The school follows a curriculum Programme of Study for Religious Education called “Come & See” which has been approved by the Bishops of England and Wales.
The school uses the Primary Framework for Literacy and Maths and the National Curriculum Programmes of Study for all the following subjects:
English: Speaking & Listening, Reading, Writing
Mathematics: Knowledge, Skills & Understanding, Number, Shape Space & Measures, Handling Data
Science: Scientific enquiry, Life Processes and Living Things, Materials and their properties, Physical processes. Knowledge, Skills & Understanding underpins all of the above.
Design & Technology: Knowledge, Skills & Understanding, developing, planning & communicating ideas, Working with tools, equipment, materials & components to make quality products, Evaluating processes & products.
Information & Communication Technology (ICT): Knowledge, Skills & Understanding, Finding things out, Developing ideas & making things happen, Exchanging & sharing information, Reviewing, modifying & evaluating work as it progresses.
History: Knowledge, Skills & Understanding, Chronological understanding, Knowledge & understanding of events, people, & changes in the past, Historical interpretation, Historical enquiry, organisation & communication.
Geography: Knowledge, Skills & Understanding, Geographical enquiry & skills, Knowledge & understanding of places, Knowledge & understanding of patterns & processes, Knowledge & understanding of environmental change & sustainable development.
Art & Design: Knowledge, Skills & Understanding, Exploring & developing ideas, Investigating & making art, craft & design, Evaluating & developing work.
Music: Knowledge, Skills & Understanding, controlling sounds through singing & playing – performing skills, Creating & developing musical ideas – composing skills, Responding & reviewing – appraising skills, Listening & applying knowledge & understanding.
Physical Education: Knowledge, Skills & Understanding, Acquiring & developing skills, Selecting & applying skills, tactics, & compositional ideas, Evaluating & improving performance, Knowledge & understanding of fitness & health. (This includes: Dance, Games activities, & Gymnastic activities. In addition the following are taught in Key Stage 2: water safety and swimming, Athletic activities & Outdoor & adventurous activities
Personal, Social, Health and Citizenship Education (PSHCE): this is taught throughout KS1 and KS2 using a combination of National Curriculum and Diocesan Guidelines & programmes of Study.
Modern Foreign Language (MFL): Our chosen modern foreign language is French. This consists of learning basic vocabulary and playing games and role play using French as well as learning about customs, traditions and the culture of France.
We know that children learn best when they are engaged in their learning and when it is creative and stimulating. We therefore deliver as much of the curriculum as possible through our termly Creative Curriculum Topics.
Reception class topics are based on the children’s interests using the school environment as much as possible and in particular their Outdoor Learning space at the front of the school.
The rest of the school plan their topics linked to the 2014 National Curriculum.
Whenever possible, the links between the different subjects are identified and are planned into the termly topic. However some aspects of the teaching for the different subjects will not fit into the Creative Curriculum topic and will be taught separately. At the beginning of every term each class teacher sends out an overview to parents of what is being taught in each subject and how it links with their Topic, along with suggestions for how the children’s learning can be supported at home.
Click on the link to see the curriculum for each year group.
Further information can be accessed on the following link:
We are planning and implementing new topics this accademic year and the topics will be added each term.
|Reception Class||Autumn||All About Me|
|Year 1||Autumn||A Toy Story|
|Year 2||Autumn||Knights and Castles|
|Year 3||Autumn||Stone Age to Iron Age|
|Year 4||Autumn||Courageous Quests|
|Year 5||Autumn||The Vikings|
|Year 6||Autumn||War Stories|
|Reception Class||Spring||Fabulous Fairy Tales|
|Year 1||Spring||999 Emergency Services|
|Year 2||Spring||Fire and Ice|
|Year 3||Spring||The Rainforest|
|Year 4||Spring||Roman Britain|
|Reception Class||Summer||The Big Outdoors|
|Year 1||Summer||Under the Sea|
|Year 2||Summer||In the Garden|
|Year 3||Summer||Animals and Amazing Inventions|
|Year 4||Summer||The Way through the Woods|
|Year 5||Summer||Active Planet|
|Year 6||Summer||The World in our Hands|
Taught Curriculum Time
||Key Stage 1
||Key Stage 2
|Religious Education||2.25 hours||2.5 hours|
|English||6.25 hours||6 hours|
|Maths||5 hours||5 hours|
|Science||2 hours||2 hours|
|I.C.T||1 hour||1.25 hours|
|Design Technology||0.75 hours||1 hour|
|Art||0.75 hours||1 hour|
|History||0.75 hours||1 hour|
|Geography||0.75 hours||1 hour|
|Music||0.75 hours||1 hour|
|P.E||2 hours||2 hours|
|P.S.H.C Education||0.25 hours||0.25 hours|
|TOTAL||22.5 hours||25 hours|
This is based on the following calculations:
School begins at 9.00 am and finishes at 3.15 pm.
