In this section
- Intent, Implementation and Impact Curriculum Statement
- Relationship and Sex Education
- PE Lessons, Learning Packs and Remote Learning Plan
- Assemblies and Virtual Prayer Bags
- Phonic Set 1 Sounds
- Phonics Set 2/3 Sounds
- Phonic Set 2 Sounds
- Foundation Stage
- Year 2
- Year 1
- Year 3
- Year 4
- Year 6
- Year 5
- Singing Spectacular 2019
At Sacred Heart Primary we regularly review our curriculum , based on the National Curriculum each year group has planned and developed a curriculum overview. Please see each Year Group section. We will continue to send curriculum letters home termly to enable parents to support their child with their learning.
At Sacred Heart Primary School we aim to educate the whole child and develop fully their God given potential. The curriculum is shaped to cater for the needs of the individual child so they receive a wide variety of experiences. We believe that our school provides the experience of a living, growing Christian environment for all members of our community. We are committed to the development of the whole child, maintaining a balance between physical, intellectual, social, spiritual and emotional growth.
Within the school, there are clear policies for the teaching of individual subjects as well as an overall curriculum policy.
Religious Education is based on the life of Jesus, Church Festivals, Celebrations and knowledge of other Faiths. The programme "Come and See" is in use in throughout the school. Religious Education is at the heart of our curriculum and our beliefs and practices influence all we do in school. In our lessons, we seek to develop the children's knowledge of God's revealed teachings, to deepen their understanding of our Church, to offer guidance on their way of life and to enable them to celebrate fully in their faith, through Liturgy and prayer.
Our aims and objectives for Religious Education are based on the "Come and See " Diocesan scheme and the two key documents for Catholic Education, Broad Areas of Attainment in RE and the RE Curriculum Directory for Catholic Schools.
The Curriculum Directory for Catholic Schools, advises us to promote the following:
- Knowledge and understanding of Catholic faith and life.
- Knowledge and understanding of the response of faith to the ultimate questions about human life, its origin and purpose.
- The skills required to engage in examination of and reflection upon religious belief and practice.
The school is part of the worshipping community of Sacred Heart Parish. The children have experience of a living liturgy in school through presenting class assemblies and taking part in a variety of celebrations both in school and in Church.
The Foundation Stage
We endeavour to make the start of a child's time at school happy, and the transition to Year One as smooth as possible. The Foundation Stage curriculum is designed to achieve the Early Learning Goals laid down by the government, throughout the Foundation Stage. We aim to provide each child with a cheerful, secure learning environment, in which he or she can play and learn effectively. Each child, whatever their needs or abilities, is encouraged to develop confidence, to become more independent and to develop good social skills through opportunities of spontaneous and planned structured play. As children mature and show readiness and ability, they have access to some more formal activities. The classrooms are organised to meet these needs, reflecting an appropriate balance of child and adult initiated activities. All children will follow the ‘Early Years Outcomes’ during their time in Foundation Stage. This will inform understanding of your child’s development through the early years in order to meet the ‘Early Learning Goals’ by the end of Foundation Stage. All children will have a completed Early Years Foundation Stage Profile at the end of their year in Foundation Stage. This summarises and describes your child’s attainment at the end of Foundation Stage and is organized into the following areas:
The prime areas of learning:
- communication and language
- physical development
- personal, social and emotional development
The specific areas of learning:
- understanding the world
- expressive arts and design
The Early Years Foundation Stage Profile also includes three characteristics of effective learning outlined below:
- playing and exploring
- active learning
- creating and thinking critically
The characteristics of effective learning describe factors which play a central role in a child’s learning and in becoming an effective learner. They are vital elements of support for the children’s transition process from Early Years Foundation Stage to Year 1.
In addition, regular R.E. sessions take place during the week.
The National Curriculum - Key Stages One and Two
The school follows the programmes of study for Key Stage 1 (5 to 7 years) and Key Stage 2 (7-11) as laid down by the National Curriculum. We aim that all pupils will receive a broad and balanced curriculum. The curriculum is under continual review and regular assessment takes place as part of our Assessment, Recording and Reporting procedures within school, beginning with the Foundation Stage Profile during the first half term of entry into the school and ending with SATs at the end of year 2 and 6.
