uk/Maths/paintSquares/PaintSquaresWeb.swf
- 100 Square with Draggable Blockouts http://www.amblesideprimary.com/ambleweb/mentalmaths/interactivenumbergrids.html
- Find the Number Game http://www.bbc.co.uk/schools/numbertime/games/find_the.shtml
- Find 1 more game http://www.bbc.co.uk/schools/numbertime/games/find.shtml
- Mend the 100 square game http://www.bbc.co.uk/schools/numbertime/games/mend.shtml
- Dog Bones (100 square knowledge game) http://www.primarygames.co.uk/pg2/dogbone/gamebone.html
- Olympics Theme Number Ordering games http://www.mathsonline.co.uk/nonmembers/gamesroom/awards/awardc.html
- Woolly Hats (ordering positive numbers) http://www.primaryresources.co.uk/online/numorder.swf
- Woolly Hats (ordering negative numbers) http://www.primaryresources.co.uk/online/negnumorder.swf
- Blackboard Place Value (not that great) http://home.freeuk.com/elloughton13/math81.htm
- Rabbit game (more than & less than) http://atschool.eduweb.co.uk/toftwood/rabbit2.html
- Shark Pool (place value) http://www.ictgames.com/sharknumbers.html
- Fishy Numbers (ordering up to 1 million) http://www.sums.co.uk/playground/n5a/playground_player.swf
- Place Value making numbers http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bgfn/number.cfm
Challenge Puzzles
- Weekly Challenges http://www.mathsphere.co.uk/resources/MathSphereMathsPuzzles.htm
- Able Child Challenges http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html
- Task Bank http://www.mav.vic.edu.au/PSTC/general/banklist.htm
- Word Problems http://library.thinkquest.org/4471/problems.htm
Money
- Addition of Coins http://www.teachingmoney.co.uk/games/coinbreakerUK.html
- Coin Exchange http://www.teachingmoney.co.uk/games/coinxUK.html
- Matching Multiple Coins 10p-20p http://www.teachingmoney.co.uk/games/20pencematch.html
- Matching Multiple Coins 2p-9p http://www.teachingmoney.co.uk/games/10pMatch.html
- Matching Coins to Numbers http://www.teachingmoney.co.uk/games/recognisematch2.html
- Money Worksheets http://www.firstschoolyears.com/numeracy/money/money.html
- Shopping Game http://www.letsdiscover.org.uk/shopping.html
- Shopping Problems Game http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/850/Buy2items.swf
Science
At St Joseph’s Roman Catholic Primary School the Science Curriculum provides all pupils with the foundations for understanding the world, developing foundational building blocks within the specific disciplines of Biology, Chemistry and Physics.
The curriculum is rich in key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. It enables children to become natural explorers and provide opportunities to develop thinking, knowledge and positive attitudes to Science.
From the moment the children start in early years they begin to gain key scientific knowledge that they later build on in the primary years. Children learn to use Science to explain what is occurring and make sense of the world around them, predict how things might behave and analyse cause and effect to better understand why and how things happen. Children are encouraged to develop a natural curiosity and follow well-considered lines of enquiry within the subject. They explore rich content and are able to apply this knowledge to practice, developing a range of scientific skills.
The curriculum has been developed to facilitate an accumulation of knowledge and concepts in a specific order, with a careful and consistent progression of skills and knowledge that allows the pupil to make the necessary connections to piece their learning together throughout their learning journey. It is fundamental that all pupils develop a secure understanding of each block of knowledge in order to progress to the next stage.
As children progress through the Science Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups. The sequence of learning endeavours to continually build upon pupil starting points and the progression of knowledge and skills acquired.
The units build on pupils’ prior knowledge and understanding (an example being the Biology strand such as ‘Plants, Living Things’ and ‘Habitats’. As they progress to Year 6, they study ‘Evolution and Inheritance’.
Pupils develop their understanding of Chemistry by studying ‘Rocks’, ‘States of Matter’, ‘Materials’ and ‘Properties of Materials’. Children enhance their Physics understanding through topics such as ‘Light’, ‘Sound’, ‘Forces and Magnets’, ‘Seasonal Changes’, ‘Earth and Space’ and ‘Electricity’. Units are sequenced so that a pupil’s breadth of knowledge is built upon year after year.
The importance of all pupils developing a secure knowledge of concepts taught is important in both of the models listed above; if a child does not understand some of the basic properties of materials they will be at a significant disadvantage when learning about changes in state to those materials. Likewise, the topic of Sound is taught once, if a child completes this unit without a secure understanding of the concepts taught then this will not be retaught again within their Primary education.
Pupils are taught to describe associated processes and key characteristics in common language, while using technical terminology accurately and precisely. In turn, this provides pupils with the opportunity to build up an extended specialist vocabulary, deepening knowledge and understanding, and developing the ability to make informed choices when reasoning and explaining their thinking.
As pupils develop a secure understanding and ability to independently, connect their learning they will be able to speak enthusiastically about their knowledge and conduct research that builds on what they have learnt in the classroom and is applied into society and beyond. Pupils demonstrate perseverance and adopt a relentless approach in their quest for knowledge and understanding, forming their own lines of enquiry and opinions, continually shaping their character and personality.
Scientific skills are incorporated into the planning of each lesson across EYFS, KS1 and KS2.