1.25 hours have been allocated to collective worship.
Reception and KS1 have 15 minute morning playtime, a 1 hour lunch break and a 15 minute afternoon playtime.
KS2 have 15 minute morning playtime and a 45 minutes lunch break.
The teaching of Phonics:
The school uses the Jolly Phonics scheme for teaching phonics. This uses a multi-sensory approach to learning phonics and enables parents to support the children’s learning of phonics at home. In addition the school refers to the DfE Primary National Strategy document “Letters and Sounds: Principles and Practice of high Quality Phonics” when planning and delivering Phonics teaching.
The Teaching of Reading:
The school builds on the Teaching of Phonics to teach the children to read effectively by using the Oxford Reading Tree Scheme which is colour coded according to the children’s development in Reading. This enables the children to choose their own books within their colour band to maintain their confidence in reading independently and to others. We supplement this with books from other reading schemes which have also been colour coded appropriately so that the children have access to a wider variety of early reading books.
Children are also encouraged to read books from their class library as well as having regular opportunities to choose a book from the school library.
The school has recently invested in a wide range of “Guided Reading” sets of book to meet the needs of all levels of readers from Reception to Year 6. These are used by the teacher with differentiated groups of children regularly within the curriculum teaching time for reading and include a wide range of genres.
Children are taught and encouraged to use a wide range of strategies when reading for example:
• Phonics ( sounds and spellings)
• Word recognition and graphic knowledge (words, shape of words, word families and letter strings)
• Grammatical knowledge (punctuation, parts of a sentence, use of language etc.)
• Contextual knowledge (picture clues, using prior knowledge etc.)
• Inference and deduction
Each class has regular planned opportunities for independent reading in curriculum time. In addition all classes experience a class book or novel being read to the class, with the high quality writing, syntax, vocabulary and other features being discussed.
We promote and value the volunteer Reading Buddies who come into school throughout the week to share a book with children from across the Year groups- and especially those children who do not have an opportunity to read with someone out of school.
Further information about the Curriculum can be obtained by contacting the appropriate class teacher, the Deputy Headteacher or the Headteacher. Please contact the school office in the first instance.
At St Philip’s, we develop the children’s work by helping them to make sense of the world in which they live, starting with their immediate environment. Our curriculum is balanced and broad-based, and we use cross-curricular themes, where appropriate, to ensure effective, relevant and interesting learning. We recognise that all children progress at different rates in various areas of study and activity, and in this respect we cater for individual needs. We always encourage the children to achieve the highest standards of which they are capable in both attitude and performance.
At St Philips we teach the cursive script. Cursive scipt 2015
At the beginning of each term, Curriculum Plans are sent home to parents outlining what is being taught in their child’s class, key vocabulary and suggested activities that support the curriculum for that term.
RE Curriculum Spring 2019
We ask our children to undertake certain tasks at home, because we believe that homework encourages many positive aspects in children’s learning, and, in particular, their attitude towards it. It also supports the essential need for partnership between home and school in the children’s education.
We seek to ensure progression by the introduction of homework early in Key Stage 1. By gradually developing the amount and content of the homework as the children progress through the school, they are adequately prepared for the expectations regarding homework in secondary school.
Year 1 homework grid Summer 2019
Year 2 homework grid Summer 2019
Year 3 homework grid Summer 2019
Year 4 homework grid Summer 2019
Year 5 homework grid Summer 2019
Year 6 homework grid Summer 2019
End of year age related expectations (June 2018):
End of Year 1
End of Year 2
End of Year 3
End of Year 4
End of Year 5
End of Year 6
Literacy Toolkit – a toolkit used in every class to help support children’s understanding of Literacy and Grammar:
Whole school Literacy Toolkit
Times Tables Challenge
Please read the letter below that explains the Times Tables Challenge for children in Year 2 – 6.
Times Tables Challenge – Letter to Parents
Children are given a practice booklet each but if another copy is needed, they are downloadable here:
Reading Challenge (Years 1,2,3,4 and 5)
Books and activities have been specifically selected for each year group with the ultimate purpose of the challenge being to develop a long lasting love of reading.
The challenges need to be completed in the correct order so that children can be moved along the whole class display towards their next award. Please note that any work completed will not be formally marked. When one of the challenges has been completed, parents must sign their initials in the white circle and send the booklet in. The class teacher will then mark where the child is on a whole class display which will then indicate when awards need to be given out.
We have planned for approximately one challenge a week so it is anticipated that it will last well into the academic year. It is not compulsory to complete a challenge a week but is a guideline. These challenges are intended to go hand in hand with any daily reading that is already done.
Children are given a Reading Challenge booklet each but if another copy is needed, they are downloadable here: