Design Technology

Our Intent

Design and Technology is, quite simply, at the foundation of how we have been able to develop as a species. However, with our world changing ever more rapidly, the act of creating and the methods by which our technology works have often become a mystery to most of us. The skills we relied on in the past are being lost and, with the rapid rate of technological advancement, it is increasingly difficult to prepare our children for a future that none of us can predict.

Luckily, some skills pertinent to D&T are timeless. Through the subject, children will learn the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Each year and by the end of Year 6, they will work in a range of relevant contexts (for example, the home, school, leisure, culture, enterprise, industry and the wider environment) and cover five broad areas which are summarised below:

Design

Our pupils will:

  • use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
  • generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design

Make

Our pupils will:

  • select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately
  • select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities

Evaluate

Our pupils will:

  • investigate and analyse a range of existing products
  • evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
  • understand how key events and individuals in design and technology have helped shape the world

Technical knowledge

Our pupils will:

  • apply their understanding of how to strengthen, stiffen and reinforce more complex structures
  • understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]
  • understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]
  • apply their understanding of computing to program, monitor and control their products.

Cooking and nutrition

Our pupils will:

  • understand and apply the principles of a healthy and varied diet
  • prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques
  • understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Our approach

It is our view that engaging in this process allows our pupils to see that they can have an impact on the world themselves: they can create something where before there was nothing. Creativity and out-of-the-box, novel thinking are already extremely desirable to employers and to the country, and these should be taught systematically in order for our children to reach for them like reaching for a tool. 

At the core of our aims for Design and Technology are three key principles:

  • To unmask the design and making process in order to reveal that everything man-made has been created with intent and skills that are available to our pupils.
  • To develop our pupils’ vital metacognitive skills such as planning, evaluating and resilience.
  • To equip our pupils with an understanding of the world and fundamental life skills such as building and mending, and cooking nutritionally balanced food.

This final point also serves our school intent to be better caretakers of The Earth by promoting mending, reusing and recycling instead of buying, consuming and making waste.

Each year, our pupils will take part in three design and technology projects. Pupils will have the opportunity to design and make ‘things’. These may be models, prototypes, physical items, graphical items, moving things, static things, etc, using a range of skills, processes, tools, equipment and materials. This will be as hands-on as possible, and will value independence, self-made decisions and variety in their final finished products. 

Through research, Pupils will be taught to identify what people need and want and be able to produce solutions, objects and ‘things’ for individuals and groups. These may be people they know, people they don’t, people real or imaginary (through links with literature focussed on in class). Sometimes they will choose who they need to design for and sometimes they will be told. 

Everything pupils design and make will have a purpose. They will be taught to identify the purpose of their outcomes and those that other people have designed and made, experiencing a range of different products in different situations. They will be able to identify where things work well and times when they don’t. Pupils should be able to understand that often products need to have many different purposes and functions to make them work effectively. Pupils should experience a range of products in a range of different situations.

As a school with our community at its heart, we aim to take advantage of the myriad skills and experiences of its members related to the field of Design and Technology. This will include inviting in people with relevant practical skills to show our pupils that the learning has real-world applications, as well as trips to local businesses to make links between the design process taught in school and how that same process is applied in business. 

At the end of each unit teachers use their assessment judgements to consolidate understanding. The pupils keep a design journal that follows them up through the school, amalgamating and displaying how their skills and individual style have developed.  In the Summer term, we celebrate our incredibly popular STEM week and children participate in fantastic learning opportunities such as inspirational talks from people in STEM careers, programming competitions, as well as open ended design challenges that give our pupils the freedom to follow their own process and find their own solutions.  

 

RSHE

Relationships, Sex and Health Education (RSHE)

Here at St Teresa’s we use the ‘Journey in Love’  scheme to deliver the Sex and Relationships element of our RSHE programme. This is a Southwark Diocesan recommended programme of study for Catholic schools for Relationship and Sex Education.  It has been written as a progressive scheme of work that supports the Religious Education, PSHE, PE, Computing and Science Curriculum taught at St. Teresa’s.  The programme aims is to support children and parents in Catholic schools to enable the holistic growth of children.

