Curriculum

Implementation:

Language acquisition and expansion:

Taking into account the starting points of every pupil, our curriculum is planned so that we provide a language rich environment in which all pupils develop their communication skills. Starting with learning how to speak in sentences as they join the nursery, through the Early Years department where stories and poems develop vocabulary and knowledge of culture; through to the acquisition of reading and writing skills, our curriculum is planned to offer pupils exciting learning opportunities through which they explore and explain using vocabulary from across a range of subjects.

Enquiry in Action:

Questioning forms the basis of all curriculum planning. Pupils are encouraged to ask who? what? why? when? in relation to their learning across the whole curriculum. Practical learning opportunities are provided across the school through which exploration takes place as pupils learn the knowledge and skills required to understand the world around us. As pupils develop an understanding of who they are and their potential to make an impact on the future, they are encouraged to solve problems and to communicate their ideas through a range of media.

Global perspective:

Pupils are given an understanding of where they fit in the world, the impact that they have on the environment and their potential to make a difference in the future. Through our theme based approach to the curriculum pupils consider our world through: UNICEFs Global Goals; the aims of Fair Trade; an international perspective to the area of study. As we learn and appreciate the differences and similarities between societies a shared understanding of our future is developed.

What does your child learn at school each day? Find information about our curriculum subjects here.

The Early Years Foundation Stage (EYFS) Framework, sets out the standards for development, learning and care of children from birth to five. It is important that all children are given the opportunity to experience the best possible start to their education. We need to ensure that our children enter school having established solid foundations on which they can build. Children will start in our Nursery Class having had a range of different experiences. Within the Nursery Class and Reception Year, learning experiences of the highest quality are planned, considering children’s needs and achievements and the range of learning experiences that will help them make progress. Play is one of the main ways in which our children learn. It helps to build their self-confidence and independence, enables them to feel good about themselves and develop their social skills and imagination. It also teachers them self-expression. Our Early Years environment provide activities and resources to help engage, encourage and develop our children’s learning in many different ways. It is important that learning is fun at this stage and children explore and experiment with different ways of doing things. Through play, our staff observe children and carefully intervene where appropriate, to build on and develop the characteristics of effective learning. Through positive relationships, a rich environment, and thoughtful interactions, our children are encouraged and supported to take risks, explore new experiences and be active learners who persevere, concentrate and are proud of their goals.

The EYFS sets out the following seven areas of learning to be used for planning learning and development opportunities; all areas are important and inter-connected. They fall into two groups; The Prime and the Specific areas for learning.

The Prime Areas

These are recognised as essential areas for your child’s healthy development. They form an essential foundation for children’s future learning ability and are a key focus for Early Years learning.

• Communication and language,

• Physical development

• Personal, social and emotional development.

The Specific Areas

As children consolidate skills in the Prime areas, they are able help to develop knowledge and skills in these four specific areas.

• Literacy

• Mathematics

• Understanding the world

• Expressive arts and design.

  • Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
  • Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
  • Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
  • Literacy Development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
  • Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
  • Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
  • Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of different ways.

Year Curriculum Map 20232024

Phonics at St James’

The school uses Essential Letters and Sounds programme. This is taught in EYFS and Key Stage 1 to help our children to develop their reading skills. Essential Letters and Sounds, aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of three, with the aim of them becoming fluent readers by age seven. Information on this can be found on the website https://essentiallettersandsounds.org/parents. On EYFS and Key Stage 1 Class pages you can also watch videos of the sounds being taught and the correct pronunciation.

How is ELS taught in schools?

With ELS, there is a daily phonics lesson where the teacher teaches a new sound, or reviews sounds learned earlier in the week. This is shown to the class on the whiteboard.

Children learn the letters that represent the sounds. They are then asked to read words and sentences with the new sounds in. Children will also practise writing the letters that represent the sounds.

What order are the sounds taught in?

