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Morpeth All Saints Church of England Aided First School

Curriculum

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Information on this page is currently being updated / awaiting data release from DfE (27/09/2019)

Curriculum Policy 2019 / 2020

 

EYFS Curriculum at Morpeth All Saints... 

We plan for the children’s interest and next steps in learning through child initiated play opportunities in the learning environment to promote individualised learning. Purposeful adult led whole class and group activities are also planned to support learning and development of core skills such as writing, reading and mathematics.

 

Class topics are dictated by the children’s interests at the time.

 

Seven areas of learning:

 

Prime areas

 

Personal, social and emotional development

This area of learning is about emotional well-being, knowing who you are and where you fit in and feeling good about yourself. It is also about developing respect for others, social competence and a positive disposition to learn.

 

Communication and language

The development and use of communication and language is at the heart of young children’s learning. Learning to listen and speak emerges from non-verbal communication. These skills develop as children express their needs and feelings. At first all learning takes place through action and young children learn best when their tasks involve the engagement of many senses.

 

Physical development

The children develop skills of coordination, control, manipulation and movement. Physical education also helps children gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active.

 

Specific areas

 

Literacy

Reading is a complex process which takes time – it is based on building a wide vocabulary through listening and talking; the more words a child understands, the better they will be able to make sense of what they read. Ultimately, it involves reading with understanding through applying phonic knowledge to words which can be sounded phonetically and learning to read other words through familiarisation. Writing begins with talking, listening and mark-making and develops over time as children acquire an understanding that spoken words can be represented in signs and symbols. Through learning about sounds and how these can be represented in writing, children become aware of phoneme-grapheme correspondences and the skills of forming graphemes to write words and sentences.

 

Mathematics

In this area of learning children gradually become more confident and competent in counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Children’s mathematical development arises out of daily experiences in a rich and interesting environment.

 

Understanding of the world

Through this area of the curriculum, children are developing the crucial knowledge, skills and understanding that help them make sense of the world. This forms the basis for future work in Science, Design & Technology, History, Geography and Computing.

 

Expressive Arts and Design

This area of learning includes art, music, dance, role-play and imaginative play. Being creative helps children to make connections between one area of learning and another and so extends their understanding.

 

Learning Journey

Every child in the Early Years has their learning recorded on Tapestry. This is a holistic way of recording how a young child learns and develops as they move through the Early Years Foundation Stage and includes photos, comments and samples of their child initiated work, as well as adult led activities.

 

Home-School Links

It is vital at this early stage of a child’s education that we develop strong relationships between parents and staff. We would like you to regularly contribute to your child’s learning journey online through your tapestry account.

English at Morpeth All Saints... 

At Morpeth All Saints First School, we believe that literacy and communication are key life skills. It is our role, through the English curriculum, to help children develop the skills and knowledge that will enable them to communicate effectively and creatively with the world at large, through spoken and written language. Through a love of reading that is embedded within our school, we strive to help children to enjoy and appreciate literature and its rich variety.

 

Aims and Objectives:

At our school, our intent is to promote high standards of language and literacy by equipping children with a strong command of the spoken and written word, and to develop their love of literature through widespread reading both across the curriculum and at home. Through the implementation of our English curriculum, we aim to ensure that all pupils:

 

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 

Writing:

In all Key Stages a range of genres are taught, including fiction, non-fiction and poetry. Along with discrete English units, cross-curricular writing opportunities are used as often as possible. Each genre is taught sequentially following a structure which ensures high quality writing as a result of detailed text analysis, clarity of genre features, teaching and application of grammar and punctuation and key vocabulary.

 

Grammar, Punctuation and Spelling (GPS):

Improving pupils' understanding and use of grammar, punctuation and spelling is a key driver in our school. 

Throughout Key Stages 1 and 2, we teach daily spelling lessons that focus on specific spelling rules and patterns. Pupils are tested on these in spelling tests.  Punctuation and grammar knowledge and skills are taught in discrete weekly lessons and are then embedded in daily teaching of writing. Punctuation and grammar lessons are planned for in-line with National Curriculum requirements. In addition to this, revision or extension of skills is targeted within each class to ensure that all pupils are making progress at their own level. 

Termly grammar, punctuation and spelling tests are used to assess pupils' progress in this area and identify any gaps in learning.

 

Reading:

Reading is implemented everywhere in our school. This is a skill we use every day across all subjects. We believe unless children can read, they cannot learn to the full. Reading Comprehension is taught through reading skills lessons, in addition to being an integral part of all writing teaching. Pupils read a range of fiction and non-fiction texts that are appropriate for their level of comprehension. Activities are planned to support understanding of the text and to develop pupils' skills in decoding, predicting, questioning, clarifying, imagining and summarising.  Children are encouraged to read their home/school reading books but also read books of their own choice from our school library to promote a love and pleasure for reading. We believe that a joint approach between school and home is optimal for cultivating both skills and passion for reading, and encourage pupils to take books home to read with family members.

Phonics at Morpeth All Saints...