Areas of Study

Early Years-  Explore the wonder of God’s Love  and how God loves each of us in our uniqueness

Year One –    We meet God’s love in our family- a focus on families and specially growing up in a loving, secure and stable home.

Year Two-     We meet God’s love in the community- a focus on how we are growing and developing in diverse communities that are God-given.

Year Three-  How we live in love- a focus on describing and giving reasons how we grow in love, in caring and happy friendships where we are secure and safe.

Year Four-    God loves us in our differences- a focus on making links and connections to show that we are all different as well as to celebrate these differences as we appreciate that God’s love accepts us as we are now and as we change.

Year Five       Gods loves me in my changing and development- a focus on a knowledge and understanding of how we grow in awareness of the physical and emotional changes that accompany puberty, sensitivity, mood swings, anger, boredom etc., and grow further in recognising God’s presence in our daily lives.

Year Six-        The wonder of God’s love in creating new life- a focus on a secure understanding of what stable, caring relationships are and the different kinds there may be. Focusing on Catholic teaching, children will also know and understand about the conception of a child within marriage.

In the Summer Term, meetings are held with parents to view the materials, resources  and teaching content covered as well as discuss any concerns or questions that they may have.

Relationships presentation for Parents 2020/21

Relationships, Sex and Health Education Policy (new and updated).

 

PSHE

Our Intent

The intent of our Personal, Social, Health and Economic (PSHE) curriculum is to deliver an education which draws on excellent practice, rooting in the spiritual, moral, cultural, mental and physical development of pupils, helping them to understand more about how to play a successful positive and active role within our society. 

The objectives of our overall curriculum are set out to empower and support our pupil’s pastoral education through Jigsaw, a scheme of work aimed at preparing pupils for the opportunities, responsibilities and experiences of later life. The scheme of work makes excellent links between our academic aims and the modern world in which children live in today. St Teresa’s pupils will access a bank of resources through Jigsaw, accessible to all abilities, facilitating good quality teaching and learning.

At St Teresas, we reinforce the importance of positive mental health and promote a pupil’s sense of self worth by creating opportunities for them to contribute to school life and the wider community. We challenge them to continuously live out our school core values of Love, Teamwork, Ambition and Trust. In addition, our PSHE curriculum aims to equip all our pupils with a firm understanding of what it means to live by British values, individual rights and responsibilities as well as quipping children with a sound understanding of risk, with the knowledge and skills necessary to make safe and informed decisions in life. 

 

Our approach

St. Teresa’s curriculum focuses on embedding good lifelong learning behaviour through the NED mantra (Never giving up, Encouraging others, Doing your best). In our school, PSHE can encompass many areas of study including but not limited to: 

  • drug, alcohol, and tobacco education
  • financial education
  • sex and relationship education (SRE)
  • the importance of physical activity
  • diet for a healthy lifestyle
  • bullying
  • personal health
  • family and relationships
  • citizenship and the world of work

All year groups participate in discrete PSHE lessons on a weekly basis, where they will develop the key skills to recognise emotions, manage and maintain friendships and keep abreast with current affairs which affect the world around them locally, nationally and globally. Supported by the PE and Science curriculum, children will also be taught to keep their minds and bodies healthy, the importance of balanced nutrition and the impact of exercise on their mental well-being. 

In addition to Jigsaw, St Teresa’s aims to put the ‘how’ and meta-cognition of learning at the heart of education through Building Learning Power Week (BLPW) once every half term. This approach assigns PiXL’s LORIC characters (Laura Leadership, Olly Organisation, Raj Resilience, Izzy Initiative and Charlie Communication) to a key focus each half term. Examples of other themes explored within PSHE teaching and learning are Mindfulness, Children’s Mental Health Week and World Mental Health Day. 

The breadth of our PSHE provision extends to:

  • Nick Carter’s – ‘Deep Fear’ workshop, aimed at helping children manage fear and anxiety, 
  •  Key texts for each year group
  • Worry Ninja Workshops
  • High school transition sessions with SATs/ Educational Well-being Practitioners.
  • Moving up- Parents workshops for Year 6
  • Parent Gym- Workshop for parents for early years comprising of 6 workshops in the autumn term around key themes, e.g. communication, setting boundaries, effective communication. 

