Curriculum

Intent

As a Church of England school, our Christian values and working vision underpin everything we do. Our curriculum is designed to be deeply Christian putting God at the very heart of everything we do.

We aim to provide a broad and ambitious curriculum that equips pupils for the future at all levels. Learning is a change to long-term memory. The ability to learn is underpinned in all curriculum subject areas by the teaching of skills, knowledge, concepts and vocabulary. There is clear progression throughout each subject, that builds upon what has been taught before and gives pupils the required knowledge and skills for their next stage of learning.

At St Margaret’s we recognise that many children enter with limited vocabulary and under developed speech and language skills. Because of this we place an emphasis on early reading skills through the high-quality teaching of phonics and fostering a love of reading with our very youngest children. Developing language and vocabulary in all areas of the curriculum as well as making reading links across the curriculum is a key part of our curriculum design and ensures that children are prepared for the next stage in their learning.

We are fortunate to have a range of cultures that make up our family at St Margaret’s. Our curriculum is designed to ensure that the needs of our diverse community, providing a range of enriching experiences, linked to children’s interests, preparing them for life in Modern Britain.

Our curriculum enables every child to flourish and shine and in doing so discover their unique potential given to them by God. Ultimately, we want all of our children, to be the best they can be, making a positive contribution to the world they live in.

‘The rich and inviting curriculum captures pupils’ imagination so that all are engaged and included. Big questions are woven throughout the curriculum, supporting pupils’ social and cultural development and their spiritual flourishing. Support for pupils to develop their character and moral judgement is a strength of this harmonious community, where behaviour is excellent.’ SIAMS 2023.

Implementation

The curriculum at St Margaret’s is carefully mapped out to ensure that pupils acquire knowledge, vocabulary and skills in a well-thought out and progressive manner in every curriculum subject ensuring sufficient coverage across each subject over time. New learning is based upon what has been taught before and prepares pupils for what they will learn next. There are clear end points which pupils work towards on their learning journey. We know that if our pupils are learning our curriculum, they are making progress and are being prepared for the next stage of their educational journey.

Our scheme of work covers all the National Curriculum requirements for Science, History, Geography, Art, Music DT, PE and Computing. The Norfolk Syllabus Curriculum requirements are used for RE. PSHE (incorporating RSE) is taught according to an age appropriate programme.

At St Margaret’s, we place great emphasis on helping children remember knowledge content through revisiting and building on previous learning. Our wider curriculum has ‘Golden Threads’ which are woven through most of our Subject areas. In each subject, pupils will learn new knowledge and develop their skills with activities, tasks and experiences using the Golden Threads. Through this ‘forwards-and-backwards engineering’ of the curriculum, all pupils return to the same concepts over and over and gradually build understanding, knowledge and skills which will then be embedded and secured so that children are ready for their next phase of learning.

Impact

Pupils will be able to recall knowledge and skills independently weeks or months after a theme has been taught. Checking that pupils are learning will enable pupils and teachers to see if their fluency and mastery is incrementally improving and therefore impact has been achieved.

Leaders are responsible for the monitoring and evaluation of subject areas. Judgements on the impact of the curriculum are based upon a triangulation of different monitoring including work and book looks, pupil voice discussions, outcomes of assessments and learning walks. Information gained from monitoring is reported back to all stakeholders, analysed, evaluated and actioned through strategic and timely school improvement.

Assessment is not excessive or onerous as it is part of the day-to-day practices of the classroom. We make us of Learning Ladders and Learning Passports to assess children’s knowledge and understanding. Teachers ensure that pupils embed key concepts in their long-term memory. Key skills and concepts for curriculum areas are revisited throughout the year and applied in different contexts. Pupils revisit prior learning and make links between subjects. Assessments are reliable and are moderated to ensure that expected outcomes are fully understood by all staff.

Please click on the links below to find out more about each curriculum area.

Yearly Curriculum Overviews

Curriculum Overviews

Curriculum overviews for each year group can be found on the year group pages.