EYFS: We ensure that children have a balance between play, rich theory and practical lessons, whereby children think critically, follow lines of enquiry and in turn increase their capacity to problem solve and answer questions. For example, children begin to understand that plants grow in different places. They learn the different parts of a plant – petal, stem, leaf. They begin to describe what is needed for a plant to grow – light, soil, water
KS1: The pupils are encouraged to explore and think scientifically, recording evidence through planning and carrying out enquiries, making observations, measuring, presenting and analysing information. Pupils learn to identify and name a variety of common animals including fish. They identify and name a variety of common animals that are carnivores They also learn to, name, draw and label the basic parts of the human body as well as learn which part of the human body is associated with which sense. Pupils learn about how to identify and compare the suitability of a variety of everyday materials for particular uses. They find out how the shapes of objects made from some materials can be changed.
KS2: The pupils have opportunities to communicate their findings, both written and verbally, draw conclusions and reflect on their learning. Thinking and reasoning is nurtured – pupils are frequently provided opportunities to communicate what they have found out and use evidence to support their ideas, drawing upon the knowledge and skills gained throughout their sequence of learning. The science curriculum promotes challenge and all pupils are given opportunities to extend and apply knowledge in different contexts, recognise that living things have changed over time and fossils provide information. They are taught to recognise that living things produce offspring but normally vary and are not identical to their parents. They learn how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
All pupils are encouraged to take ownership of their own learning, and this is evident when pupils are encouraged to contribute what they would like to learn and how we can set about doing this.
History
At St Joseph’s Roman Catholic Primary School, we intend to instil awe and wonder within the pupils about the past. By learning history, pupils will understand the complexities of people’s lives, processes of change, diversity of societies and relationships between different groups as well as their own identity and challenges of their time.
Pupils will be inspired to think of consequences of actions on a bigger scale and consider their role now and in the future. As they journey through our curriculum, our aim is for pupils to gain coherent knowledge and understanding of our world’s history to provide a sense of relevance of the environment they live in. A high-quality history education will support pupils in understanding their heritage, their identity, their life and that of others; enabling full participation in our society.
Our curriculum foundation is on developing pupils’ knowledge and critical thinking, which are driven by ‘fertile questions’ within our units. We want pupils to ask perceptive questions, analyse and interpret the evidence, sift through arguments and reach their own informed judgements.
Pupils should build their historical imagination of the past and be able to articulate their understanding to others. By lessening the abstract nature of history and teaching through enquiry-based questions, we aim for pupils to leave St Joseph’s Roman Catholic Primary School with secure chronological understanding of time periods in history.
Units of learning are informed by the National Curriculum as well as being sensitive to the pupils’ interests and the local community. Throughout the history curriculum, links have been highlighted within and across year groups. This means that knowledge taught in prior year groups is built and developed upon in a meaningful way ensuring information is learned and remembered.
These history ‘themes’ – which all teaching staff understand and were a part of creating – run through Key Stages 1 and 2. High quality, challenging texts in reading alongside outcomes in writing, linked to the humanities curriculum, reinforce and extend pupils’ knowledge, enabling them to make connections and embed new learning in their long-term memory.
As they journey through each History unit each year, pupils will develop their awareness of historical context by recognising where significant historical events, eras or people occur on a timeline. They will also engage in historical enquiry by examining historical sources as a way of determining what happened in the past.
EYFS: In the Early Years, pupils will explore the difference between the past and the present. They will learn to identify events in their own pasts including their birth and special events that have occurred in their families or in school. They will expand on this understanding of the past by considering past settings, characters and events that they encounter in stories that they are exposed to.
Pupils will also look at two significant historical figures: Neil Armstrong and Katherine Johnson. They will consider why these figures were influential and recognise that their actions occurred in the past.
KS1: In Key Stage 1 pupils will explore topics including ‘Homes Past and Present’, ‘Castles’, ‘Three Queens’ and ‘Women Who Changed the World’.
They will develop their awareness of how past and present human experiences differ, significant historical events and significant historical figures. For example, in the Year 1 topic ‘Explorers’, pupils will be introduced to Christopher Columbus, Neil Armstrong, Matthew Henson and Mae Jemison, investigating why they are remembered today, what they achieved and how they are similar to or different from each other.
In the Year 2 unit ‘Burning Down the House’ pupils will be transported to the 17th Century to learn about the attempt to blow up parliament and King James I.
KS2: In Key Stage 2, pupils will explore topics including, ‘Prehistoric Britain’, ‘The British Empire’, ‘Ancient Greece’ and ‘Wembley – A World Stage’. They will develop a deeper understanding of British, local and world history and learn to interpret information from a range of historical sources. For example, in the Year 4 topic ‘The Mayans’, pupils will explore this ancient civilisation, learning about where they lived, what their lives were like and how their society was organised. Pupils will investigate evidence left behind by the Mayans as a means of understanding them better. In the Year 6 topic ‘World War 1’, pupils will discover what life was like for soldiers on the front line, as well as explore in detail the causes of the war and how the war came to an end. In KS2, children are taught two discrete history lessons each week, allowing them to become fully immersed in the topic and giving opportunities for depth of learning.