Relationship Education is taught in the summer term following guidance from the Catholic Southwark Diocese, covering many aspects of the Science curriculum and teaching pupils about safe and positive relationships whilst managing changes in their bodies as they grow. Please see our SRE section of the website for more information on this.

Whilst all PSHE learning is documented in a class scrapbook, pupil voice at St Teresa’s remains paramount to the success and delivery of our PSHE curriculum. Our children are encouraged to form sensible and fair views, opinions and  perspectives based on passions, interest and ambitions. 

Computing

Our Intent

At St. Teresa’s we are aware that children need to be able to participate effectively and safely in an expanding and constantly developing technologically rich world. Our aim is to develop the digital literacy of our children so they can engage safely and ethically with digital media and future, key technologies. We aim to teach the knowledge and skills that will enable children to make sense of, and contribute to, the digital world both in school and outside.

By the end of Key Stage 2, our objective is for pupils to:

  • have a secure understanding of, and be able to apply, fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation; 
  • be able to analyse problems in computational terms, and have had repeated practical experience of writing computer programs in order to solve such problems; 
  • be able to evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems; and 
  • be responsible, competent, confident and creative users of information and communication technology.

Our Approach

At the start of the academic year, all pupils are taught a series of online safety and digital citizenship sessions.  Through the Rising Stars Switched on Computing scheme of work, we provide an inventive and inspiring, project-centred computing curriculum designed for Early Years up to Year 6. The curriculum comprises of six units covering programming, computational thinking, creativity, computer networks, communication and productivity. Weekly slots are allocated to each year group for Computing as well as a STEM (Science, Technology, Engineering and Mathematics) week in the Summer term for cross-curricular activities to further enhance the curriculum . We are very well resourced with a large suite of Chromebooks operating G Suite for use across the school.

Coding Club

Children in Year 4, 5 and 6 have the opportunity to participate in an after-school coding club to develop their programming skills. Children explore how to use Microbits and other practical applications of computer coding.

History

Our Intent

We believe history should be thought provoking, fun and memorable so that children can take their learning forward into their futures and use it to help them build their own history.  St Teresa’s aims to provide a stimulating and exciting, enquiry based history curriculum that kindles curiosity and enables pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.

Our curriculum is driven by a progression of skills and key questions that ensure:

  • a wider, more detailed and chronologically secure knowledge 
  • sharper methods of enquiry and communication 
  • a deeper understanding of more complex issues and of abstract ideas
  • to understand history’s key concepts:  Continuity and change in and between periods; Cause and consequence ( to question, identify and give reasons for historical events, situations, changes); similarities and differences (children are able to make observations and describe social, cultural, religious and ethnic diversity in Britain & the wider world) and to be able to recognise, describe and Identify historically significant people and events  
  • a greater independence in applying all these qualities which enables pupils to analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analysis

Our Approach

Starting and ending topics with KWL grids (what I know, would like to know and have learnt) and teaching using DEAL (describe, explain, analyse and make links), equips pupils to ask insightful questions, think critically, weigh evidence, challenge arguments and develop their own perspective and judgement of people, places, civilisations and events, whether from time periods within or beyond living memory.  History is taught through a topic led curriculum whereby learning is not only accessed through a dedicated, weekly history hour but also cross curricular through subjects such as; literacy, maths, art, DT, RE, geography, music, science and PSHE, as well as via external trips, visitors and theme days, providing rich and memorable learning for all pupils. 

 

Religious Education

Our Intent

At St. Teresa’s Catholic Primary School, we put Jesus at the centre of all that we do.  God’s love is the foundation of our school, we aim to support the children within our community with the necessary tools to live out the values directed by God.  We aim to guide children through Christ, to respect others and become moral citizens of our community.  This is embodied within our school core values (Love, Trust, Teamwork and Ambition), Gospel values and teachings of Jesus Christ. We aim to provide a loving environment in which children can grow in the knowledge and understanding of the Catholic faith, but more importantly, to develop their own personal relationship with God.