English

English Curriculum

At St Margaret’s C of E Academy we believe Literacy underpins all learning in every curriculum area. It is the basis through which children access and enjoy a wide curriculum. We strongly believe English is key to empowering independence and is a skill that is essential to everyday living. Reading and writing is a necessary skill to access all areas of the curriculum and allows children to fulfill and achieve their full potential in all subjects at St Margaret’s.

At St Margaret’s, we follow the National Curriculum (2014), as set out by the Department of Education in order to plan our English lessons. As our curriculum Intent states we use personalised learning ladders in each area of English to ensure coverage and progression in each English area is seen.

Early Reading and Reading at St Margaret’s.

At St Margaret’s there is a school-wide aim to inspire a genuine, lifelong love of reading. This starts with our very youngest children in Nursery.

We encourage our children to read for pleasure and knowledge. We aim to model the importance and fun of reading and the idea that being a good reader will allow everyone to access more learning opportunities.

Early Reading:
Children at St Margaret’s learn to read through a combination of:

Synthetic phonics, using these to blend and segment words.
Recognising high frequency words by sight
Using pictures, contextual and sense clues.

The school use the letters and sounds scheme of work to deliver early reading teaching. Children have a daily phonics session from Nursery to Year 2. The school uses setting across EYFS and KS1 to ensure children access learning that suits their individual needs. When children are ready they master their knowledge of phonics and more onto spelling and GPS tasks. Where children in KS2 need phonic support they have individual interventions to support this daily.
In Years 1-6 children take part in a daily focused Reading Skills lessons in order to develop comprehension skills namely understanding vocabulary, inference, predicting, explaining, retrieval, summarising and sequencing. During this time staff deliver new learning, check on children’s progress and assess learning to inform future planning.

Reading Progression Documents –

Termly Curriculum Overview – Reading -Nursery

Termly Curriculum Overview – Reading – Reception

Termly Curriculum Overview – Reading – Year 1

Termly Curriculum Overview – Reading – Year 2

Termly Curriculum Overview – Reading – Year 3

Termly Curriculum Overview – Reading – Year 4

Termly Curriculum Overview – Reading – Year 5

Termly Curriculum Overview – Reading – Year 6

What reading scheme do we follow?

At St Margaret’s we use the Collins Big Cat Reading scheme and Pearson’s Bug Club reading scheme. All children have access to Online Bug Club which they can read at home.

Early Books are organised so they follow our phonic scheme so all children have access to phonetically decodable books. Children will move up the colours at their own pace as advised by staff. Beyond this children will become a free reader and may choose from either the classroom or school library.

At St Margaret’s we celebrate reading in many ways. We have a weekly reading raffle, children are rewarded for their reading through certificates and praise. We celebrate literary events such as World Book day and have regular Book Fairs, Book Sales and Bedtime story evenings. If we can make an event out of reading – we will! All of our classes are named after famous authors.

How can you be involved?

We ask that all children in KS1 spend at least 5 minutes a night reading at home and in KS2 spend at least 10 minutes. All children are expected to read 5 times a week and record this in their reading record books which are provided for all children in school.

These are a great way for parents and teachers to liaise about a child’s reading.

Reading to your child at home has so many benefits – no matter how old they are. Many of our Year 6 children comment on how they love it when parents read to them.

Writing at St Margaret’s.

At St Margaret’s we believe writing is an essential skill not only for further learning but in later life. We aim to ensure all children reach their full potential in writing, enabling them to become confident, fluent and imaginative writers.

At St Margaret’s writing is taught in many different ways from the moment a child begins in Nursery. Teachers follow the 2014 National Curriculum and EYFS Curriculum in order to plan exciting and engaging English lessons where the skill of writing is specifically taught.

This happens every day and time to rehearse writing skills is provided in other areas of the curriculum. The children are taught in units, meaning they will look at a particular genre of writing i.e. narrative (story writing) over a period of 2-3 weeks. This enables children to fully immerse themselves in the techniques needed for each type of writing.

Where children need more support in writing interventions are used such as colourful semantics, Toe by Toe and precision teaching as well as bespoke support for individuals.