New sounds are taught each day, with some review days and weeks to help children practise what they’ve learned. Click below to reveal the sounds your child will learn in ELS.

Phase 2 Sounds

https://fdslive.oup.com/www.oup.com/oxed/children/Grapheme-Sheet-Phase-2.pdf

Phase 2 Sounds

Phase 3 Sounds

Phase 3 Sounds

Phase 5 Sounds

Phase 5 Sounds

How should the sounds be pronounced?

Children learn to read letters or groups of letters by saying the sounds they represent. Pronounce the sounds as you would say them within a word. Make sure you don’t add ‘uh’ onto the end, so for ‘m’ say ‘mm’ not ‘muh’ and for ‘l’ say ‘ull’ not ‘luh’. The below video gives you all 44 sounds in English.

How to pronounce the sounds guide

Reading

The best readers read regularly and read a wide range of different texts. We encourage you to develop your child’s reading by exposing them to reading in lots of different contexts, be this through newspapers, comics, reading menus and signposts, reading online, looking at fiction and non-fiction books and of course regular visits to the library.

Reading has a very high priority at St James’ and we encourage pupils to read as much as possible at home. We aim to develop children’s love of reading through organising units of lessons around motivating books and texts. We use a text-based, whole-class teaching approach providing opportunities for learning and reinforcing:

  • word reading – as children encounter unfamiliar words
  • grammar and punctuation – through seeing them in context and considering how they are employed for effect
  • comprehension – through listening to, reading, and discussing challenging texts
  • vocabulary and spelling – by encountering new language
  • spoken language through participating in discussions about books, learning from both specific language modelled by the teacher and also that of their peers

When pupils are first learning to read, they take home a book matched to the phonics they are learning in class, which has a controlled vocabulary, with the aim of encouraging reading fluency. In addition to this, pupils may also take home other books that they wish from the class or school library.

In older year groups, children are encouraged to read books matched to their ability. Reading a book that is too difficult can be demoralising for a child, however, you can always read more challenging books together.

Children receive Dojo rewards for reading regularly at home.

In school, we promote reading for pleasure by having a class reading book that is read at a regular timeslot each day. This book is read by the class teacher and is purely for enjoyment. The children may sometimes get a choice, at the teacher’s discretion, of which book will be read next.

Speaking and Listening

Speaking and Listening is central to learning. Children are given opportunities to talk for a range of purposes to different audiences and are encouraged to listen attentively and respond appropriately to a range of speakers.

Writing

Pupils are taught to write for a variety of purposes for various audiences in different forms e.g. diaries, letters, stories, lists etc. We use ‘Talk for Writing’ across the school which is an engaging teaching framework based on the principles of how children learn. It enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. This renowned teaching method encourages pupils to learn texts off by heart before trying to write independently.

Handwriting and Spelling

In Handwriting children are enabled to develop a fluent and legible style of printed and joined up handwriting. We teach a cursive style which starts with pre-cursive in the earliest stage. When your child first comes to school, they will learn to form every letter with an entry and exit stroke.

This is a solid foundation for teaching joined handwriting later on. Children are taught that every letter starts on the line. Next, we begin to teach digraphs and trigraphs as joined letters. The first being:

Constant repetition is the key, emphasising the correct entry and exit strokes every time. It is essential that your child gets into good habits early on and this includes having the correct pencil grip.

One of the advantages of the cursive style is that you can quickly identify when a child is forming letters incorrectly. For example, trying to start a    at the line and moving clockwise, rather than starting with the entry stroke and then moving anticlockwise from the top of the letter to the bottom.

Spelling is taught using spelling shed. A renowned spelling programme it is the most up-to-date scheme available based on cutting edge research into the teaching of spelling.

Based on phonics, morphology and etymology, it includes main teaching inputs, which can then be followed up with additional activities that can be carried out immediately after the input during an extended session or revisited throughout the week in order to consolidate the learning further. There are online games that the children can use to practice their spelling, and you should get a username and password for your child to be able to do this. A weekly spelling test is held to ensure the children are learning their spellings.