Our Approach

The Diocese approved scheme ‘Come and See’ scheme is used throughout the school from Nursery to Year 6.  The programme is made up of a unit on a particular theme, taught across the school, each half term.  Each topic follows the same steps of: Explore, Reveal and Respond

Explore- An introduction to the topic, where children’s life experiences are explored, the question(s) it raises are wondered at, shared and their significance is reflected upon.

Reveal- An opportunity for children to gain knowledge and understanding of the Catholic faith. This is revealed using different mediums including: Scripture, Traditions, Prayers, Rites and Christian living

Respond- Learning is fully understood assimilated, celebrated and responded to in daily life

At St. Teresa’s, we ensure that we study other world faiths, while encouraging the development of learning about other cultures, beliefs and traditions. We celebrate and embrace differences and have an understanding and mutual respect for other religions, showing our love for our neighbours within our society.

 

 

 

Science

“Science is the language of curiosity”- Prof

Our Intent

Science is an incredibly important part of our curriculum at St Teresa’s. In  an ever-changing world, we are constantly faced with huge social, technological and environmental issues that need to be resolved. Our children will be the solution. Therefore we are keen to champion Science and all Science, Technological, Engineering and Mathematical (STEM) related subjects at our school and ensure our children value these. Our children’s natural curiosity about the world around them is strengthened as a result of this approach.  As well as this, our children become more actively involved in their own learning, become more reflective learners and gain a strong scientific knowledge and understanding.

 

Our approach

We firmly believe in a hands-on approach to the teaching of Science that provides our children with an excellent opportunity to solve scientific enquiry in an engaging and memorable way.  The problem-solving and investigative approach to science is not only more enjoyable for our children but also enables them to build upon ‘working scientifically’ skills which develop and build a solid foundation for learning about the nature and processes of science.  Where possible, our science objectives are also linked to other aspects of our curriculum at school, such as the core texts children read in English, the skills the may apply in Maths and at times a period of history that is science related.

Science is taught through the Knowledge and Understanding of World strand within the Early years curriculum. Across the school in Year 1 to Year 6, depending on the year group, four to five units are taught covering all aspects of the scientific processes.  All children are taught from an early age to identify the types of enquiry skills needed to solve scientific investigations. These are made clear to the children in each lesson and theworking scientifically skills they will be using: These are:

  • Observations over time
  • Secondary source research
  • Comparative and fair testing
  • Pattern seeking
  • Identifying and classifying.

The teaching of science is enriched by numerous science trips taken across each year group which includes trips to the RHS Wisely Gardens, the Natural History Museum, The Science Museum and Kew Gardens, as well as local trips e.g. Morden Hall Park where studies are made into river pollution and classifications of animals within their habitats. 

At the end of each unit teachers use their assessment judgement to consolidate understanding.  In the Summer term, we celebrate our incredibly popular STEM week and children participate in a fantastic learning opportunities such as inspirational talks from people in STEM careers, programming competitions, science fairs and science workshops.

Science at St Teresa’s is our new special web page celebrating all of the fantastic science achievements at our school, and a great platform for children to share child-friendly science news.   You will also find links to helpful websites which could assist you with teaching science at home or making fun experiments.

 

Geography

Our Intent

At St Teresa’s, we believe that Geography is a subject which helps to provoke and provide answers to questions about the natural and human aspects of the world. We seek to inspire in our children, a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. We aim to teach the knowledge and skills that will develop children’s understanding of diverse places, people, resources and natural and human environments, and of the Earth’s key physical and human processes.  

More specifically, by the time our children leave our school we aim for them to have a knowledge and understanding of the following:

  • The location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • The processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

We aim for our children to be competent in the geographical skills needed to:

  • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Our Approach

Geography is a subject that is promoted and celebrated within our school through classroom maps and corridor displays. At St Teresas, Geography is mainly taught as a discrete subject, whilst making cross curricular links when possible. To ensure we provide sufficient coverage of national curriculum requirements for Geography, we follow the Twinkl Planit Scheme of Work for our delivery of this subject. Through this scheme, we provide an inspiring, enjoyable and stimulating Geography curriculum which allows children to achieve depth in their learning. Throughout each of the units that we teach, we provide ample opportunities for regular opportunities to develop their skills within the key Geography subject areas, locational and place knowledge, human and physical Geography and mapping and fieldwork skills. Careful consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. At St Teresas, we recognise the importance of allowing children an opportunity to apply what they have learnt in the classroom to the real world, as a result, we ensure that all year groups go on a field trip each year. Each year group is designated a different area in our local area of Merton to explore and carry out specific field work tasks. To further support the children in the development of their mapping skills, we use an online mapping programme, Digi-maps in mapping based lessons. Digi-maps allows children to access historical maps, view maps at different scales as well as create their own maps in which they can annotate and customise.