Writing Progression Documents –

Termly Curriculum Overview – Writing – Nursery

Termly Curriculum Overview – Writing – Reception

Termly Curriculum Overview – Writing – Year 1

Termly Curriculum Overview – Writing – Year 2

Termly Curriculum Overview – Writing – Year 3

Termly Curriculum Overview – Writing – Year 4

Termly Curriculum Overview – Writing – Year 5

Termly Curriculum Overview – Writing – Year 6

Maths

At St Margaret’s, we believe that Maths is a vital life skill. Our Maths Curriculum provides opportunities for children to have the skills required to flourish and shine as a mathematician and prepare them for their future. We strongly believe that in order for a child to be a well-rounded mathematician, we must develop children who are confident with number, shape and measure.

We follow the National Curriculum (2014), as set out by the Department of Education in order to plan our Maths lessons. We have developed progression statements in the form of Learning Ladders from Year 1-6, to ensure that each year previous knowledge is built upon with new learning. Through using these planning tools, our Maths Curriculum ensures the development of a pupils’ arithmetic, reasoning and problem-solving skills.

Arithmetic

For children to be capable mathematicians, it is important that children have a secure gasp of mental maths skills and are fluent in these. This includes their knowledge of multiplication tables and formal written methods.

At St Margaret’s, we aim to model the importance of mental maths skills and knowledge of number, through the teaching strategies we use.

Children at St Margaret’s learn and develop their arithmetic, mental maths and knowledge of Number through a combination of:

EYFS Calculation Policy
KS1 and KS2 Calculation Policy
Timestable Rockstars
Arithematic Tests
Resources, such as Numicon and numberlines in EYFS and KS1

Children have a daily Maths lessons from Nursery to Year 6. During this time staff deliver new learning, check on children’s progress and assess learning to inform future planning.

Additionally, children will take part in weekly speed timetable tests from Year 1 upwards.

Reasoning

At the heart of our Maths Curriculum, lies the ambition to inspire children to take learning risks and develop resilience when tackling mathematical problems. We want children to be confident in applying their mathematical skills to real life concepts and therefore make learning purposeful.

Our Maths Curriculum has been designed to allow children opportunities to reason, make links and problem solve. This is to support children in deepen their understanding of the purpose of calculation, and to help them recognise when to use certain operations or methods when faced with problems.

Children at St Margaret’s learn and develop their problem solving and reasoning skills through a combination of:

White Rose resources
Doodle Maths
NRich
Daily reasoning application

Vocabulary

At St Margaret’s, we recognise that mathematical language is a is a key aspect of the Maths Curriculum as it provides children with the language needed to reason mathematically.

Staff at St Margaret’s model accurate use and application of mathematical language and provide a vocabulary rich Maths Curriculum. We immerse children within this language so that they have the tools needed to make links between mathematical concepts and patterns, become more critical thinkers and build resilience.

We do this through;

Maths vocabulary displayed
Daily application
Discussion rich reasoning questions

How can you be involved?

All children, from EYFS to Year 6, are expected to complete Doodle Maths Games on a weekly basis at home.

These are a great way for parents to support their child’s mental maths and reasoning skills. Playing these games at home with your child has so many benefits including; building their confidence, supporting to make links between mathematical concepts and developing fluency.

Follow our Calculation Policy to support children with learning the formal written methods so that they are learning the same methods at home and at school.

Calculation Policy – EYFS

Calculation Policy – Year 1 – Year 6

Explore Maths in the real word. For example, ask your child to work out the coins needed for a purchase, work out the percentage of an amount, weigh ingredients for a recipe or work out the area when completing DIY jobs!