Intent for Mathematics:

At St. James Primary and Nursery School, we view Mathematics as an interconnected subject in which pupils need to be able to move fluently between different representations of mathematical ideas across a range of concepts. These mathematical concepts are organised into distinct domains, whereby pupils make solid connections across mathematical ideas to develop fluency, reasoning and competence in solving increasingly sophisticated and challenging problems. Pupils apply their mathematical knowledge to Science and other subjects where appropriate.

At St. James’, we foster and develop positive, independent attitudes towards mathematics. As part of lessons, pupils develop key skills; concrete, pictorial and abstract representations through our ‘Power Maths Mastery Scheme’; an accessible, whole-school approach method to all pupils at their own individual levels across all concepts. We believe children can achieve in mathematics and therefore teach for secure and deep understanding of mathematical concepts through a progressive approach.

Implementation for Mathematics:

The National Curriculum is written with three core aims: Fluency, Reasoning and Problem Solving. The joy of Mathematics lies in the ability to appreciate pattern and order in the subject and hence the universe; to solve puzzles that stimulate the brain and make us aware of the evolving nature of Mathematics and its applications. Here at St James C of E, we encourage an enthusiasm for Mathematics as a lively and exciting subject.

We achieve this by encouragement, by stimulation and by a practical approach. We endeavour to present tasks that will challenge the pupils to think and this practice will then equip them well in life. The basis for the programme of study is the National Mathematics Curriculum (2014). The emphasis is placed on a thorough grounding of basic concepts, whilst developing investigative minds capable of problem solving. Children need to develop a mastery of mathematics rather than achieving the next objective year on year.

The curriculum is written so that children can strengthen deeper understanding and apply knowledge into different contexts within the field of mathematics. Although it is necessary to learn and repeatedly apply basic procedures, the importance of understanding along the way is considered vital for the progression and development of mathematical knowledge. We build on each topic through our Power Maths scheme, increasing fluency and competency layer by layer, allowing each pupil to progress comfortably.

AIMS

1. To encourage mathematics to be seen as a form of communication that enables children to develop understanding to describe, illustrate, interpret, predict, explain and convey meaning. 2. To encourage the effective use of mathematics as a tool in a wide range of activities, including other areas of learning, within school and everyday life.

3. To enable children to see mathematics as a process in which they can develop their own approach to mathematical tasks and investigations.

4. To apply mathematical skills with confidence and understanding, when problem solving.

OBJECTIVES

1. Use and apply number through problem solving, communicating and reasoning.

2. Use numbers and the number system through counting; investigating number patterns and sequences; reading, writing and ordering numbers, and using fractions, percentages, decimals and ratios.

3. Understand and apply the number operations and the relationships between them through mental, written and (eventually) calculator methods.

4. Solve numerical problems in ‘real life’ contexts, such as money and measurement.

5. Measure with an appropriate degree of accuracy (including time), read scales and dials, recognising the need for standard units of measurement, and estimation.

6. Visualise, describe, make and draw 2-D and 3-D shapes. Understand their properties and use related vocabulary.

7. Understand the properties of position and movement.

8. Use and apply handling data skills through problem solving, organising information and reasoning.

9. Process, represent and interpret data, and develop and understanding of probability.

Strategies for Implementation:

A variety of approaches are used in the school alongside the inclusive mastery approach of Power Maths, and these include:

teaching an appropriate vocabulary and sharing objectives with pupils in every lesson providing opportunities for pupils to work individually, in small groups and whole class work there are Working Maths walls in all classes

daily number work/times table speedy recall work

ICT – using specific maths-based programs in school and on the internet and at home encouraging pupils to select and modify ideas and work

success criteria displayed for children to use during lessons and to assist with self and peer assessment

providing opportunities for pupils to evaluate their own work and that of others

using specialists within and outside school to promote learning

using cross-curricular links, where appropriate.