 

Our Environmental Focus

At St Teresa’s, we believe that it is part of our moral duty as Catholics to develop children’s awareness of the environmental issues that are affecting the world right now. Pope Francis highlights the damage currently being inflicted on the Earth by humans in his book titled Laudato si. and calls on ‘every living person on this planet’ to make urgent changes to our lifestyles. Pope Francis implores us to work together to look after our ‘common home’, creating a better future together.

In alignment with Pope Francis’ message, we are working hard to ensure our school is as kind to our environment as possible. Our Eco Warrior Committee, (a group of selected pupils from across school, led by our Geography subject leader), have set up various initiatives within the school which aim to inspire, remind and encourage pupils to follow the Three Rs (Reduce, Recycle and Reuse) in all aspects of the school day and at home. Through organised ECO days, children are given an opportunity to deepen their understanding of a specific environmental topic and a chance to reflect upon how they can make their own positive contribution towards the environment.

Within our most recent ECO day, we focused on the issue of plastic pollution; each year group explored the extremely damaging effects plastic is having on our environment through a range of interesting and stimulating cross curricular activities. We aim to explore other key ecological themes such as Deforestation and climate change within future ECO days. Ultimately, we aim to teach children that although our world is facing some major environmental problems, each and every one of them has the power to make a positive difference. We hope our pupils leave our school as environmentally conscious individuals who have a deep appreciation, love and respect for which Pope Francis calls our ‘common home.

French

Our Intent

With a diverse range of languages spoken at St Teresa’s, we aim to proudly celebrate and enjoy the nuances of language learning, whilst nurturing a love for communicating through new sounds and words.  By fostering an understanding of cultural traditions and interesting facts related to the target language, children will develop a wider global understanding giving them a sense of ‘cultural currency’ if not access to a completely new world.

Accessing new linguistic terrain will enhance children’s knowledge of their own language, as well as help them to make connections with other languages and phonetic patterns or sounds that are novel and unfamiliar.  Most importantly, communicating with others takes on a whole different form, delivering a feeling of liberty and success.

Research has proven that learning another language means the brain has to cope with complexity as it deciphers and absorbs new patterns.  As a result, problem-solving and cognitive processes are improved, including memory, the ability to multi-task and an improved awareness of the structure of a child’s first language.

Studies show that as a result of these “higher cognitive” skills, that the benefits of learning a new language include higher scores in Maths, reading comprehension and vocabulary, by multilingual students, as compared to monolingual students.  Therefore, the benefits of accessing language learning impact all academic areas of a pupil’s learning.

Continue reading “French”

Music

 

St Teresa’s have a strong relationship with Merton Music Foundation (MMF) who work with our children on a regular basis, including the twice yearly event at the Royal Albert Hall, in which children from St Teresa’s take an active part in. The MMF blog keeps us all up to date about our students ‘harmonious learning’!

Art

“The artist is not a special kind of person; rather each person is a special kind of artist’”                     – Ananda Coomaraswamy.

Our Intent

Excellence and enjoyment are at the heart of our Art and Design curriculum at St Teresa’s.  We value the importance of the arts provision to nurture the whole child. We believe it allows each individual to use their imagination to inspire their creativity, take risks and extend their cultural understanding. This will promote enjoyable, memorable learning experiences and develop an individual’s spiritual, moral, social and cultural understanding of the world in which they live.

In line with the requirements of the National Curriculum pupils will be taught to develop a wide range of skills and knowledge which will include:

  • Exploring visual, tactile and sensory qualities of materials and processes.
  • Developing observational skills with attention to detail.
  • Understanding colour, shape and space and pattern and texture and use these to represent their ideas and feelings.
  • Using a wide variety of media in appropriate ways.
  • Evaluating a piece of work and be able to go on and modify/change it.
  • Reflection on how to develop their skills further.
  • Developing the skills of appreciation of other people’s work.
  • Designing and making a variety of images and artefacts.