Phonics is taught using Letters and Sounds and Phonics Play.  Children in Nursery are made aware of sounds around them and the focus is on aural awareness and development.  As children progress into Reception class, this basis is built upon via daily phonics sessions and opportunities to practice what they have learnt outside of these sessions. 

 

Commonly used words (‘High Frequency’ words) are taught as part of phonics sessions. Knowledge of high frequency words, development of reading skills and reading for meaning are embedded through 1:1 reading with the teaching staff, and further practised at home with additional reading books.  This practice continues into Key Stage 1 and early Key Stage 2 as appropriate.  KS1 pupils read weekly with their teacher and take a reading book home for consolidation.  Teachers share texts with their classes daily to embed reading skills. 

 

In 2019, 95% of Year 1 pupils passed the National Phonics Screen. Additional support is put in place for pupils who may need further consolidation of sounds taught. This occurs throughout KS1, beginning in Autumn term in Year 1 and will continue throughout and into KS2 if necessary.

 

At Key Stage 2, children take part in regular specific reading skills lessons which develop their comprehension and inference skills, as well as having daily opportunities to read independently and from a class novel. They are encouraged to read widely for their own pleasure, enjoyment and information.  These reading activities also help to support children as they learn to ‘read as writers’ and ‘write as readers’.

Mathematics at Morpeth All Saints... 

Mathematics equips pupils with the uniquely powerful set of tools to understand and change the world. These tools include logical reasoning, problem solving skills and the ability to think in abstract ways.

Mathematics is important in everyday life. It is integral to all aspects of life and with this in mind at Morpeth All Saints First School we endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them throughout their lives.

It is vital that a positive attitude towards mathematics is encouraged amongst all of our pupils in order to foster confidence and achievement in a skill that is essential in our society. At Morpeth All Saints we use the new National Curriculum for Mathematics as the basis of our mathematics programme. We are committed to ensuring that all pupils achieve mastery in the key concepts of mathematics, appropriate for their age group, in order that they make genuine progress and avoid gaps in their understanding which could become barriers to learning as they move through education. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.  

Assessment for Learning, with an emphasis on fluency, reasoning and problem solving and the development of mathematical vocabulary and thinking combined with a rigorous approach to the development of teacher subject knowledge are therefore essential components of Morpeth All Saints approach to this subject.

 

Aims

 

We aim to provide the pupils with a mathematics curriculum and high quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full.

 

Our pupils should:

 

  • Have a well-developed sense of the size of a number and where it fits into the number system.
  • Know by heart age appropriate number facts such as number bonds, multiplication tables, doubles and halves.
  • Use what they know by heart to figure out numbers mentally.
  • Calculate accurately and efficiently, both mentally and in writing and paper, drawing on a range of calculation strategies.
  • Recognise when it is appropriate to use a calculator and be able to do so effectively.
  • Make sense of number problems, including non-routine/’real’ problems and identify the operations needed to solve them.
  • Explain their methods and reasoning, using correct mathematical terms.
  • Judge whether their answers are reasonable and have strategies for checking them where necessary.
  • Suggest suitable units for measuring and make sensible estimates of measurements.
  • Explain and make predictions from the numbers in graphs, diagrams, charts and tables.
  • Develop spatial awareness and an understanding of the properties of 2D and 3D shapes.

Science at Morpeth All Saints... 

KS1: 

The principal focus of science teaching in key stage 1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. They should be encouraged to be curious and ask questions about what they notice. They should be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science should be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos.  ‘Working scientifically’ is described separately in the programme of study, but must always be taught through and clearly related to the teaching of substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.  Pupils should read and spell scientific vocabulary at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

 

KS2 – Year 3 and Year 4: 

The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.  The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions.  They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.  ‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content. Pupils should read and spell scientific vocabulary.

History and Geography at Morpeth All Saints... 

At Morpeth All Saints our History and Geography lessons are skills based and knowledge-rich. Our yearly overview illustrates the extensive coverage of the curriculum which is inter-woven with a bespoke progression of knowledge and skills to take our children beyond the National Curriculum. Throughout the year and across the phases, pupils are able to build upon pre-existing learning by revisiting certain areas of study and experience new learning to enable pupils to consolidate new skills and knowledge.

 

What are the main principles?

 

Every History and Geography unit of work is introduced with a memorable experience or a trip as a hook into the learning to engage or at the end to consolidated their understanding and relate new knowledge and skills to their own life, locality and the wider world. 

 

Every topic across the school is taught alongside our core principles: starting with the engage stage to ignite enthusiasm and passion into their new learning, enquiry to encourage pupil interest and curiosity, explore and learn new knowledge and skills and then embed what the children have learned and enjoyed. 

 

Each topic links directly to History or Geography knowledge, building on existing skills and understanding to ensure that learning is progressive and continuous.

 

Physical Education at Morpeth All Saints... 

At Morpeth All Saints, our aim is to ensure all children enjoy and are engaged in Physical Education and Sport. Through Physical Education we aim to develop the children’s knowledge, skills and understanding, so that they can perform with increasing confidence and competence in a range of physical activities. We aim to improve health and well-being, promote active participation and lifelong learning, and for each child to fulfil their potential. We aim to ensure that the children’s experience of Physical Education is positive and motivating.