Geography
By studying geography, pupils will connect and appreciate that geography is relevant to their lives, experiences and futures. Geography allows us to make sense of the planet and discover all we can about our home. We will inspire in pupils a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. They will be accepting and tolerant of others as they will understand that the world is a global community. Our curriculum generates excitement, creativity and critical thinking about the world, that will equip our pupils to make their own successful way in it.
Like in history, our curriculum has been designed to be enquiry-based and driven by fertile questions. Pupils will be aware of the relationship between societies and the planet; both how people affect the environment and how environment affects people. They will understand how human activity and landscapes vary across the world and the factors that influence these patterns. As they progress, their understanding of geographical locations will deepen. Pupils will understand the difference between human and physical geography and how both change over time. Pupils will gain skills in interpreting a range of geographical information such as maps and diagrams. Using this knowledge, pupils will enquire into topical matters and understand and appreciate the value of different cultures and perspectives.
As with our history curriculum, links have been highlighted within and across year groups in order to ensure that knowledge taught in prior year groups is built and developed upon in a meaningful way.
EYFS: In the Early Years, an emphasis is placed on pupils investigating their immediate environment. Children will spend time exploring their school, the school grounds and the surrounding streets. They will begin to become aware that they live in a busy city in the United Kingdom, and that people who live in other countries may speak different languages or practise different religions.
There will also be activities that are centred on our ‘Blue Planet’. Pupils will look at maps to see how the oceans and seas surround the land, and will think about ways that we can look after the oceans.
In the final term of Reception, pupils will be encouraged to think about where their food comes from and will look at maps to identify that while some foods are grown in the UK, others are exported from worldwide countries.
KS1: In Key Stage 1 pupils will explore topics including ‘The Four Seasons’, ‘My World and Me’, ‘Around the World’ and ‘At the Farm’. They will develop their awareness of different weather patterns, their own local area and countries across the seven continents.
They will also begin to explore geographical locations by using maps, globes and atlases. For example, in the Year 1 unit ‘Where do I Live?’, pupils will learn more about the town, country and continent that we live in as well as locating these areas on a map. In the Year 2 topic ‘Africa’, pupils will learn about Kenya, looking closely at the people, wildlife and landscapes. Building on their ‘Where Do I Live’ topic in Year 1, pupils will use what they already know about the locational and physical geography of the UK in order to compare this with Kenya.
KS2: In Key Stage 2 pupils will explore topics including ‘Deserts’, ‘How to earn a Living’, ‘Rivers’ and ‘North America’. They will develop a deeper understanding of population and culture across the world, capital cities, the water cycle and the physical and human features of Great Britain in comparison to other countries across the world.
For example, in the Year 3 topic ‘Where Does Our Food Come From?’, there will be a focus on trade and climate as significant geographical themes. Children will learn how particular foods originate in certain countries because of the climate and this food is traded with other countries. In the Year 5 topic ‘The United Kingdom’, pupils will examine the countries, counties and cities of the UK. With existing knowledge of their own town from earlier learning, they will now expand on this by exploring the locational and geographical features of others towns across the UK. In addition, they will explore other features of the UK including population, life expectancy, mountains, rivers and coastlines. In KS2, children are taught two discrete geography lessons each week, allowing them to become fully immersed in the topic and giving opportunities for depth of learning.
Art & Design
Art & Design Curriculum Overview
At St Joseph’s Roman Catholic Primary School, the Art and Design Curriculum intends to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.
As pupils progress, they should be able to think critically and develop more rigorous understanding of art and design in order to evaluate and adapt their creations based on emotion, meaning and technique. It is our intention that pupils identify art, craft and design as a form of expression and creativity; an opportunity to express and celebrate difference; a reflection of character, opinion and emotion.
Pupils learn how art and design both reflect and shape our history, contributing to the culture, creativity and wealth of our nation. Pupils are inspired through the study of innovative and boundary pushing artists, with each year group studying significant artists and the accompanying art history in order of chronology. Throughout their journey, pupils encounter various links to the humanities subjects and deepen their understanding of the historical and cultural development of art forms alongside these.
It is crucial that Art and Design is recognised as a subject of its own and so links are not made to other areas of the curriculum unless these links are of benefit to both subject areas. The curriculum has been developed to focus and build on six core disciplines; drawing, painting, printing, collage, sculpture/3D and textiles (forming a crossover with the D&T units), with a careful and consistent progression of skills and knowledge that allows the pupil to make the necessary connections to piece their learning together throughout their learning journey.
As children progress through the Art and Design Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups.
The units of Art and Design are organised so that pupils are building on their knowledge and skills of drawing and painting in each year group and are building on their knowledge and skills of sculpture, collage and printing.
Knowledge and understanding between units is applied through the revisiting and application of the formal elements of art and through the continued use of sketchbooks to record and develop ideas. Pupils also record and annotate their creations and designs in sketchbooks in order to track their own progress, refer to previous techniques and media, and continually create, evaluate and adapt their work. Pupils move through the school with their sketchbooks, enabling them to make connections and links to the skills and knowledge acquired in previous year groups, and demonstrating progress year-on-year.
Pupils are provided with opportunities to study the work of artists in detail for example Andy Warhol and Guiseppe Acrimboldo. Artists are selected because their work is a powerful example of that art form. Following a detailed understanding of the artist’s work, pupils are provided with the opportunity to imitate part of the work and practise the skills and techniques used by the artist. This ensures that pupils build in confidence before and when creating their own pieces.