“In Year 1, we are learning different ways of doing things,” (Thomas, Y2).

“In Maths, we have challenges that make you think with your brain!” (Alex, Y3).

“I like Maths because I have really been trying and I am now getting the hang of it. I can use Numicon,” (Evelyn, Y2).

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Mathletics

Times Table Rockstars

At St James’ Primary and Nursery our vision is to give children a Science curriculum which enables them to explore and discover the world around them, confidently, so that they have a deeper understanding of the world we live in. To achieve this it involves exciting, practical hands on experiences that encourage curiosity and questioning.

Our aim is that these stimulating and challenging experiences help children secure and extend their scientific knowledge and vocabulary. We believe that these opportunities will ensure that our children are confident, life-long leaRners who will explore the world around them.

Science represents a body of knowledge which is built up through experimental testing of idea and which is organised in a way that makes it easy to use. It is also a methodology, a practical way of finding reliable answers to questions.

Aims:

Our aims in teaching Science are that all children will:

  • retain and develop their natural sense of curiosity about the world around them
  • find science enjoyable and exciting
  • develop a set of attitudes which will promote scientific ways of thinking, including perseverance, objectivity and a recognition of the importance of teamwork
  • come to understand the nature of ‘scientific method’ involving: careful observation, the making and testing of predictions, the design of fair and controlled experiments, the drawing of meaningful conclusions through critical reasoning and the evaluation of evidence
  • become effective communicators of scientific ideas, facts and data
  • begin to build up a body of scientific knowledge and understanding which will serve as a foundation for future enquiry
  • Science Vocabulary Years 1 – 6

Please view our vocabulary lists for science topics

Topic Specific Science Vocabulary

Explosive science experiments!

Conductors and Insulators

Science at Home

Science Home learning lessons
From Year 1 to Year 6. Lessons with PowerPoints and activities

Science for One
Experiments at home with easy accessible equipment

Science Experiments
A variety of science experiments for daily or weekly remote learning

Exploring Space 

What is a year?
How long is a year on Earth?
How long is a year on Neptune?
Why are they so different?

Life Cycles

In Year 5 we are describing the reproduction of plants through pollination. We dissected flowering plants to look for the female parts (carpel: stigma and style, ovary and ovules) and male parts (stamen: carpel and filament).

State of Matter

We learned about the term ‘viscosity’ and predicted which liquids would prove to be more viscous. The children designed and carried out liquid races to see if their predictions were correct!

We looked at melting points and made some delicious treats using chocolate! We found that chocolate melted at 32ºC, which was very different to our ice experiment. We like this kind of experimentation!

Ice block towers!

We had a competition to see who could make the tallest tower from ice cubes. Pupils were given the freedom to choose from a selection of ingredients to see if they helped or caused extra problems! Pupils were given the option of using gloves – many turned this down as they thought it would ‘warm up’ the ice cubes! We discovered that this was a misconception!

By using salt, we found that cubes would fuse together. We researched why this happens and thought about practical applications for salt in cold weather.

 Intent

Our aim is to provide high-quality RE that will support pupils’ religious literacy. In the context of the syllabus we use, being religiously literate means that pupils will have ability to hold balanced and well-informed conversations about religion and worldviews.

Pupils will be able to make sense of religion and worldviews around them and begin to understand the complex world in which they live.

RE is primarily about enabling pupils to become free thinking, critical participants of public discourse, who can make academically informed judgements about important matters of religion and belief which shape the global landscape.

The aims of religious education are to enable pupils to:

· know about and understand Christianity as a diverse global living faith through the exploration of core beliefs.

· gain knowledge and understanding of a range of religions and worldview appreciating diversity, continuity and change within the religions and worldviews being studied.

· engage with challenging questions of meaning and purpose raised by human existence and experience.

