School Performance Data
Please click on the link below.
We follow the National Curriculum for England provided by the Department for Education.
Please find below links to their site showing the programme of study by subject and academic year.
Morpeth All Saints CE Aided First School strives to provide our children with a rich and broad curriculum within which all pupils can learn and achieve their best. We deliver the National Curriculum in an exciting and purposeful way. Cross-curricular links are exploited to make learning interesting and meaningful. The curriculum is enhanced through visits, visitors and special events throughout the year. Here is a brief 'whole school' overview of each subject: ®
At Morpeth All Saints CE Aided First School, English underpins the curriculum; the ability to read, write and to communicate well enables all other areas of the curriculum to become accessible. We aim to put English at the heart of our creative curriculum by using English skills to research other subjects, and by using other subjects as the purpose for English work. English lessons are comprised of a balance of reading and writing, as well as speaking and listening and are normally taught every day. In Reception and Key Stage One, children have a daily systematic synthetic phonics lesson using Letters and Sounds as the scheme, supported by a range of resources. A variety of reading schemes are used with the books being banded into colour bands to support the appropriate use of texts to support learning. The children are encouraged to listen attentively, to speak clearly and to express themselves confidently through conversation and class discussion. Pupils are given opportunities to read from a wide range of materials. All children are encouraged to read daily in and out of school. Pupils are taught to write for a variety of purposes and audiences, producing both fiction and non-fiction genres and are given opportunities to explain, recount events and to express ideas, thoughts and feelings. Every effort is made to ensure that children develop a legible, fluent style of handwriting and we encourage the development of a cursive style from the beginning.
English is also supported by the use of ICT.
The National Framework for Mathematics has been introduced into the school to enable teachers to provide pupils with a firm foundation in mathematics and set targets for raising standards in key skills. We believe in interactive, whole-class and group teaching using a variety of approaches that meet the diverse needs of individual children.
Mathematics is taught through daily maths lessons. These focus on whole-class teaching with a strong emphasis on mental calculation and throughout the lessons pupils are given the opportunity to explain their answers and suggest new ways of tackling problems. We also try to relate maths to real life whenever possible and use our surroundings to learn outside the classroom on a regular basis.
Computing encompasses two main areas:-
Preparing our children to be competent, safe users of a range of digital equipment (computers, photographic and recording equipment, tablets, mobile phones etc).
Developing our children’s understanding of how the technology we use daily actually works, the science behind the computers.
During KS1 the children will progressively develop skills in programming, creating digital content and using technology safely and respectfully. These skills will be further developed in KS2 and in addition the children will learn about computer modelling, networking and how the internet and search engines work. Where learning is enhanced by its use children will use a variety of ICT equipment across the curriculum, selecting the appropriate hardware and software for the task, on a regular basis. Computing skills however will be taught in a dedicated weekly computing lesson. We have a well-equipped ICT suite, each classroom has an interactive whiteboard so that pupils have continuous access to appropriate aspects of ICT. From Nursery upwards our aim is for pupils to become as confident and skilled as possible in order to fully empower them in our increasingly technological age.
As part of our broad and balanced curriculum throughout the school year children take part in blocks of lessons and activities centred around thinking skills. This includes Philosophical Enquiry, Thinking Skills and Teambuilding.
Participation in these encourages inclusion of all pupils and given them the opportunity to talk to one another in a mutually respectful environment. Teaching our children philosophy improves literacy and language skills, encouraging children to develop their articulacy and self expression. It improves concentration and thinking. It encourages children to be more effective in collaboration, group work and reasoning. It is relevant for all pupils, whatever their religion or beliefs, promoting respect for self and others. Pupils are encouraged to reflect on the “big issues”. Philosophy offers opportunities for personal reflection and prepares pupils for later life. Team building is developed through a variety of activities, including Grow £5 Virgin Challenge, where pupils work together on an enterprise project. Pupils also work together in our outdoor area in the garden, pond and wildlife areas. Rainbow Group is delivered to small groups of pupils by our Learning Enhancement Assistants for those who need some support in controlling their emotions, dealing with negative events or feeling, stress or anxiety. It also helps pupils to develop increased empathy and understanding of others. Pupils are then able to manage their own behaviour better and key to this is the development of the ability to respond rather than react.
Science is an exciting active part of the curriculum. All lessons aim to have skills developed by using enquiry methods. “What if” and “Why” are important starting points to lessons. Science has three key areas of knowledge in the curriculum; `Life Processes and Living Things’, `Materials and their Properties’ and `Physical Processes’. These are taught through a range of activities, visits and visitors to school. There are many cross-curricular links in. Mathematical understanding is developed as children interpret data and collate results on graphs whilst children may also write a list of instructions as part of their English.
The Art curriculum offers children the opportunity to develop their understanding and use of a variety of media and processes in order to record, communicate and express their own ideas in many different ways. Through art our children are encouraged to develop and express their creativity and imagination. The children take part in activities which allow them to explore, enjoy, discuss and respond to art in its many forms that has been produced by a range of artists, including famous artists, themselves and their peers.
DESIGN AND TECHNOLOGY
Design and Technology draws from and contributes to all other areas of the curriculum and is essentially practical. Pupils learn to work with a variety of materials to create high quality products through combining their designing and making skills with knowledge and understanding. They will be taught to use a range of tools safely and techniques for problem solving. As they progress they will develop an understanding of technological processes, products and their manufacture. Finally the children will be encouraged to develop a critical awareness of their own and other’s responses to their work as well as responding to designs around them in the man-made world. Cross curricular links are made wherever possible and ICT is used where appropriate.
