Curriculum

Curriculum Overview

We believe that children will learn best when they are engaged and enjoying lessons. We aim to make lessons interesting and relevant by using practical activities and real life experiences wherever possible.

Our curriculum is designed to link subject areas into topics where possible to give children a context for their learning. The topics have been chosen to ensure that children have the opportunity to learn about themselves, their immediate locality and the wider world in order to enrich their knowledge.  Through our curriculum, we hope to engage all children in learning, regardless of their experiences and abilities.  Topics are based around a question to encourage investigation at all levels.

Within each year group trips, visits and visitors are used to bring subjects to life and provide a context for learning.  We make full use of local museums, galleries and other attractions that we can access easily from central Salford e.g. The Lowry, Ordsall Hall, Salford Art Gallery and Museum.

There are opportunities for residential visits are Key Stage 2, currently to Lledr Hall, Salford's outdoor activity centre in Snowdonia, and to Robinwood, an independent outdoor activity centre.  We believe that it is important for children to experience outdoor learning as it promotes self-confidence and independence.

We have good links with several local high schools which also provide opportunities for pupils to get involved in curriuculm enrichment activities.

We run a wide variety of after school clubs to enable children to develop their skills and interests. These vary from time to time but include, at different times of year, clubs for Chess, Cooking, Guitar, Gymnastics, Football, , Science , Spanish, Choir, Lego and Reading.

We are keen to ensure that all children have the opportunity to learn a musical instrument. In Key Stage 2 children have the opportunity to learn guitar.

'Teachers and teaching assistants plan exciting activities that pupils find interesting and engaging.' Ofsted 2014

Curriculum - Subject Overviews

English
The overarching aim for English in the national curriculum is to promote high standards of literacy by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespread reading for enjoyment.

Aims
The national curriculum for English aims 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.

Mathematics
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Aims
The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • 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 persevering in seeking solutions.

Science
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundation knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims
The national curriculum for science aims to ensure that all pupils:

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.
  • are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Art and Design

Through art and design we aim to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. The children will also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Pupils will be taught to:

  • to use a range of materials creatively to design and make products.
  • to use drawing, painting and sculpture to develop and share their ideas,
  • experiences and imagination.
  • to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
  • about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
  • to create sketch books to record their observations and use them to review and revisit ideas.
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials, for example, pencil, charcoal, paint, clay.
  • about great artists, architects and designers in history.

Computing
The national curriculum for computing aims to ensure that all pupils:

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

Design and Technology
Design and technology is an inspiring, rigorous and practical subject. In our school we believe in developing an inclusive curriculum that gives every child the opportunity to develop their imagination and put their practical skills to good use.
Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.

The national curriculum for design and technology aims to ensure that all pupils:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • critique, evaluate and test their ideas and products and the work of others
  • understand and apply the principles of nutrition and learn how to cook.

Geography
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

History
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Languages
Since the new curriculum for 2014 was introduced, FL (Foreign Language) has become a statutory subject to all classes in Key Stage 2 (years 3- 6). All our junior classes at St Paul’s are taught Spanish on a weekly basis for 30 minutes. In addition to this, we have a Spanish after school club that offers basic vocabulary skills, taught through games and songs, which is open to all pupils in Key Stage 1.

High quality teaching of foreign languages should provide an appropriate balance of spoken and written language and should lay the foundations for future language teaching at KS3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar routine matters, using their knowledge of phonology, grammatical structures and vocabulary. The New National Curriculum for Foreign Languages aims to ensure that children are able to listen and engage, express opinions, speak in simple language and be understood, develop basic punctuation, present ideas and information orally, show understanding in simple reading, adapt known language to create new ideas, to describe people, places and things and to understand basic grammar such as gender.

Music

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. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.


At St Paul’s, along with each class being taught the music curriculum for their year group, we also provide musical workshops and performances from outside agencies, guitar tuition to all Year 5 children and after school music clubs. The clubs we currently offer are guitar group, choir and recorder club. The school choir is very proactive in joining up with other community groups and local schools to take part in performances outside of our own school.

Physical Education
As a school we provide high quality Physical Education within the curriculum and sporting opportunities outside of it.

KS1

Physical literacy provides learners with the motivation, confidence, physical competence, knowledge and understanding to maintain physical activity throughout life. Through games, gymnastics and dance children are taught to:

  • master basic movements such as running, jumping, throwing, catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities
  • participate in team games, developing simple tactics for attacking and defending
  • perform dances using simple movement patterns

KS2
Through games, gymnastics, dance and athletics children are taught to:

  • use running, jumping, catching and throwing in isolation and in combination
  • play competitive games, modified where appropriate, such as [football, netball, rounders, cricket, hockey, basketball, badminton and tennis,]and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance, [for example through gymnastics and athletics]
  • perform dances using a range of movement patterns
  • take part in outdoor and adventurous activity challenges both individually and within a team
  • compare their performances with previous ones to achieve their personal best

R.E. and Worship
As an Aided church school we teach the Christian faith in accordance with the doctrine of the Church of England; R.E. is, therefore, a vital part of the curriculum. In our daily worship/ assemblies we celebrate and explore the Christian values upon which the ethos of our school is founded.
It is also our moral duty in a modern, diverse society to teach understanding and empathy with the other major world faiths – Islam, Judaism, Hinduism, Sikhism, Buddhism and Humanism.
Parents have the legal right to withdraw their children from R.E. lessons and worship. If they wish to do this, alternative arrangements will be made for your child during these times. Parents should speak to the Headteacher about this, though as we are a church school we would not expect this to happen.