· recognise the concept of religion and its continuing influence on Britain’s cultural heritage and in the lives of individuals and societies in different times, cultures and places.

· explore their own religious, spiritual and philosophical ways living, believing and thinking.

Implementation

How do we achieve this?

At St James’ Primary and Nursery, we plan and deliver our RE lessons around the Norfolk Agreed Syllabus 2019 with an RE curriculum based on a multi-disciplinary approach. RE is rooted in three key areas: theology, philosophy and the human / social sciences.

Theology is thinking through believing. It is about asking questions that believers would as. It requires pupils to think like theologians, or to look at concepts through a theological lens. Pupils will explore questions and answers that arise from inside religions and world views.

Philosophy is thinking through thinking. It is about asking questions that thinkers would ask. It requires pupils to think like philosophers, or to look at concepts through a philosophical lens. Pupils will explore questions and answers raised through considering the nature of knowledge, existence and morality.

Human / Social Sciences is thinking through living. It is about asking questions that people who study lived reality or phenomena would ask. It requires pupils to think like human and social scientists, or to look at concepts through a human / social lens. Pupils will explore questions and answers raised in relation to the impact of religions and worldviews on people and their lives.

Our pupils deepen their RE understanding in a variety of ways. They visit religious places as well as enjoying visits at school, engage in personal reflection and response and discuss religious and philosophical questions as a class. By the time they leave St James’ Primary School pupils have learned to be respectful, tolerant and to embrace diversity.

Through their RE lessons, they have gained an understanding of different religions and beliefs and why they exist, as well as considering their own values and views and their own place in the world.

RE Curriculum Progression

Curriculum Design in Religious Education

Inside our school

In the beginning…Genesis 1

Throughout all our year groups we focused on the Creation story. Each year group worked hard to create a display to portray their learning and understanding of the Creation story and how this impacts the beliefs of Christians.

Diwali Celebrations 2022

We had a fabulous Diwali celebration day:

*We dressed up in our best clothes;

*We took part in Mendhi Patterns and learning more about these;

*We enjoyed some Indian snacks;

We enjoyed a delicious Indian dinner;

*We took part in Indian dancing;

*We created some Diyas

*We learnt about what Diwali means and why it is celebrated too

What great memories to help us to understand our diverse world and religions.

Learning in the class

Hinduism

Year 3 is studying Hinduism and created their own shrines “puja”, identifying what types of elements would be needed to do so.

Our learning

Sikhism

Year 6 looked closely at the 3 main beliefs of Sikhism and created their own image of these values being displayed.

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Geography is a valued part of the curriculum. It provides us with the means to explore, appreciate and better understand the world we live in and how it has evolved. Geography explores the relationship between the Earth and its people through the study of place, space and environment. In geography pupils will learn the skills of understanding a locality and how and where people fit into its overall structure. Geography encourages children to learn through experience, especially practical and fieldwork activities.

Intent for Geography

At St James Primary School, we use The International Primary Curriculum for pupils ‘to gain greater knowledge of the wider world’. We want pupils to explore and develop their life experiences outside of where they live, to learn about other cultures so that they gain a greater understanding to prepare them for life in modern Britain. Our geography curriculum encourages research and fieldwork, allowing our pupils to become inquisitive skilled investigators and learners. We want to inspire in pupils a curiosity and fascination about the world and its people which will remain with them for the rest of their lives.

Our intent is that our teaching of Geography will help pupils become more aware of the area they live in. Through having a global balance in terms of locations studies, pupils will gain knowledge and understanding of diverse places, people, resources in 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 resources, and of the formation and use of landscapes and environments.  Through their learning, we want pupils to understand the importance of respect for their environment. We believe that Geography helps to provoke and provide answers to questions about the natural and human world around them.

Implementation

Geography is predominantly taught in the Spring term across the school, however, it is integrated throughout other subject areas to ensure continuation of progression.