Health and Sex Education are an integral part of the Religious Education, PSHE and Citizenship, and Science curriculum within school. We aim to provide an understanding that positive, caring environments are essential for the development of a good self image and that individuals are in charge of, and responsible for, their own bodies. Within the teachings of the Catholic Church, we provide knowledge about the processes of reproduction, the changes that take place in their bodies and the nature of sexuality and relationships. We encourage the acquisition of skills and attitudes which enable pupils to manage their relationships in a Christian manner.
Key Stages One and Two
The National Curriculum for Key Stage One (children in Years 1 and 2), stipulates a broad and balanced programme of learning activities to be delivered in the 'core' and 'foundation' subjects.
- Religious Education
- Design and Technology
- Physical Education
- Art and Design
- Foreign Languages ( French) in KS2
Through the assessing, recording, reporting and monitoring of each child’s individual need we aim to help every pupil to progress at his/her individual pace, including the most able and those with specific learning difficulties.
Sacred Heart Primary regularly reviews the school curriculum taking into consideration that we:
- Meet all the requirements of the new curriculum.
- Maintain a creative approach to curriculum organisation.
- Continue to develop creative teaching strategies which encourage children to lead their learning.
- Ensure high quality outcomes for all pupils.
- Maintain the balance between standards and creativity.
- Address current school plan priorities; including the development of a framework of assessment in 2014/15.
The National Curriculum in England 2014.
The National Curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
The National Curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the National Curriculum specifications. The National Curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.
Pupils of compulsory school age in community must follow the National Curriculum. It is organised on the basis of four key stages and twelve subjects, classified in legal terms as ‘core’ and ‘other foundations’ subjects.
Schools are free to choose how they organise their school day, as long as the content of the National Curriculum Programmes of Study is taught to all pupils.
3.6 All schools are also required to teach Religious Education at all key stages. Secondary schools must provide sex and relationship education.
Sacred Heart Primary School Curriculum
Please see each Year Group section for more detail on areas covered in each year group.
Fundamental British Values Statement
At Sacred Heart Primary School we have always ensured that through our school vision, values, rules, curriculum and teaching we promote tolerance and respect for all cultures, faiths and lifestyles. We have a duty to prepare our children for life in modern Britain and to keep them safe.
- We are a Catholic School. Our school mission statement is ‘Jesus at the Heart of All That We Do’. Through this, our school ethos encompasses and upholds our commitment to both British and Gospel values.
- We recognise that every pupil is unique and created in the image of God. Our curriculum is designed to enable every pupil (regardless of their faith, culture or race) to develop skills for life.
- We promote tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through our words, actions and influence within the school and more widely in the community, to prepare our children positively for life in modern Britain.
As a school we have always valued the diverse ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate these. We have found this approach to be enriching for all parties as it teaches understanding, tolerance and respect for the differences in our school and local community and the wider world. Underpinning all this, are a range of curriculum topics which have strong links to British History.
The government has set out its definition of British Values as:
- the rule of law
- individual liberty
- mutual respect and tolerance of different faiths
Sacred Heart and British Values
As a Catholic School we actively promote values, virtues and ethics that shape our pupils' character and moral perspective, through the teachings of the Church. Our staff model to our pupils the values of the Catholic Church and Great Britain through their own behaviour and teach the values implicitly through every aspect of the curriculum, ensuring equality and excellence for all pupils. Through lessons and daily collective worship the school teaches and upholds traditional the Gospel Values of honesty, kindness, empathy, respect and tolerance.
The children learn about the World wars and celebrate these with respect and reverence during our Remembrance Day commemorations. Our school choir performed during the Luton VE Celebrations and Armed Forces Day Service outside Luton Town Hall.
The children and staff at Sacred Heart Primary support many local and world wide charities and our School Council respond to emergencies such as the recent CAFOD Nepal Appeal. The children plan and run events to raise money to help those in need both in Britain and abroad. The children at Sacred Heart Primary are encouraged to develop a strong sense of moral purpose.
