Our Creative Curriculum offers a 4 year rolling plan, set across 3 terms and ensuring all pupils receive a broad, balanced and well-rounded learning experience.
Each term, our whole school topic centres around good quality texts, including, fiction and non-fiction books. The teachers link the learning across the various curriculum areas to events, characters, subjects and places within the text, giving relevance and focus to the children’s learning. Please see below for our current curriculum map.
Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) Curriculum Framework is the curriculum followed by Reception class (Foundation Stage). It seeks to provide: Quality and Consistency so that every child makes good progress and no child gets left behind; A Secure Foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; Partnership Working between practitioners and with parents and/or carers; and Equality of Opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
The EYFS framework sets out key early learning goals (ELG) for your child’s early development which, when achieved, provide the ‘foundations’ for all later learning and successes. These focus on developing every child’s skills through the Characteristics of Effective Learning; Playing and exploring, Active learning, Creating and thinking critically and through 7 areas of learning and development:
The 3 Prime Areas of the EYFS are:
- Communication and language;
- Physical development; and
- Personal, social and emotional development.
The 4 Specific Areas of the EYFS are:
- Understanding the world; and
- Expressive arts and design.
We help our Foundation Stage children to work towards the Early Learning Goals which are the Knowledge, Skills and Understanding children should have at the end of the academic year. Assessment is through observation of children in planned, purposeful play and focussed adult-initiated activities.
Phonics and Reading Schemes
The phonics scheme that the school follows is Jolly Phonics and our reading scheme in Foundation stage uses Jolly Phonics reading books. Beyond Year 1 we use a number of publications including; Oxford Reading Tree, Project X and Storyworld. We encourage children to explore many reading genres including non-fiction texts.
Jolly Phonics is a fun and child centred approach to teaching literacy through synthetic phonics. Teaching of these begins in Foundation Stage Class. The scheme has actions for each of the 42 letter sounds, the multi-sensory method is very motivating for children and teachers, who can see their students achieve. Jolly Phonics teaches children the five key skills for reading and writing: Learning the Letter Sounds, Learning Letter Formation, Blending, Identifying sounds in Words (Segmenting) and ‘Tricky Words’.
The programme continues through school enabling the teaching of essential grammar, spelling and punctuation skills. For more information about Jolly Phonics please ask at school or from www.Jollylearning.co.uk.
St Loys is a Church of England School and we promote a Christian attitude throughout. Time is set aside for daily worship in school and children take part in services in the Parish Church on major Christian festivals. The Vicar of St Mary & St Peter’s Lois Weedon Church delivers regular whole-school worship. We work closely with the Peterborough Diocesan Board of Education and follow the newly launched Diocesan Syllabus for Religious Education. Under the 1988 Education Act children may be exempted from attendance at religious worship and instruction at the parents’ request.
Relationships Education, Relationships and Sex Education (RSE) and Health Education
Our Well Being policy sets out the aims, principles and strategies for the teaching of Relationships Education, Relationships and Sex Education (RSE) and Health Education and is currently available to view in school and will be here following ratification from the Governing body.
At St Loys we seek, through the academic teaching of PSHE and Physical Education (PE) and across the curriculum, to promote healthy, respectful relationships, focussing on family and friendships in all contexts, including online. We encourage the development of resilience and character with attitudes, practices and understanding conductive to good health, including mental wellbeing. Sex Education is non-compulsory in Primary Schools, however, in Upper Key Stage 2 we deliver a curriculum that covers health, hygiene, physical and emotional maturity of the pupils. This ensures that pupils are prepared for the changes that adolescence brings and draws upon knowledge derived from Science teaching of life cycles including conception and birth. Parental consent will be sought.
Assessment and Recording
Teachers assess children continuously, both informally and formally. For National Curriculum subjects this is in accordance with nationally set expectations. Towards the end of the Spring Term KS1 and KS2 parents will receive a written report, which covers academic progress as well as personal and social development. These reports will outline further learning needed to reach National Expectations for your child’s age. National Tests at Key Stage 1 (Year 2) and Key Stage 2 (Year 6) take place during May each year. The tests are in English and Maths and are fully explained and discussed with parents before the children take them.
Parents of pupils in Foundation Stage will receive their written report at the end of the academic year.
Before – Yet to be secure in the end of year expectations.
Emerging – Beginning to experience year group expectations, needing support to complete learning.
Developing– Revisiting expectations and beginning to work independently.
Within – many of the end of year expectations have been met
Secure – almost all of the end of year expectations have been met and ready for progressing to the next year expectations.
Exceeding – Secure in all of the end of year expectations and able to use and apply their knowledge and skills confidently. This is also referred to as Greater depth learning.
Under the old levels system children who were ‘Advanced’ might have moved into the next level. The DfE now want children who are in this bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop skills to use and apply knowledge. This is what we mean by ‘Depth’.