Our ‘Progression of knowledge and skills in Geography’ documents outline what pupils will be taught in each year group.

The key skills that pupils will be taught are:

  • locational knowledge
  • place knowledge
  • human and physical geography
  • geographical skills and fieldwork

Within lessons pupils are encouraged to ask questions and answer them through exploration and research. Teachers model relevant key vocabulary and encourage pupils to use it. This vocabulary is also on each class page of the website so children and carers can access it and support from home. Opportunities are taken to develop independent research and study skills through the use of books, computing and technologies.  Appropriate resources will be available to ensure that pupils have access to secondary resources through our School Library and topic box library loans.

We aim to exploit opportunities for cross-curricular work so that learning is placed within a firm context and opportunities are created to embed reading, writing and communication and, where appropriate, mathematics across the curriculum. 

Experiences are enriched as pupils take part in local studies, involving investigations and fieldwork, beginning with the school grounds and the local area as they begin to understand and appreciate the world around them. Our vast field and wildlife area encourage outdoor learning opportunities. Within school, we are developing our school grounds with the help of the Essex Wildlife Trust, and hope to create a pond and ‘bog’ area so we can encourage a whole range of wildlife including frogs, newts, insects and plants as well as providing water for our other nature visitors such as the muntjac deer and foxes. Also, we will be planting wildlife pollinator plants throughout our grounds to encourage Bees.

Additionally, we work hard to encourage an understanding of sustainability through our assembly programme, Courageous Advocates and Eco-Warriors Club, alongside teaching the key messages through our curriculum.

Who am I?

To start our year, we took two weeks to study ourselves; where we come from, what our flags look like, what food we like to eat, how many different languages spoken. Here are a selection of our displays showing what we discovered about ourselves.

In History, we aim to develop an enthusiasm for learning and skills progression in both Historical and Chronological understanding of the world around us.

History is about events that have taken place in the past, whether it is 100 years ago or last week.

It is about the diversity of human experience, and pupils will be able to understand more about themselves as individuals and members of society through learning this subject. What they learn can influence their decisions about personal choices, attitudes and values. Skills developed through historical inquiry have a wide application to everyday life and historical awareness promotes responsible citizenship.

Personal, Social, Health and Economic (PSHE) lessons at St. James’ are an important element of our curriculum and our overall aim is to give pupils the skills to thrive as individuals, family members and members of society. From making responsible decisions about budgeting to learning about peer pressure, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.  It is not enough to simply teach pupils about the issues covered but it is vital that pupils have opportunity to explore their attitudes, values and beliefs and develop the skills, language and strategies necessary to manage such issues should they encounter them.  Our Programme of Study has been designed to enable pupils to thrive in a time of rapid change. Each pupil has two lessons a week of PSHE, we follow the PATHS Scheme of work, ensuring that the ‘language of emotion’ is taught throughout the school.

PATHS Curriculum

PATHS Information Video

Relationships and Sex Education is taught through PSHE and Science lessons. Sex education is taught in the Summer term across the school. Parents are invited into school to view resources and ask questions prior to the teaching.

At St. James, every child is an artist. We wish to foster an environment where children are innovative and creative. Where imagination has no limits!

The IPC (International primary curriculum) has been carefully crafted so that children have the opportunity to explore a variety of artists around the world. Along with traditional artists we want our children to see what Art the world has to offer. We also incorporate the vibrancy of our great town into our lessons. We are adventurous and explore using a wide range of mediums and materials.

Art is continually taught throughout the year, however in order to celebrate it, we dedicate the summer term to a big art project, where each class has the opportunity to delve into exciting activities.

Our aim is to build a love of learning and ensure our children become independent and resilient.

Physical Education is placed to support children’s all-round development. As well as developing physical skills, PE teaches children intellectual skills, helps them navigate complex social situations and nurtures their emotional well-being.

At St James’ we have adopted the Real PE approach. This approach supports children to create positive relationships with physical education for life. The video below demonstrates Jasmines journey.