Through our school ethos, we aim to ensure that our pupils:
- Are aware of what it means to be a good citizen prepared for life in 21st Century Multi Cultural Britain.
- Understand their responsibilities as citizens of a democratic society
- Have an awareness of British values and traditions.
- Maintain an awareness and respect for the culturally diverse society in which they live.
The Governing Body of our school also ensures that these values are reflected and implemented effectively in school policy and practice and that there are effective risk assessments in place to safeguard and promote students’ welfare.
Through our implicit and explicit curriculum, (particularly through; our behaviour policy, anti-bullying policy, collective worship, circle time and through the subjects of PSHE, RE, History, Geography. Modern Foreign Languages, and Literacy), we teach our pupils about democracy, personal and civic responsibility, rules and laws, the monarchy, equality, values and virtues, environmental awareness and respectful understanding of other faiths and ethnic cultures.
At Sacred Heart, we actively model and promote democracy within our school, and this is achieved in a variety of ways, to ensure that our pupils are equipped to fulfil their responsibilities as citizens of a democracy and develop an application to value how lucky they are living in a democratic society.
To promote the British Value of democracy we enable pupils to:
- Elect class representatives for the school council.
- Have the opportunity to voice opinions to help shape our schools heard in class, through our School Council Meetings, Anti Bullying Meetings, Pupil Voice groups and pupil questionnaires.
- Develop listening and responding skills through debates which also promotes critical thinking, independent research and teamwork e.g the Big Question activities in Literacy and Language.
- Experience a broad knowledge of and promoting respect for public institutions and services e.g. visits to/from Police and Fire Service.
- Understand how they can influence decision making through the democratic process e.g. School Council, questionnaires and suggestion boxes.
- Become involved in decision making processes and ensuring they are listened to in school e.g. school council, ABC, open door policy for head, deputy and assistant head, consultation groups, liaison between staff and pupils.
- Be aware of how public services operate and help society.
- Have knowledge of inspirational figures.
The Rule of Law
At Sacred Heart, we actively model and promote the rule of law within our school, and this is achieved in a variety of ways, to ensure that our pupils comprehend why rules and laws are necessary in their classes and in our school and across society as a whole.
The importance of Laws, whether they be those that govern the class, the school, or the country,are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Pupils are taught the value and reasons behind laws,that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; Ambulance etc. are regular parts of our calendar and help reinforce this message.
The concept of the Rule of Law is also reinforced through teaching activities in our curriculum. Children are taught to accept responsibility for their behaviour and understand that all unwanted behaviour has consequences attached. The school work hard to support all pupils to make positive behaviour choices that follow the rules for life, which we should all live by. All children are directly involved in writing their own class rules agreeing our school rules and the sanctions that could be applied if rules were broken. This enabled them to understand why rules are made and how rules help to keep the peace.
To promote the British Value of the rule of law, we enable pupils to:
- Have a clear understanding of the expectations we place upon them within our school rules through our consistent behaviour and anti-bullying policy.
- Children are actively involved in writing their own class rules, agreeing our school rules and sanctions that could be applied if rules are broken.
- Learn the value and reasons behind these laws: that they govern and protect them, the responsibilities that this involves and the consequences when laws are broken.
- Helping children to understand that living under the rule of law protects individuals.
- Contribute to the well-being of those in the locality and beyond, through many events such as supporting charities.
- Remember the expectations made upon them during when dealing with behaviour and through school assemblies.
- Look at how the Ten Commandments are linked with British values and form the basis for laws in Great Britain.
- Distinguish right from wrong e.g. by using the example of Christ when dealing with behaviour that is not acceptable.
- Gain a respect for the law and the basis on which it is made e.g. through visitors such as police into school.
- Take responsibility for their actions by following the school behaviour policy that is linked to restorative justice e.g. that is based in the Christian value of forgiveness.
At Sacred Heart, we actively model and promote the individual liberty, by providing the opportunities for pupils to become positive and emotionally resilient with the knowledge and confidence to stand by their own convictions, whilst also respecting others. Through our provision of a safe learning environment, which enables us to educate and provide boundaries for young pupils to make choices safely. Our pupils encouraged understand and exercise their rights and personal freedoms and learn how they can do so safely, during E-Safety and Circle Time sessions.