EYFS: The children begin to develop and nurture life skills through experimenting, inventing and creating art. The children will have the opportunity to express their life experiences, and still-life observations, through drawings of their time in and out of school. They will create marks and mixing colour on paper using different tools: brushes, fingers, cotton buds etc. They will experiment with different materials to explore texture and pattern to represent something from their topic for example ‘Owl Babies’ where the children use a range of materials to create the look of feathers.
KS1: The pupils will have the opportunity to communicate something about themselves in their drawing through self-portraits and explore moods within their own drawings. Pupils will discuss and describe what they see and like in the work of another artist for example Andy Goldsworthy.
Pupils will learn to use wash and mix/match colours and predict outcomes. Pupils will have the opportunities to create a repeating pattern. They will learn to use the elements of art – colour, tone, form, line, shape, space, texture and value. Pupils will be encouraged to discuss and evaluate their own and others creations. They will learn to make contextual links, foster the use of technical art vocabulary and provides meaningful inspiration.
KS2: Pupils create an accurate print design that meets the criteria, incorporating overprinting using different colours. Pupils will confidently learn to use the reduction method when printing with lino. They will explore positive and negative space when printing exploring 3D form: Pupils experiment with and combine different materials to make a 3D form. They sculpt mouldable materials and create work, which is open to interpretation by the audience. They can include visual and tactile elements in their work. Pupils will develop quick studies from observation, returning to each to improve accuracy/detail. Pupils will convey tonal qualities, showing understanding of light and dark on form. The select a range of drawing tools, using at least four different grades of pencil and use charcoal. Pupils can analyse and compare the work of multiple artists.
Home learning: Pupils are continually encouraged to engage further with their learning and study while at home and outside of the school environment. Parents engage and support their children with the power projects in which, pupils create a piece of art or design which demonstrates their knowledge and understanding of the techniques and approaches taught during the unit within school or as part of their pre learning for the next unit.
Design & Technology
Design & Technology Curriculum Overview
Design & Technology Policy 2025-26
At St Joseph’s Roman Catholic Primary School the Design and Technology Curriculum intends to inspire and nurture pupils’ creativity and innovation, giving them the opportunity to develop skills, knowledge and understanding of the design process, and to apply this through the creation of functional products.
Pupils explore the practicalities of design, making direct reference to structures, mechanisms, electrical controls and a variety of materials and foods; they are encouraged to consider important issues and implications to inform the choices they make when designing for purpose.
As pupils progress, they should be able to think critically and develop more rigorous understanding of design and construction in order to evaluate and adapt their creations, basing their reflections in part on the design, structures and architectures observed in the world around them. As their knowledge deepens, so too does their confidence to experiment, invent and create their own works of design.
Pupils learn how innovations in design and technology have shaped our history, contributing to the culture, creativity and wealth of our nation. They discover how past inventions have often offered a solution to relevant problems within a range of contexts and society; it is through evaluation of past and present design and technology that they develop a critical understanding of the impact this has had on daily life and the wider world.
Pupils, in turn, draw upon their own creativity and imagination to design and make products that also attempt to solve real problems, considering their own and others’ needs, wants and values. Just like the notable figures before them, they are encouraged to take risks, and in doing so learn to become resourceful, innovative, enterprising and capable citizens.
Throughout their journey, from Reception to Year 6, pupils acquire a broad range of subject knowledge and draw on disciplines such as Mathematics, Science, Engineering, Computing and Art to both enhance the design and making process, and demonstrate and reason about the decisions they have made. It is crucial that Design and Technology is recognised as a subject of its own and so links are not made to other areas of the curriculum unless these links are of benefit to both subject areas.
The curriculum has been developed to focus and build on the process of design, making and evaluating, providing pupils with the opportunity to apply these skills in the contexts of construction, textiles (forming a crossover with the Art and Design units) and cooking and nutrition (again forming a crossover, this time with the Sports and Health Curriculum offer). With a careful and consistent progression of skills and knowledge, pupils learn to make the necessary connections to piece their learning together throughout their learning journey.
As children progress through the Design and Technology Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups.
EYFS: We teach Design and Technology in nursery and reception as an integral part of the topic work covered during the year and as set out in the Early Years Foundation Stage Framework under expressive arts and design which underpin the curriculum planning for children aged three to five. We encourage the development of skills; knowledge and understanding that help pupils make sense of their world as an integral part of the academy’s work. This learning forms the foundations for later work in Design and Technology. These early experiences include asking questions about how things work, investigating and using a variety of construction kits, materials, tools, and products, developing making skills and handling appropriate tools and construction material safely and with increasing control. We provide a range of experiences that encourage exploration, observation, problem solving, critical thinking and discussion. These activities, indoors and outdoors, attract the pupil’s interest and curiosity.
KS1: Pupils work within a range of contexts, stating what products they are designing and who their target audience is. They describe the purpose of their design and how the product will work. Generate ideas based on their own experiences and knowledge of existing products. Select from a range of equipment, materials, tools and components according to their functions and characteristics. They are taught to follow procedures for safety and hygiene to measure, mark out, cut and shape materials. Pupils explore a range of products to find who they are for, how they work, and how and where they are used. Discover the materials products are made from and evaluate what they like and dislike about products. Explain their own design ideas and what they are making. Pupils make judgements about their products and ideas against design criteria, suggesting how their products could be improved.