Children have a natural interest in the world around them and this curiosity is used to develop their knowledge and understanding of not only their locality but of contrasting localities in the United Kingdom and the wider world.
In all Key Stages we value the importance of trips as an important element in stimulating work in geography and broadening their understanding of the world around them. As well as the study of places, children are taught the essential skills of using resources such as maps, atlases and photographs as a means of gathering information. They are encouraged to ask probing questions, make relevant observations and develop a good geographical vocabulary. Links with current world events are made whenever possible and displays are used to encourage children’s interest.
History is a very powerful subject in our curriculum as it sparks curiosity of the past in Britain and the wider world. Children find out about past lives and societies and how these have influenced the present. Pupils learn skills of chronology to help place significant events and people over time. Pupils also learn enquiry skills – how to gather and interpret evidence from a wide range of sources. We seek imaginative ways to bring history to life for our pupils by organising a range of trips to museums, historical sites, visitors who have lived in historical times and re-enactments which allow pupils to live as others would have in the past.
PERSONAL, SOCIAL AND HEALTH EDUCATION
Personal, Social and Health Education (PSHE) is a highly valued subject within the school. It holds a precious place within the schools ethos and is a subject that is delivered carefully in each class every week. The children are very much encouraged and helped to develop the skills necessary to listen to and value the views of others. Throughout the school circle time is used to discuss issues of relevance to the children in a sensitive and caring way. Policies are in place for the teaching of drug and sex education.
MODERN FOREIGN LANGUAGES
French is taught to children from Year 3 onwards we use an interactive teaching programme to assist in the delivery of French lessons. The teaching of French is very active and fun in its approach using song, games, and activities etc., the development of the spoken word is our main focus.
Music is taught to each class by their class teacher. Music lessons allow children to listen to a range of music thus developing their music appreciation skills, to sing a variety of songs and to compose and perform music with a range of musical instruments. Music is a key feature of our assemblies providing children with the opportunity to listen to many different types of music.
Children in our Nursery and Reception classes have a mix of Physical Development through timetabled lessons and provision within their learning environment. All pupils in KS1 and KS2 have two hours of P.E. timetabled each week to cover the main areas of the curriculum: gymnastics, dance, games, swimming, athletics and outdoor and adventurous activities. Swimming is offered to Year 2, 3 and 4, with lessons being provided by qualified swimming instructors. During their PE sessions the children are encouraged to set challenges for themselves and to improve their own performance. Fun, enjoyment, confidence, self-esteem and team work skills are at the forefront of PE lessons. A healthy and active lifestyle is promoted. Young children are supported to develop the fundamental skills such as aiming and throwing, balance, co-ordination, control and movement. In KS2 pupils are able to further develop these fundamental skills and to apply them in a range of situations, participating in gymnastic, multi skills, football and rugby festivals Extra-curricular P.E. opportunities are on offer to pupils of all ages - some provided by staff volunteers and some by outside agencies/companies. Older pupils compete in inter-school tournaments, leagues and competitions.
RE is about helping children to understand how people with different beliefs make sense of life, and to have confidence to think through big questions for themselves. We find out what people do in different religions. We learn through shared stories, drama, creativity, study of artefacts, visits and visitors or `virtual’ experiences through ICT.
We need to know how we fit into the world around us, what is important to us and how what we do will make a difference to other people – and to ourselves!
SEX AND RELATIONSHIP EDUCATION
SRE should equip pupils with the knowledge and understanding personal and interpersonal skills, attitudes, values and beliefs at an appropriate level for each child’s development. SRE can be found within the PSHE scheme of work/long term planning grid under the heading of “Me and My Relationships” (this includes the use of a variety of resources including: “Lucinda and Godfrey”, DANSI and R-time resources. SRE can be found within Science under the “Biological themes”. Most of the time SRE will be delivered within the weekly whole class lesson of PSHE in the children’s own class room by their teacher.
How can we help at home?
Probably the easiest way to help your child is to read each day. Children should be encouraged to read aloud and read on their own, but being read to is really important, too, so don’t overlook the bedtime story. For younger children beginning to learn to read and write we use a synthetic phonics programme called Letters and Sounds. We know phonics can be confusing to parents so we offer a phonics sessions for parents in the Autumn term. If you missed this or need a refresher don’t hesitate to ask staff. Encourage your child to listen and say sounds. Try to avoid adding the “uh” sound to letters such as “b”, “c” or “d”. Say the shortest sound you can (a short “b” rather than “buh”, a long “mmm” rather than “muh”. Again ask us if you are unsure. Parents often say they are less confident about supporting their child with Maths. Don’t say that Maths is less important or that you weren’t good at Maths at school. Children might believe that this means it’s okay to have lower expectations. Have a look at the Maths Progression grid (see "Assessment" link below) where you can see methods of carrying out addition, subtraction multiplication and division.
Spellings: Daily practise is much more effective than last minute cramming the night before the test. You could ask your child to use the words to write messages or sentences, or play the game where you have to fit it into conversation!
Times Tables: Facts should be known by the end of Year 4 – this means being able to say the answer to a multiplication or division question within five seconds. Again daily practise is more effective than last minute cramming. Practise in the car, walking to school, chanting forward and backwards, singing or skipping along can all help. Sum Dog is a great way to support other Maths learning at home.