To promote the British Value of individual liberty, we enable pupils to:
- Make choices, knowing that they are in a safe and supportive environment where adults are always ready to listen to them.
- Develop their self knowledge, self esteem and self confidence e.g. through our Catholic ethos and our way of treating people. Our Anti Bullying Ambassadors are evidence of our children's own passion for helping others.
- Acknowledge the needs of all of the children, by providing equality of opportunity and by knowing and understanding the needs of all of the children.
- Take responsibility for their behaviour as well as knowing their rights e.g. through linking rights with responsibilities, by having a fair and consistent behaviour management policy.
- Challenge stereotypes e.g. visitors into school, disability awareness, anti-bullying activities that are ongoing all year – not just in anti-bullying week – see action plan.
- Implement a strong anti-bullying culture.
Tolerance of those of Different Faiths and Belief
We at Sacred Heart, are a multicultural school, united by our Catholic faith. We actively model and promote the Tolerance of those of Different Faiths and Belief by providing the opportunities to learn about other cultures, we also appreciate British traditions and customs, through themed assembly. Assemblies and discussions involving prejudices and prejudice-based bullying have been further developed by supported learning in Geography, RE and PSHE and promotes global citizenship.
Members of different faiths or religions are encouraged to share their knowledge and experiences to enhance learning within classes and the school. Through our PSHE Week we celebrate the cultural diversity of our school community and through our RE curriculum regular weeks are set aside to study other faiths in all year groups.Sacred Heart Primary works with the Luton Council of Faith and participates in the Luton Faith Walk.
We value the diverse ethnic backgrounds of all pupils and families and undertake a variety of events and lessons to celebrate these.
To promote the British Value of Tolerance of those of Different Faiths and Belief, we enable pupils to:
- Develop a respect for individual differences e.g. through assemblies and masses, the RE curriculum, diversity of cultures represented in the school through our Catholic ethos.
- Acquire an understanding of and respect for their own and other cultures and ways of life e.g. through Geography, International Links, Religious Education and Multicultural awareness e.g MfL week.
- Visit important religious sites and places of worship Churches, Cathedrals (St.Alban’s) and the local mosque.
- Discuss and celebrate the differences between people such as differences of faith, ethnicity, disability, gender and different family situations.
- Develop the skills of tolerance and respect for those who are different from themselves.
In Sacred Heart Primary School we believe that each child is unique. We strive to develop and
celebrate their human potential given by God and enhance their individual talents in all that we do.
We believe that assessment is at the heart of teaching and learning and provides information about an
individual’s specific strengths, difficulties and achievements, and review their progress.
The process of assessment, recording and reporting should be honest, ambitious and appropriate and should rely on the informed professional judgement of teachers. We recognise that assessment is inclusive of all abilities, set high expectations for learners in context against nationally standardised criteria and expected standards. All children will be encouraged to realise their potential and assessment of their achievements will be fair, supportive and motivating.
Senior Leaders are responsible for monitoring and tracking school assessment and pupil progress across the school and provide half termly feedback to the Head teacher and Governing Body. All staff are accountable through Appraisal for the tracking and monitoring of pupil progress and are regularly trained in our approach to assessment.
Method of Assessment
The purpose of assessment, recording and reporting is to involve teachers, parents and pupils in raising achievement and ensuring progression and continuity in teaching and learning throughout the school. Through the process of assessment, recording and reporting we aim to:
- Assess pupils against assessment criteria against the National Curriculum and our own local design. These should be short, discrete, qualitative and concrete descriptions about what a pupil should know and be able to do at the end of each academic year.
- The achievement of each pupil in core subjects is assessed against all the relevant criteria half termly. Pupils are assessed as either ‘emerging’, ‘expected’ or ‘exceeding’ each relevant criterion containedin national expectations for their year group.
- Assessment judgements are recorded and backed by a body of evidence created using observations, records of work and testing.