KS2: Pupils use their design criteria to evaluate and improve their products in consideration of the views of others, including intended users, identifying strengths and areas for development. Investigate how well products have been designed and made, how well they work and achieve their purpose and whether they can be recycled or reused. Investigate other products – who designed them, where/ when were they made? Pupils think what the user would need when choosing textiles to use and make the products for example in year 6’ funky furnishings’, attractive, strong and functional. Pupils can measure and cut textiles accurately by first making a prototype. Pupils can join multiple pieces of textiles using a range of joining techniques. Pupils consider how their product can be sold.
Computing
At St Joseph’s Roman Catholic Primary School, the Computing Curriculum acknowledges that computational devices and software are a part of everyday life and that civilised society is becoming increasingly reliant on technology to guide practice and developments.
The curriculum is designed therefore to equip pupils with the computational thinking, knowledge and understanding required to be successful in the future workplace; participate effectively in an ever-changing digital world; address challenges and opportunities offered by the technologically rich world in which we live; become active innovators and critical thinkers in the digital age.
The curriculum has been developed to focus and build on three core areas; programming, coding and online safety with a careful and consistent progression of skills and knowledge that allows the pupil to make the necessary connections to piece their learning together throughout their learning journey.
As pupils progress through the Computing Curriculum, explicit links and connections are made to support pupils to continually build upon the knowledge and skills they have accumulated in previous year groups. The sequence of learning builds pupils’ understanding of how computers and a range of computational systems work, and how they are designed and programmed.
Pupils learn to design and build their own programs and develop their ideas using a range of technology; creating, evaluating and refining content designed for a variety of purposes and audiences. As pupils grow in competency and begin to think computationally, they are better able to conceptualise, understand and use computer-based technology.
They feel empowered to draw upon familiar and unfamiliar software and technology to solve problems and design systems with increasing confidence, while recognising the power and limits of both human and machine intelligence.
The ideas of computing are applied to understanding real-world systems and creating purposeful products; invention, creativity and resourcefulness are all encouraged.
EYFS: In the EYFS children have the opportunity to use a use a range of technology, from using iPads to record their work alongside the teacher when using Tapestry (online learning journal). We also provide the children with a box of defunct IT equipment, which encourages them to construct their own role-play scenarios. This could be anything from an office, to a train, to a spaceship or even mission control. This encourages the children to use their imagination as they play in role. Children have access to remote controlled toys and programmable toys throughout the curriculum to enhance specific areas. The children use the class IWB to practise their hand-eye coordination and use a one-handed tool whilst having fun. They use the interactive whiteboard to develop their gross motor control and coordination. Children use a range of websites and software that are age-appropriate. For example digital tools for writing, drawing, painting and activities which support all areas of the EYFS.
KS1: Pupils begin to explore the impact and common uses of information technology beyond school and within the wider society. They develop a foundational understanding of what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions.
They use this knowledge to create and debug simple programs, using technology purposefully to create, organise, store, manipulate and retrieve digital content. Pupils further draw upon their knowledge and logical reasoning to predict the behaviour of simple programs.
KS2: As they enter key stage two, pupils continue to expand their experience and knowledge of computational systems, networks and software. They design, and begin to write and debug programs that target a particular audience and accomplish specific goals, with increasing complexity. They learn to control and simulate physical systems, using sequence, selection, and repetition in programs, and working with a range of variables and various forms of input and output. Pupils use logical reasoning to explain how simple algorithms work and to detect and correct errors in algorithms and program, solving problems by decomposing them into smaller parts and components.
Pupils grow in confidence in their understanding and use of the Internet and the opportunities this offers for communication and collaboration. They learn to use search technologies, are taught to appreciate how results are selected and ranked, and develop the knowledge required to effectively evaluate digital content for purpose, audience and safety. While pupils develop a secure understanding and ability to engage with a range of technological programs, software and devices, all learning is underpinned by the principles of online safety, with all lessons making direct reference to safe practices when necessary.
Pupils are taught to use technology safely, respectfully and responsibly. They learn to keep personal information private and grow increasingly more confident to recognise the differences between acceptable and unacceptable online behaviour and how to approach this.
Pupils learn where to go for help and support when they have concerns about content, identifying a range of ways to report concerns about both content and contact through a range of technological devices.
Physical Education
At St Joseph’s, we recognise and value the important contribution of physical education to the physical, cognitive, social and emotional development of a child, as well as the role of physical education in relation to a child’s moral and cultural development.
Physical Education is a fundamental part of the curriculum to be enjoyed by all pupils, providing opportunities to consolidate and work on values of participation, persistence and excellence that underpin every aspect of school life.
We aim to provide a broad and balanced Physical Education curriculum to support and increase pupils’ self-confidence in relation to their capacity to manage themselves and their bodies within a variety of movements. The curriculum aim is to cater for the different strengths, needs and preferences of each child by using individual, paired and group activities through a range of different sports and movement activities. In addition to this, we know it is important that pupils develop a sense of personal achievement, fair play and teamwork. A range of activities are provided with a broad base of movement knowledge, skills and understanding, which pupils can refine and extend throughout their journey through school.
Our key curriculum aims are for pupils to:
- Develop physical ability and self-confidence through the development of a range of fine and gross motor skills.
- Be aware of the different shapes and movements that can be made with the body.
- Develop knowledge, skills and understanding, and the ability to recall, repeat and refine their actions with increasing control and accuracy.
- Become aware of the benefits of healthy lifestyle by understanding the effects of exercise on the body and the importance of developing strength, endurance and flexibility.
- Appreciate the value of safe exercise.
- Develop the ability to work independently and communicate with, and respond appropriately towards, others using verbal and non-verbal communication.
- Develop a sense of fair play, decision making and problem-solving skills.
- Develop an increasing ability to select, link and apply skills, tactics and compositional ideas.
- Enable performance evaluation and the ability to act upon constructive criticism.
From the early development of gross motor skills and basic movements, before providing pupils with the opportunity to develop and refine skills towards application through competition – both within team games and against their own personal goals and accomplishments.
Planned activities are progressively more challenging and develop increased skill, co-ordination and ability across year groups. Through high-quality sports education, pupils are inspired to succeed and excel in competitive sport and other physically demanding activities. They are provided the opportunity to explore a range of different sports and disciplines and, through this, begin to identify their own strengths and preferences both within team situations and individual disciplines. They learn to work alongside others and cooperate within a team, developing strategies and skills that can be applied towards achieving success within team games. Opportunities to compete in sport and other activities are seized and valued, as they are influential in building character and embedding values such as fairness and respect.
EYFS: In the early years, pupils will be provided with opportunities to be active and to develop their co-ordination, control and movement through moving and handling activities. This will involve the use of a range of equipment and different spatial experiences.
KS1: The curriculum focuses on fundamental movement skills to develop agility, balance and co-ordination. Curriculum content includes ball skills and team games, gymnastic and dance activities. For example, the pupils learn to pupils learn to sustain balance and concentration when performing a variety of core movements.
KS2: The pupils will continue to apply and develop a range of skills and units of work, which include a range of invasion, net/wall, striking and fielding games, gymnastics, dance, athletics and swimming. Pupils’ experiences will also be enriched through opportunities for outdoor and adventurous activities. A range of resources will be used to support progression across the curriculum including specialist coaching sessions for different sports such as cricket, basketball, dance and football.
Music
The National Curriculum for music aims to ensure that all pupils are given the opportunity to:
- perform, listen to, review and evaluate music
- be taught to sing, create and compose music
- understand and explore how music is created, produced and communicated.
At St Joseph’s Roman Catholic Primary School, we want to create a passion for music in our pupils that will stay with them into their future lives. We want to ensure that music is not just a ‘subject’ but is an inspiring and engaging experience that not only helps every pupil to develop their musical potential, but also helps them to develop an appreciation of the value of music that is deeply personal to them. We want our pupils to have a curiosity about music and a respect for the role that it plays in a person’s life.
In our school, we endeavour to provide a variety of musical experiences through an enriched curriculum, which develops learning, improves knowledge and promotes pupil well-being. As a Catholic school, our values are at the heart of everything we do. We want our pupils to show their understanding of those values through music and to use music as a tool to express themselves and their beliefs, highlighting issues that are important to them. Music plays an important part in helping pupils to feel part of a community and a parish. We want to ensure our pupils understand the value and importance of music beyond the school, and so we encourage them to use their musical skills, knowledge and experience to involve themselves and others in music in our local community and parish.
Our music curriculum is planned carefully to ensure that it addresses the National Curriculum. It is mapped out to provide our pupils with wide exposure to musical styles and genres from different times and places, and it promotes the exploration of the language of music. There are numerous opportunities to listen and appraise; to explore interrelation dimensions of music; to sing; to play a variety of instruments; to improvise, compose, perform and share.
Our musical curriculum map sets out the skills and knowledge covered showing exactly how our pupils progress throughout the year, and year on year. Opportunities for cross-curricular learning are used wherever possible. Lessons are timetabled weekly with our specialist music teacher who is an alumni of the prestigious Guildhall School of Music and Drama and who also teaches at the Centre for Young Musicians (A division of the Guildhall School). This provides our pupils with the opportunity to join a Saturday School where they can see senior projects such as the London schools Symphony Orchestra at the Barbican and other London concert halls and venues. We provide our pupils with the opportunity to learn an instrument in each year group, which will be revisited and deepened in other years.
We also provide extra-curricular activities where our pupils can work towards graded examinations; ABRSM and Trinity Guildhall for example the cello or the guitar. We have a school band who play a variety of instruments and perform regularly at assemblies, school concerts and special events as well as at Masses at our parish church. We also participate in the Disney Musical School Programme led by Eastside Education Trust where pupils are given the chance to perform both on the school stage and at the Lyceum Theatre in the West End. This is a programme offered to a limited number of schools each year where pupils learn the three pillars of musical theatre; singing, dancing and acting and we are proud to say this will be our second year performing.
Our curriculum ensures that all pupils at St Joseph’s Roman Catholic Primary School develop a love of music and an increased understanding of the impact that music can have on their own and other’s lives. Pupils are able to enjoy music in as many was as they choose – either as listeners, creators or as performers. They can demonstrate a clear progression of knowledge and skills in music and have an understanding of how to further deepen their skills, should they develop an interest in music beyond school. In addition, our pupils also develop an understanding of the culture and history of music in relation to themselves individually, in relation to the church and from ethnicities around the world.