Maths Progression Documents –

Termly Curriculum Overview – Maths – Nursery

Termly Curriculum Overview – Maths – Reception

Termly Curriculum Overview – Maths – Year 1

Termly Curriculum Overview – Maths – Year 2

Termly Curriculum Overview – Maths – Year 3

Termly Curriculum Overview – Maths – Year 4

Termly Curriculum Overview – Maths – Year 5

Termly Curriculum Overview – Maths – Year 6

Religious Education

Our RE curriculum is designed to ensure that pupils know how to ‘be a Theologian’. We do this through enabling all pupils to:

know about and understand a range of religious and non-religious worldviews.
learn to see beliefs through a theological, philosophical and human/social science lens.
express ideas and insights about nature, significance and impact of religious and non-religious world views.
to gain and deploy skills rooted in theology, philosophy, and human and social sciences engaging critically with religious and non-religious worldviews.
to become ‘religiously literate’ meaning that pupils will have the ability to hold balanced and well-informed conversations about religions and worldviews.
to develop their own beliefs and spirituality and be confident to share and discuss this.

The school uses Understanding Christianity and the Norfolk Agreed Syllabus to deliver its curriculum.

RE-Statement-of-Entitlement-for-Church-Schools

To enhance our RE curriculum we use a range of resources, artefacts, religious texts and visitors of other faiths in and out of school. The school have good links with the church community.

Our RE curriculum is outlined in the document below:

RE Curriculum 2022-2023

Science

Golden Threads:

Asking and Answering Questions
Practical Enquiries
Recording/Presenting Findings

Our Science curriculum is designed to ensure that pupils know how to ‘be a scientist’. We will do this through enabling all pupils to develop:

a curiosity and interest in science.
skills in scientific problem solving.
scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
their use of scientific vocabulary, enabling them to talk confidently about a range of scientists and scientific discoveries.
a love or appreciation of science.

To enhance our science curriculum we offer enrichment opportunities such as visits out of school and visitors in school who demonstrate scientific concepts through motivating activities.

Science is a fantastic opportunity for children to explore the world around them and ask challenging and thought-provoking questions. It gives them the chance to learn and develop a range of skills which they can use throughout their life. The subject has natural links with many other subjects including Maths and English which ensures that all learning is purposeful.

Our Science curriculum is outlined in the documents below:

Science – know, do, understand

Science Overview

Art

Golden Threads:

Who are they?
Would you display this in your home?
What medium is being used?

Our Art curriculum is designed to ensure that pupils know how to ‘be an artist’. We do this through enabling all pupils to develop:

The skills required to be an artist in order to immerse themselves in and enjoy art
A curiosity and respect for art that spans a range of genres, forms and cultures specifically
Creativity! Enabling learners to access a range of artistic skills and techniques
A critical eye: providing opportunities to create and evaluate artistically
An understanding of art, which is steeped in history and tradition, how it has evolved over time and is central to many people’s lives in a wider community today
Art specific vocabulary (through their emotional responses to art work)

To enhance our Art curriculum, we aim to use a range of real- life experiences such as extra-curricular clubs, visits from professionals and whole school art competitions to enrich the children’s enjoyment and experiences enabling them to flourish and shine in the subject.

Our Art curriculum is outlined in the documents below:

Art Overview

Art- know, do, understand

Computing

Golden Threads:
• How can we stay safe online?
• How can we make things move?
• Which app is best?

Being computing savvy is a fundamental life skill and at St Margaret’s Academy, we encourage children to develop a positive, knowledgeable and a safe view towards Computing and the Digital World. We aim to provide the pupils with a Computing curriculum that promotes online safety and teach the computing skills needed so that we develop individuals who are digitally savvy, well-informed and confident.

It is important that Computing is purposeful and we develop children’s critical thinking skills to help build their understanding of the online world and prepare them for future lives in Modern Britain. To provide this computing ethos, we have a skills-based Computing Curriculum. These skills are shared with the children and are used to teach the National Curriculum (2014) using the scheme, ‘Purple Mash’.

Within Computing sessions we aim:

To ensure children are taught the importance of online safety and how to protect themselves online
For Computing lessons to teach a range of technical skills and how these translate into the real world
To build links between Computing (especially Digital Literacy) and other curriculum areas.
For each child to leave St Margaret’s school being able to be able to apply these skills at an appropriate level to their ability in the real world.
For children to have open and honest discussions about the online world.
To explore the use of digital literacy to develop critical thinking
To prepare children for digital Modern Britain

Our Computing curriculum is outlined in the progression map below:

Computing Progression Map

Design Technology

Golden Threads:

• What are your ideas?
• What are you making?
• What would you change next time?

