Our School Curriculum To prepare pupils for the opportunities, responsibilities and experiences of later life To share the very best of what has been.

Our School Curriculum

To prepare pupils for the opportunities, responsibilities and experiences of later life

To share the very best of what has been thought and said

To promote the development of pupils’ knowledge, understanding and skills

“Laying the Foundations for Life”

Our School Curriculum

Our school curriculum has been reviewed and revised over the last year.

A list of ingredients…

St. Luke's School

Curriculum

Core ValuesLove, Hope and

Thankfulness

Core Principles• Excellence & Enjoyment• Broad & Balanced• Assessment & Achievement• Productive & Purposeful• Clarity & Context

International Mindedness

Learning How to Learn

National Curriculum (incl.

EYFS)

Personal Qualities• Independent &

Collaborative• Numerate & Literate• Creative & a Problem Solver• Happy & Confident• Kind, Caring & well-

mannered• Able to persevere

“Laying the Foundations for Life”

Core ValuesLove, Hope and

Thankfulness

Further Develop understanding of Christian Values e.g. compassion,

aspiration, appreciation

Core Principles•Excellence & Enjoyment•Broad & Balanced•Assessment & Achievement•Productive & Purposeful•Clarity & Context

‘WoW’ moments since September!

The Flow of a Topic

• Entry Point• Knowledge Harvest• Follow own lines of enquiry• End product or performance

International Mindedness

Vital for our rural village school to have an international outlook

Independence, interconnected and Interdependent

Understanding and relating to different cultures and communities around the world

Class CountryR Great Britain1 Spain2 Canada3 New Zealand4 Germany5 Australia6 Rwanda

Adopted International Countries 2014/15

Learning How to Learn

• multiple intelligences• brain research• emotions in learning• memory and learning

styles

National Curriculum (incl. EYFS)

Early Years Foundation

(Year R)

Key Stage 1(Y1 - 2)

Key Stage 2(Y3 – 6)

The Early Learning Goals (in foundation stage)

• Communication and language • Physical development • Personal, social and emotional development • Literacy • Mathematics• Understanding the world • Expressive arts and design

National Curriculum (incl. EYFS)

National Curriculum (incl. EYFS)

  Key stage 1 Key stage 2Age 5 – 7 7 – 11

Year groups 1 – 2 3 – 6

 Core subjects

English

Mathematics

Science

 Foundation subjects

Art and design

Computing 

Design and technology

Languages (St. Luke’s have chosen to teach French)

Geography

History

Music

Physical education

National Curriculum (incl. EYFS)

• All classes are now working to the new National Curriculum.

• Y2 and Y6 will be levelled against the old curriculum. • Levels have been replaced by age related

expectations. • Pupils are expected to know, apply and understand

the matters, skills and processes specified in the programmes of study.

Year 2: Detail of content to be introduced (statutory requirement)

Sentence Subordination (using when, if, that, because) and co-ordination (using or, and, but)

Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Text Correct choice and consistent use of present tense and past tense throughout writing

Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

Punctuation Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

Terminology for pupils

noun, noun phrase

statement, question, exclamation, command,

compound, adjective, verb,suffix adverb tense (past, present) apostrophe, comma

Year 2 Grammar End of Year Expectations

Number – fractions (including decimals and percentages)

Statutory requirements

Pupils should be taught to:

compare and order fractions whose denominators are all multiples of the same number

identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

recognise mixed numbers and improper fractions and convert from one form to the

other and write mathematical statements > 1 as a mixed number [for example, 52 + 5

4

= 56 = 1 5

1 ]

add and subtract fractions with the same denominator and denominators that are multiples of the same number

multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

read and write decimal numbers as fractions [for example, 0.71 = 10071 ]

recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

round decimals with two decimal places to the nearest whole number and to one decimal place

read, write, order and compare numbers with up to three decimal places

solve problems involving number up to three decimal places

recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal

solve problems which require knowing percentage and decimal equivalents of 21 , 4

1 ,

51 , 5

2 , 54 and those fractions with a denominator of a multiple of 10 or 25.

St. Luke's School

Curriculum

• Look at parents’ information letter every half-term

• Read regularly with your child• Please respond to requests for help • Talk to your children about their work• A push this year on spellings and Core Maths skills

How can I help and get involved?