‘Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians.’ (National Curriculum Programme of Study: Stages 1 and 2 2013)
French
Bonjour!
“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart.” Nelson Mandela
At St Joseph’s Roman Catholic Primary School, all pupils have the opportunity to study French starting in the early years.
Research has proven that learning a foreign language at a young age not only offers countless academic advantages and personal benefits, but also expands a child’s opportunities for success. As a result, children learn skills that they can use for the rest of their lives. Studies confirm learning a foreign language increases critical thinking skills, creativity and flexibility of the mind in young children. Simply, the younger the learner, the better they are at mimicking new sounds and adopting pronunciation. The brain is open to new sounds and patterns in pre-adolescence.
At St Joseph’s Roman Catholic Primary School, we believe that children who grow up learning about foreign languages develop empathy for others and a curiosity for different cultures and ideas; prepared to take their place in a global society.
The teaching of French provides children with the opportunity to develop an interest in learning other languages in a way that is enjoyable and stimulating. We strive to embed the skills of listening, speaking, reading and writing necessary to enable children to use and apply their French learning in a variety of contexts and lay the foundations for future language learning.
Our MFL curriculum is designed to progressively develop skills in French as pupils progress through early years, key stage 1 and key stage 2. The pupils progressively acquire, use and apply a growing bank of vocabulary organised around topics.
In the classroom, displays remind pupils of key vocabulary. Practical activities, songs and games are used to help improve memory and recall. Visual prompts are used to support children in translating new vocabulary. Where possible, and staff feel confident, instructions are given in French to expose the pupils to the language as much as possible and in day-to-day contexts.
Developing Skills: The pupils are encouraged and supported to develop their speaking and listening skills through conversational work, singing activities and games. As confidence and skill grows, pupils record their work through pictures, captions and sentences.
EYFS: The children enjoy learning a variety of songs, nursery rhymes, finger rhymes, stories and taking part in games to practise greetings, numbers, colours, body parts, days of the week and weather phrases in French.
KS1: The pupils perform role-plays and take part in whole class and small group activities about various themes including body parts, family, sports, classroom instructions and objects.
KS2: The pupils are provided with the opportunity to engage in longer conversations in French. The pupils also develop their writing skills and start writing longer sentences. They also enjoy a variety of games and online activities.
In its mission to promote French culture and language throughout the UK, the ‘Institut Français’ reaches out to schools and young learners with a wide range of school activities in its premises. Our Year 5 pupils visit the French Institute in South Kensington and immerse themselves in French culture for a full day with linguistic and cultural activities. The Institut Français helps our pupils discover the best of French culture and language. Further links are being established with the French Institute to offer our pupils a real linguistic and cultural experience.
Each year, a residential trip to Normandy is organised for our Year 6 children. Pupils are given the opportunity to practice their French language skills and to explore the rich history and culture of France through various exciting local excursions.
Au revoir!
French Word Lists
Relationships, Sex and Health Education (RSHE)
Parents are invited to read the information below regarding the Relationships, Sex and Health Education policy and curriculum.
Parent Consultation Letter – June 2020
At St. Joseph’s Roman Catholic Primary School, we deliver the Relationship, Sex and Health Education curriculum through the Life to the Full programme produced by Ten Ten and supplement it with additional resources to ensure coverage. By using this programme, staff and parents deliver a fully-integrated and holistic programme in that truly enables children to ‘live life to the full’ (John 10:10). There is an entire platform of creative resources that engage, inform and inspire children, parents and staff. This includes interactive video content, story-based activities and original worship music, all whilst employing a wide range of teaching tools and an accompanying programme of classroom prayers.
The RSHE curriculum is fully inclusive of all children, families and teaching staff. From the very start, the programme acknowledges that families are made up in different ways and it celebrates the family unit in whatever form it takes. The programme is flexible and we can build on this teaching, depending on the cohort, to ensure that every child is assured, and their family background is affirmed. The programme emphasises very strongly the dignity of every person as being created and loved by God.
Structure of the programme:
The programme adopts a spiral curriculum approach so that as a child goes through the programme year-after-year, the learning will develop and grow, with each stage building on the last.
Module One: Created and Loved by God explores the individual. Rooted in the teaching that we are made in the image and likeness of God, it helps children to develop an understanding of the importance of valuing themselves as the basis for personal relationships.
Module Two: Created to Love Others explores the individual’s relationship with others. Building on the understanding that we have been created out of love and for love, this Module explores how we take this calling into our family, friendships and relationships, and teaches strategies for developing heathy relationships and keeping safe.
Finally, Module Three: Created to Live in Community explores the individual’s relationship with the wider world. Here we explore how human beings are relational by nature and are called to love others in the wider community through service, through dialogue and through working for the Common Good.
EYFS:
In Me, My Body, My Health, children will learn about their uniqueness in real terms, including celebrating differences and individual gifts, talents and abilities. They will learn about looking after and using their God-given bodies and develop their vocabulary around this topic.
In Emotional Well-Being, children will learn about likes, dislikes and self-acceptance. They will learn how to describe different feelings, both good and bad. Finally through a real world example, children will learn that actions have consequences; that when we make mistakes we should say sorry and ask for forgiveness.