Our Approach

Weekly curriculum time is allocated in Key Stage 1 and 2 to the teaching of Art. The use of long term planning facilitates the organisation of a broad, balanced, coherent and differentiated curriculum.  Knowledge, skills and understanding are progressively built upon through each of the areas of experience of Drawing, Painting, Print-making, Collage, and 3D. The 3D element of our art curriculum is taught in each year group by the Art subject leader as part of our local curriculum offer.  There are guidelines on appropriate activities for each year group, with areas of overlap according to the children’s needs and abilities. Art activities are not limited to the medium-term plan provided. Teachers can explore the opportunity to focus on linking art to topics and other areas of the curriculum, especially linking to the spiritual, moral, social and cultural well-being of the individual. Through a progression of activities, we will build on, and develop children’s artistic skills and achievements.   A key component of our art curriculum is the exploration of both contemporary and historic artworks from a range of artists, designers and cultures.

Our Art at St Teresa’s website showcases the work happening across the school and is regularly updated.  Our site also includes links for families and other visitors to art galleries and events in London which are suitable for families.

English

“If you don't like to read, you haven't found the right book.”JK Rowling

Our Intent

At St Teresa’s we aim to create a positive reading and writing culture in our school where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils. As a school, we are aware that some of our pupil’s early language acquisition is limited and this is why we believe that providing a language rich environment, with a strong emphasis on speaking and listening is essential to the success across the curriculum. 

When our children leave our school, we intend for them to be avid readers, children who read fluently and widely, and are able to express preference and opinions about the text that they read. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We intend for our children to write clearly, accurately and coherently, adapting their language and style in and for a range of context purposes and audiences. We intend for our children to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.

The English curriculum is broad and balanced providing a secure foundation for each individual child to develop and thrive. We believe that our curriculum will give our children the knowledge and skills that they need to be confident speakers, readers and writers by the time they complete their primary education. 

Our Approach

Our English curriculum aims to immerse our children in high-quality engaging texts which are at the heart of both reading and writing at St Teresa’s. Our thematic approach (Discover, Explore. Enquire) links our key texts to a range of subjects creating a cross-curricular learning journey. The key texts are carefully chosen, planned and sequenced so that new knowledge and skills build on what has been taught before and towards it’s clearly defined end point. This is delivered through units from the CLPE Power of Reading (POR) and The Literacy Tree (LT) schemes. Through choosing diverse high quality text, we want pupils to develop a love of reading and gain knowledge of a range of authors and be able to understand more about the world in which they live through the knowledge they’ve gained from the texts. 

Our English planning always starts with a creative hook to create an immersive environment engages and excites the class about the text.  This enables children to have discussions and explore questions or thoughts they have with their peers. Our curriculum seeks to promote high standards of language and literacy by equipping all pupils with a strong command of the spoken and written word and to develop pupil’s love of literature through widespread reading for enjoyment. 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 contents, 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.

Maths

“Maths is the music of reason”- James Joseph Sylvester

Our Intent

Through our teaching of mathematics here at St Teresa’s, we intend to provide our children the opportunity to develop their mathematical fluency, while also providing the opportunity to develop critical and analytical thinkers within our school. We intend for our pupils to become better, more able problem solvers, who can remain resilient when challenged and who can think systematically and efficiently, across a wide variety of contexts across the curriculum, by the time they complete their primary education.

Our mathematical teaching and learning is based on a ‘mastery of maths‘ approach; mastering maths means pupils develop a deeper and longer-term understanding of the subject. Teaching for mastery enables a more developed  understanding to take place, that is more secure and can be readily applied and adapted at a later stage, allowing pupils to move on to more advanced material.

We aim to ensure that all pupils can: – 

– become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevere in seeking solutions.