- Moderation activities by colleagues in school and with partnership schools ensure assessments are fair, reliable and valid in line with national expectations.
Use of Assessment:
- We celebrate all achievement across a broad and balanced curriculum, including sport, art and performance, behaviour and social and emotional development.
- Teachers use data to plan the learning for all pupils to ensure they meet or exceed expectations.
- Senior leaders analyse data half termly to ensure all pupils are making sufficient progress and where identified relevant support or challenge is provided through intervention and school provision mapping.
- All information from assessment is communicated to parents and pupils through a structured conversation at parent consultation meetings and an annual school report. Parents and pupils receive reports of achievement and highlight next steps for learning.
Learning Logs were introduced in January 2007 and have had a major impact on our drive to develop a more independent learner. Each week learning objective(s) are placed in the Learning Log, the children then take the lead role in sharing and developing their knowledge and understanding and displaying this in a range of styles. They can do this through writing, drawing, diagrams, photographs, or any way they see fit. Children have the freedom to be as creative as they like. The Learning Log aids teacher assessment in that it provides a snapshot of what the children have or have not understood.
All pupils in Year 1 to Year 6 have a Learning in Depth Project, children meet half termly with the lead teacher for their group. Homework tasks for LID are set half termly and parents are encouraged to support their children with this project. Many of our parents take their children to museums, events or exhibitions connected to theirproject. As with Learning Logs the children have the freedom to be as creative as they like.
We encourage parents to become actively involved in the tasks or activities set. Parents entrust us with the welfare and growth of their children and with their support we aim to help them achieve their full potential
At Sacred Heart Primary School we recognise that the time and resources available limit the educational experience any school by itself can provide; children benefit greatly therefore from the mutual support of parents and teachers in encouraging them to learn both at home and at school. We believe homework should;
- help to develop an effective partnership between home and school and establish a positive and successful dialogue between teachers and parents
- enable children to grow in confidence and develop as independent learners
- play a positive and significant role in the raising of a child’s level of attainment
We also acknowledge the important role of play and free time in a child’s growth and development. Homework is important but it needs to be managed and should not prevent children from taking part in the wide range of out of school clubs and organisations that play an important part in the lives of many children.
Amount of homework
We increase the amount of homework that we give the children as they move through the school We expect Year 1 and 2 children (Key Stage 1) to spend approximately one hour per week on spellings and written homework and we encourage parents to hear their children read a wide range of texts every night. Children in Years 3 and 4 (Key Stage 2) should do about 20 minutes sustained work each evening, while Years 5 and 6 (Key Stage 2) may receive up to 30 minutes sustained work each evening. During the spring term there may be an increase in the amount of homework and subsequent time spent on homework, for the Year 2 and Year 6 children who are preparing for their end of key stage tests and assessments (SATs).
All children should read every night at home. Parents are encouraged to listen to their child read, talk with them, read to them, watch and discuss suitable television programmes and visit places of interest.
Pupils with special educational needs
At Sacred Heart Primary School we set homework for all children as a normal part of school life. We aim to ensure that all tasks set are appropriate to the needs and ability of the individual child. If a child has special needs we endeavour to adapt or modify any task set so that all children can contribute in a positive way. When setting homework for pupils who are named on the Special Needs Register we refer to the Individual Education Plans (IEPs) to ensure the tasks and activities set are appropriate.
The role of parents
Parents have a vital role to play in their child’s education and homework is an important part of this process. Homework should not be something that causes pressure on children neither should it be something that is not taken seriously. We have expectations at school and would hope that the children complete their homework on time, work carefully and take a pride in what they do. Class teachers inform parents at the beginning of each term about the arrangements for the setting of homework. We ask parents to;
- encourage their child to complete the homework tasks that are set
- support their child as they feel necessary and provide them with the sort of environment that enables the child to achieve their best
- provide a good working space at home and discuss the work that their child is doing
- check the home record book at least once a week and sign as necessary
- contact, in the first instance the class teacher should there be any concerns about the homework that has been set
To find out more about our curriculum please email email@example.com for the attention of the headteacher. Please give a brief outline of the information you require so that your questions can be directed to the most appropriate member of staff.