In Life Cycles children will explore the natural human cycle of life, focusing on what children can remember about their development so far and what they know will happen as they get older.
In Personal Relationships children will expand their vocabulary by applying names to different family/friend relationships, consider positive/negative behaviour in relationships and learn to look to Jesus as their role model for a good friend. Children will learn to resolve conflict and the importance of asking for forgiveness.
In Keeping Safe, children learn practical ways to stay safe inside and out, about bodily privacy (including the NSPCC PANTS message that ‘privates are private’) and the importance of talking to their ‘special people’ if anything troubles them. Children will also learn about medicine safety and the people who help us in emergencies
In Living in the Wider World, children will understand the responsibilities they have to people, places and the planet now and increasingly as they get older.
KS1:
Me, My Body, My Health encourages children to celebrate similarities and differences between people, including our God-given bodies and the things they enable us to do. Teaching also includes maintaining personal hygiene and the physical differences between boys and girls.
In Emotional Well-Being, children will develop their understanding and be able to talk about their own changing feelings and how other people’s feelings might differ from theirs. Children will learn how they can manage their feelings and about the consequences of their actions.
In Life Cycles, children will learn about the specifics of the human life cycle and celebrate how they have already changed and grown.
In Personal Relationships children will identify the ‘special people’ in their lives who they love and can trust. In further sessions, children will learn how to cope with various social situations and dilemmas, and the importance of saying sorry and forgiveness within relationships.
In Keeping Safe, children to tell the difference between good and bad secrets. This unit also explores the risks of being online by incorporating the ‘Smartie the Penguin’ resources from Childnet, and teaching on physical boundaries, incorporating the PANTS resource by the NSPCC. Children will also learn about the effects of harmful substances (including alcohol and tobacco), some basic First Aid, what makes a 999 emergency and what they should do if in an emergency situation.
Living in the Wider World helps children to learn about the different local and global communities that they are part of, and what rights and responsibilities come with belonging to these communities.
Lower KS2:
In Me, My Body, My Health, children will learn to celebrate similarities and differences, and to appreciate and look after their bodies as gifts from God. Teaching also covers specific physical and emotional changes during puberty, and that growing from boys and girls to men and women is part of God’s loving plan for creation.
Emotional Well-Being helps children to understand the difference between feelings and actions, how to manage them and what they can do to help themselves stay emotionally healthy. In this Unit, media is discussed as a ‘fake reality’ and God’s love for us is presented as a better basis for our self-confidence. Finally, children will identify unacceptable behaviours and learn to build resilience against negative feelings by practising thankfulness.
Life Cycles explores the miraculous nature of human conception and birth and offers an opportunity for thanksgiving.
Personal Relationships help children to develop a more complex appreciation of different family structures, develop healthy relationships with family and friends and learn some strategies to use when relationships become difficult. Teaching also covers how to recognise discrimination and bullying, both physical and emotional. Children will learn strategies to develop resilience and resist pressure.
Keeping Safe incorporates some of the NSPCC Share Aware resources, as well as teaching on bullying and physical, emotional and sexual abuse through a series of animated stories. Children will also learn in greater depth about the effects of drugs, alcohol and tobacco and how to make good choices concerning these as they get older. This unit also explores in more detail what to do in emergency situations.
In Living in the Wider World, children will learn some of the principles of Catholic Social Teaching from Together For The Common Good, which will help them to live in communities in the way God intends. Teaching includes the common good, the human person, social relationships and stewardship.
Upper KS2:
In Me, My Body, My Health, children will learn that celebrating differences between people is enriching to a community and know that their self-confidence should arise from being loved by God. They will learn about the physical changes that boys and girls go through during puberty and how they should respect and take care of their bodies as gifts from God.
Emotional Well-Being helps children learn about pressures that they may experience from themselves, others and the media. Children will develop ideas on how to build resilience through thankfulness, use simplified techniques to manage their thoughts, feelings and actions and cope with new or difficult feelings such as romance and rage. This unit also covers how children may be affected by what they see online, including pornography.
In Life Cycles, children will learn about God’s design for creating new life through a more nuanced understanding of menstruation, fertility, conception, fetal development in the womb and childbirth.
The unit on Personal Relationships aims to equip children with strategies for more complex experiences of relationships and conflict. This includes sessions that help children to identify and understand how to respond to spoken and unspoken pressure, the concept of consent and some practical demonstrations of this and further teaching on how our thoughts and feelings have an impact on how we act.
Keeping Safe builds on the NSPCC Share Aware resources used in Lower Key Stage Two, equipping children to make safe and sensible decisions about what online content they should/shouldn’t share, cyberbullying and how to report and get help if they encounter inappropriate messages or material. This unit also looks into the real world and considers the four types of abuse: sexual, physical, emotional and neglect. Children will know how to spot each type of abuse and who they can go to for help. This unit also explores how drugs, alcohol and tobacco can negatively affect people’s lifestyles and the body’s natural functioning, discuss how to make good choices even in pressured situations, and teach essential First Aid such as DR ABC and the recovery position.
Living in the Wider World teaches children some of the principles of Catholic Social Teaching from Together For The Common Good, which will help them to fulfil their purpose of making a difference in the world around them. Teaching includes the common good, the human person, social relationships and stewardship.