Our approach 

In order to enable our children to meet these aims, the teaching and learning of mathematics within our school is supported by a well-thought out scheme of work produced by White Rose Maths. This scheme is approved and endorsed by the DFE, NCETM and OFSTED and proven to be a tool that is easily adapted to both classroom practice and through remote learning – which has been particularly invaluable over the past eighteen months. The scheme is designed to explore mathematical teaching and learning at a slower pace, allowing for greater exploration, discussion, understanding and therefore progress to be achieved. White Rose aims to develop children’s mathematical understanding using a CPA approach (Concrete, Pictorial, Abstract), allowing children to make use of concrete apparatus to explore their learning, demonstrate what they understand pictorially and relate their learning to more difficult, abstract concepts. 

Although lessons within the scheme are carefully and thoughtfully designed, as teachers we aim to ensure that we are delivering an inclusive provision for all of our pupils. This is achieved by incorporating further challenge and extension tasks for increased variation and a deeper understanding, while those pupils who need greater support can be exposed to pre-teaching and access videos of the learning before entering into the lesson, while being supported and scaffolded in class. 

At St Teresa’s we believe in working with parents in order to support pupils in their learning of mathematics and therefore we run Maths focused workshops throughout the year as a way of bridging the gap between home and school, so that we support our parents in supporting our pupils. 

For children in Year 2-Year 6, we subscribe to an online multiplication programme called ‘Times Tables Rock Stars‘ that promotes a healthy level of competition amongst our pupils in learning their multiplication facts and as a way of ensuring they develop accurate rapid mental recall of their multiplication facts while having fun doing so. Additionally, we place a great emphasis on knowing and understanding multiplication facts, because they unlock the understanding of and ability to access many other key areas of mathematical learning such as division, fractions and area, to name but a few. 

Curriculum Overview

Our Curriculum Intent

Our children will journey through St Teresa’s as kind, courageous and curious citizens, with their passion for learning ignited and their self-belief and well-being nurtured. Every child will have the chance to shine and will leave us prepared for a future of opportunities.

At St Teresa’s Primary School we believe that our curriculum is one that is broad, balanced and ambitious for all. It is exciting, relevant and meaningful and responds to the needs of the individuals within our learning community, enabling them to achieve their best academically as well as flourish socially, emotionally, morally and culturally.  

We believe that our curriculum should be viewed in its widest sense – as the entire planned learning experience, including formal learning opportunities as well as events, routines and enrichment activities that take place outside the classroom. Also, permeating our curriculum are the core values of our school ~ Love, Trust, Teamwork and Ambition~, together with the NED values (Never Give Up, Encourage Others, Do Your Best) and the  British Values of Individual Liberty, Mutual Respect, Democracy and the Rule of Law.

Our curriculum at St Teresa’s is designed to enable all learners to:

  • Achieve the best possible academic standards, whatever their ability
  • Develop skills and personal qualities for lifelong learning, preparing children to make an active contribution to society
  • Explore real world experiences, so that children can see the relevance their learning has in the real world
  • Become mentally and emotionally happy and resilient citizens, ready for the challenges of the 21st Century.

We have designed our curriculum with the following in mind:

  • How children learn and remember – we recognise that progress means knowing more and remembering more and so we want our children to know more and remember more as a result of their learning experience at St Teresa’s
  • What our children need to succeed in life- we want our learners to have the ‘cultural capital’ they need to make aspirational choices and experience success beyond their time at St Teresa’s 
  • Take account of the statutory requirements of the Early Years Foundation Stage Curriculum and the Primary National Curriculum. (These have been used as the basis for the content and the expectations of our own curriculum). Our bespoke curriculum  incorporates other experiences and opportunities which best meet the needs of the children in our school.
  • The full range of core and foundation subjects have been carefully mapped out across the school in a clear progression of skills framework, so that knowledge, understanding, skills and concepts build over time. As a result of this, we hope that all children leave St Teresa’s having mastered a wide range of concepts and skills and gained the knowledge that gives them a love of learning, prepares them for their next steps and develops an understanding of the world in which they live.
  • As part of our carefully mapped out and sequenced curriculum, we also ensure we provide all children with opportunities for experiential learning, through outdoor activities such as residential visits to Hindleap Warren, and a range of extra-curricular sports, arts, choir,  peripatetic music lessons, taking part in music festivals, music , French, Cooking and more.