Our DT curriculum is designed to ensure that pupils know how to ‘be a designer’. We do this through enabling all pupils to develop:

The skills required to be a successful designer
An interest in design technology, construction and architecture
A critical and reflective eye – engaging with design
Opportunities to create and evaluate a range of products
An understanding of a range of materials and their properties
A wider vocabulary including technical language
engagement with products, considering their purpose and practically

To enhance our DT curriculum, we aim to use a range of real- life experiences such as extra-curricular clubs including construction and outdoor STEM learning to enrich our children’s experiences of art, design and technology which promotes a curiosity and interest in design.

Our DT curriculum is outlined in the documents below:

DT Overview

DT- know, do, understand

Geography

Golden Threads:

Climate (what would I wear if I were there?)
Places (where in the world?)
Settlement (where are all the people?)

Our Geography curriculum is designed to ensure that pupils know how to ‘Be a Geographer’. We will do this through enabling all pupils to:

discover an interest in geography and to develop their understanding of the world
understand more about their local community and the wider world
access a range of geographical resources
complete a range of practical activities
widen their vocabulary in terms of geographical and descriptive language

To enhance our Geography curriculum we use a range of practical resources and real- life experiences such as trips where possible.

Our Geography curriculum is outlined in the documents below:

Geography Overview

Geography- know, do, understand

History

Golden Threads:

• What was it like for children?
• Where is it on the timeline?
• How can you prove it?

Our History curriculum is designed to ensure that pupils know how to ‘be a historian’. We do this through
enabling all pupils:

to develop the skills needed to be a historian and encourage enthusiasm for history by inspiring pupil’s curiosity
about the past.
to gain an understanding of Britain’s past and the wider world.
to have opportunities to enhance pupil’s understanding of the past through visits and visitors.
to have opportunities for pupils to develop history skills, key knowledge and core concepts to be able to
understand and question sources and events of the past.
to widen historic vocabulary and share good quality texts to enhance history topics.

Our History curriculum is outlined in the documents below:

History Overview

History- know do understand

Modern Foreign Languages

Music

Golden Threads:

Composer/musician- who are they?
Mood- how does it make you feel?
Instruments- what can you hear?

Our Music curriculum is designed to ensure that pupils know how to ‘be a musician’. We will do this through enabling all pupils to develop:

a rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
a musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise.
a good awareness and appreciation of different musical traditions and genres.
the ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
a passion for and commitment to a diverse range of musical activities.

The school use Charanga to deliver its curriculum.

To enhance our music curriculum we use a range of real- life experiences such as Young Voices, Music Festivals and performances in and out of school.

Our Music curriculum is outlined in the progression map below:

Music Progression Map

P.E.

Physical Education

Golden Threads:

What parts of the body are being used?
What equipment is needed?
Am I being a good sport?

Our PE curriculum is designed to ensure that pupils know how to ‘be an sports person’.

To enhance our PE curriculum and offer, the school has a sports coach and PE specialist in both KS1 and KS2 who delivers lessons alongside class teachers. St Margaret’s takes part in a range of competitions to enrich the children’s enjoyment and experience of PE through our sports partnership with Castle Point and Rochford School Sports Partnership.

PE Overview

PE Progression Map

PSHE

Curriculum

Curriculum Overviews

Maths

Religious Education

RE Curriculum 2022-2023

Science

Science – know, do, understand

Science Overview

Art

Art Overview

Art- know, do, understand

Computing

Computing Progression Map

Design Technology

DT Overview

DT- know, do, understand

Geography

Geography Overview

Geography- know, do, understand

History

History Overview

History- know do understand

Modern Foreign Languages

French Curriculum Overview

Music

Music Progression Map

Physical Education

PSHE

PSHE Curriculum Overview

EYFS PSED Progression Overview