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St Mary's Curriculum

St Mary's C of E VA Curriculum Vision

Curriculum Principles

At St Mary’s we believe in providing a knowledge based curriculum which is in line with National Curriculum expectations. 

At its heart we have 6 core Christian Values which permeate through all areas of school life:

Hope, Community, Justice, Courage, Joy, Peace.

 

St Mary's Curriculum Drivers

In order to deliver the most appropriate curriculum to our pupils at St Mary’s CE VA Primary School, we identified four curriculum drivers. We worked with all stakeholders in school to evaluate exactly what our curriculum needed to offer the children in our local community. We assessed our children’s starting points and backgrounds, and explored in great detail the knowledge and experiences that we believe our children need in order to be successful in the future. These drivers will underpin the curriculum we provide for our children and will weave through every subject we teach.

READING

Year Group Reading expectations

WRITING

Year Group Writing expectations

MATHEMATICS

Year Group Expectations: Maths

RELIGIOUS EDUCATION

For further details about the National Curriculum please follow the link: https://www.gov.uk/education/school-curriculum

Developing a culture of love of reading in the early years

We enjoy reading and writing across the whole of our curriculum

History enquiry and research at St Fagans. Children discuss what this was used for? How did it work? Was this the only water source for the village? Is it hot or cold? How do you empty the water? What is the pump made of? Is there a makers name on the pump? (these are some of the questions the pupils came up with)

In Science Year 3 pupils made edible soil to show the different geological layers underground.

Using history and art to develop literacy skills.

Working walls

Why we have chosen working walls.

 

A working wall is like having a third teacher in the room. Working walls are displays that build up as pupil's learning, making explicit the journey learning takes. They demonstrate what effort 'looks like' and learning behaviours that lead to success. Because they are not a permanent display through the year, they focus on the learning at that time, so not to be overwhelming, they do not become 'wallpaper' but add value to all learners and ensure learning is inclusive.

 

 

The reason we have chosen working walls for St Mary's:

  1. to support independent learning through scaffolding
  2. to provide a 'storehouse' for information that is accessible when needed
  3. to  champion pupil's achievement and celebrate success, including how mistakes lead to learning and effort is valued
  4. to inspire others
  5. to challenge thinking through questioning
  6.  

*scaffoldingrefers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. The term itself offers the relevant descriptive metaphor: teachers provide successive levels of temporary support that help students reach higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance.

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