Our Curriculum Implementation:

Our curriculum at St Teresa’s is built around 8 core features:

  • We have adopted a thematic and creative approach to our curriculum which helps children to see how subjects are both ‘independent’ and ‘interdependent’ enabling them to see ‘the big picture’ of their learning, make connections through and across different subjects, and talk about a theme from multiple perspectives. The particular ‘theme’ chosen- Enquire (Science), Explore (Geography), and Discover (History),  is always relevant to the children and is designed to be exciting and engaging for that particular cohort. Whilst these subjects (Science, History, Geography) are at times the main drivers, the themes are cross-curricular and other subjects are taught as part of the termly theme.

 

  • To engage, immerse and ‘hook’ the children in their learning experiences, every classroom learning environment reflects the theme that the children are learning about.  

 

  • Through the theme, all children engage in a memorable experience to enhance their learning, and further develop their knowledge and understanding. We use ‘launch’ activities to add to children’s excitement and engagement in learning. This could be for example, a visit to a place of interest, a visitor into school or a practical activity or experience led by school staff. 

 

  • At the heart of our curriculum is core quality texts which we believe to be integral to our curriculum approach.  We recognise that fluency in reading enables children to have access to the full curriculum entitlement. We ensure children leave us being able to articulate themselves clearly, and read and write confidently and effectively. A quality text is chosen to drive learning in English and used as the basis for the teaching of our bespoke ‘writing sequence’.  Using schemes such as the Power of Reading and Literacy Tree, we ensure as far as possible that the texts chosen as the driver for English link to the termly theme. During the term, children will experience narrative, poetry and non-fiction texts.

 

  • Through our RE and PSHE teaching sessions we closely meet the needs of our children. PSHE is also taught explicitly, using the Jigsaw Framework of learning. We believe that PSHE concepts add a different dimension to children’s thinking. For example, in Y6 the children learn about World War Two, and through this theme develop their understanding of the concepts of  justice, empathy, prejudice, redemption and oppression to name a few.

 

  • We endeavour to ensure that children see a relevance and a purpose to their learning, so plan for learning to build towards a purposeful outcome at the end of the term. This is an opportunity for children to showcase their learning to a wider audience, for example through a performance to the school community, or through the publication of our pupil-led school newspaper.

 

  • Strong learning behaviours are essential in order for children to be equipped to be successful in life. We have created a culture of Building Learning Power in school as well as children becoming ‘St Teresa’s NED Learners’ and our three key learning behaviours thread through every learning experience in school. We regularly reflect on and celebrate how these learning behaviours enable them to be successful learners.

    We have adopted the following learning mantra called NED:

     

    Never give up

    Encourage others

    Do your best

 

  • Central to all of the above, and to our curriculum design, is an expectation of well-planned and resourced quality first teaching and learning, delivered by all. Teaching staff use our curriculum progression document and planning format to ensure that learning is sequenced so that children build knowledge and skills over time – both building skills and knowledge within the year group curriculum, but also building on, and making connections with, prior knowledge from other years in school.  

 

The Impact of our Curriculum:

As a result of our well planned and implemented curriculum, we would expect the impact to be that:

 

  • Our children show kindness, compassion, empathy and courage
  • Our children demonstrate a passion and thirst for learning
  • Our children achieve well – all making good progress from their starting points and achieving at least the expected standard across the entire curriculum by the end of Key Stage 2. They will have the knowledge, skills, understanding and vocabulary that empowers them as citizens in the 21st Century
  • Our children have access to a wide and varied curriculum, enabling each of them to excel as individuals and be the best they can be
  • Our children have high aspirations for the future and know that these can be realised with hard work and determination
  • Our children are mentally and emotionally happy and resilient learners
  • Our families work in partnership with us to ensure their child’s journey at St Teresa’s is a positive one and prepares them to contribute positively to the world in which they live

 

PE & Sport

 

PE is a very important part of the life at St. Teresa’s Primary School.  We provide a variety of opportunities for the pupils so that they can work as an individual, in pairs or in group games and activities. All KS1 and KS2 Children receive 2 hours of timetabled PE each week.

Proudly powered by WordPress | Theme: Baskerville 2 by Anders Noren.

Up ↑