 

In physical education children develop their skills in gymnastics, dance, games and adventure play to develop good body co-ordination and control. We endeavour to give each child enjoyment and satisfaction from physical activity and the opportunity to develop positive sporting attitudes. The children in our school carry out a minimum of 2 hours PE per week.

 

As a school we participate in many sporting competitions including football, netball, athletics, running and much more. We believe in healthy competition teaching the children to do their best and be gracious in victory and defeat. The school also runs a wide variety of clubs, some of which are led by coaches, teachers and teaching assistants.

 

NUFC foundation coaching

 

Coaches from the Newcastle United Foundation will be leading some PE lessons throughout the year for all classes within the school.

 

Competitions

 

As a school we like to provide opportunities for pupils to compete in as many competitions as possible. Keep up to date with up and coming sporting events on the schools website or in our ‘Fortnightly’ newsletter.

Music at Morpeth All Saints... 

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, and so increase their self-confidence, creativity and sense of achievement. Here at Morpeth All Saints, our intent is that children are encouraged to make music and to develop an appreciation of different types of music.  Throughout the academic year, all children will be invited to take part in our school choir group, Christmas Nativities, carol concerts, Collective Worships and end of year productions. Children are given the opportunity to learn an instrument in class but also through professional tuition.

Art and Design Technology at Morpeth All Saints... 

Art and D&T are taught as part of our broad and balanced curriculum and these skill based lessons cover all new National Curriculum objectives. Weekly lessons encourage children to develop their artistic and creative abilities within the whole of the curriculum and cross curricular opportunities are also offered. We ensure the children experience a wide range of knowledge and skill to develop a breadth of art techniques and skills. They are also encouraged to plan and manipulate a range of materials so that they can develop skill and originality.  Children are encouraged to evaluate and appreciate their own work and the work of others in order to develop their appreciation of the arts. We are committed to the wider development of young people and encourage collaborations with professional artists and art organisations.

Computing at Morpeth All Saints... 

The use of ICT is promoted in all subject areas and children use computers to enhance and compliment much of their work in school. Every class has access to Ipads to ensure individual experiences and progress through whole class focused activities and we have a fantastic computer suite to support learning.. 

Each class works through a variety of topics for Computing including Digital Literacy (E-Safety), Coding Without Computers and Coding itself. Within school we use a variety of different resources to meet the objectives within the Computing curriculum. We use programmes such as Scratch and j2code to teach programming.

Modern Foreign Languages at Morpeth All Saints... 

At Morpeth All Saints, we are keen to promote the study of a foreign language because of its increasing importance in the modern world. We want to embed language learning into our curriculum. This has been recognised in the National Curriculum where there is the statutory commitment to give every child between the ages of 7 and 11 the opportunity to learn a new language. We do this across KS2 following the Language Angels scheme of work for French.  Alongside these units, we aim to integrate the French language into the everyday curriculum where possible e.g. through History/Geography work, numbers in Maths, directions in PE etc.

Personal, Social and Health Education at Morpeth All Saints... 

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.

Relationships and Sex Education (RSE) at Morpeth All Saints... 

Children and Social Work Act 2017,age-appropriate RSE is now compulsory.  Following the announcement in 2017, by the Secretary of State for Education, to make Relationships Education statutory in Primary schools from September 2020, the Personal, Social and Health Education (PSHE) policy including RSE is being reviewed to reflect the changes that are to come. RSE will be found within the PSHE scheme of work/ long term planning under the heading of ‘Changing Me’ and it is also included in the science curriculum. The main resource used will be Jigsaw – The mindful approach to PSHE and other resources such as ‘SEAL’ and ‘Lucinda and Godfrey’ may be used. The RSE content builds children’s self-esteem, enhances their own sense of self regard to their body image, develops caring and healthy relationships and assertiveness skills in keeping themselves valued, safe and respected. Most of the time, RSE will be delivered by the children’s class teacher within the weekly PSHE lesson.

National Curriculum

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.

 

 

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 Curriculum" link below)  where you can see methods of carrying out addition, subtraction multiplication and division. 

 

 

Homework

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. 

In Key Stage 2 a cross curricular approach is also applied to homework. At the beginning of each term a series of homework projects will be given which cover a range of subjects as their base. They can be completed in any order and are intended to promote an interest in and engagement in learning independently.

Morpeth All Saints Updates

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As Headteacher of Morpeth All Saints Church of England First School, it gives me great pleasure to welcome you to our vibrant, caring and happy school. At Morpeth All Saints we strive to enable all children within our care to achieve their very best, fully utilising their God given gifts and talents.

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Morpeth All Saints Church of England Aided First School Pinewood Drive, Lancaster Park, Morpeth, Northumberland NE61 3RD UK
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A very warm welcome to Morpeth All Saints CE Aided First School. We aim to provide each child with the opportunity to achieve his or her potential. We hope you enjoy looking at our website. At Morpeth All Saints we believe everyone should be treated with respect, friendship, forgiveness, love and honesty.