The fundamental movement skills are inter-woven within the 6 multi-ability cogs. The multi-ability cogs are;

Scan the QR codes to view each year groups curriculum map.

Foundation Stage

Year 1

Year 2

Year 3

Year 4

Year 5 & 6

At our school, children have access to two hours of PE every week. Part of our teaching family are coaches from Essex Professional Coaching (EPC) who teach some of the children’s PE lessons.

Early Years Foundation stage
Children are taught to;

  • revise and refine the fundamental movement skills they have already acquired (for example, rolling, crawling, walking, jumping, running, hopping, skipping, climbing)
  • progress towards a more fluent style of moving, with developing control and grace
  • develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics and sport
  • use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor
  • develop overall body-strength, balance, co-ordination and agility
  • further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming

Key stage 1
Children are taught to;

  • master basic movements including running, jumping, throwing and 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

Key Stage 2
Children will be taught to;

  • use running, jumping, throwing and catching in isolation and in combination
  • play competitive games, modified where appropriate (for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis) and apply basic principles suitable for attacking and defending
  • develop flexibility, strength, technique, control and balance (for example, through athletics and gymnastics)
  • 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 and demonstrate improvement to achieve their personal best

Swimming


St James’ children in Year 4 and 6 are given the opportunity to learn how to swim at Leisure World pool. They are taught by qualified swimming instructors, and are grouped according to their abilities.

Year 4 swimming – Wednesday afternoon
Year 6 swimming – Friday (after Easter)

Children are taught to;

  • swim competently, confidently and proficiently over a distance of at least 25 metres
  • use a range of strokes effectively (for example, front crawl, backstroke and breaststroke)
  • perform safe self-rescue in different water-based situations

Extra-curricular activities
We also provide a range of extra-curricular sports clubs during lunchtime and after school to continue to promote sport throughout every year group, as well as a healthy attitude to living and learning at school and at home.

PE days
On the day your child has PE, they should come to school wearing their PE kit. Please also make sure earrings are removed and hair should be tied back.

Year groupPE day (session 1)PE day (session 2)
Foundation StageWednesdayThursday
Year 1MondayThursday
Year 2TuesdayFriday
Year 3MondayThursday
Year 4TuesdayWednesday (swimming)
Year 5MondayWednesday
Year 6TuesdayWednesday

Intent:

Music is being taught across the school in various ways. Teachers are confident with the Charanga resource. Music lessons are taught by music teachers: Year 3: Recorders, Year 5: Ukuleles and Year 6: Violins.

Music is consistently taught and emphasised weekly in all classes. Through song, movement, dance, relaxation, daily worship and choir (as an extra-curricular activity). Music is cross-curricular therefore is incorporated throughout many lessons throughout the week rather than just stand-alone lessons.

Implementation:

Music is taught through activities and through regular verbal feedback to ensure pupils can move on with their learning. Specialist music teachers are enabling children to make progress in these areas and are embedding research and skills into pupil’s long-term memory. Music flows throughout the curriculum and holds it together.

Impact:

Pupils are able to achieve because they feel successful with their learning, especially with their musical ability and skills they learn. All pupils whatever starting point they have are enabled to have equal learning opportunities and are encouraged to be ambitious and aspire to achieve great things. Music enables pupils to feel creative and experimental. Music also enables pupils to see that they have potential and musical ability giving them confidence for their next steps in their lives.

At St James we believe that ICT underpins today’s modern lifestyle therefore it is essential that all pupils gain the confidence and ability that they need in this subject to prepare them for the challenge of a rapidly developing and changing technological world. The school aim to use ICT in order to enhance and extend children’s learning across the whole curriculum whilst developing motivation and social skills.

We will:

  • Give all pupils opportunities to use ICT in every subject across the curriculum,
  • Teaching all pupils how to use the internet safely by teaching how to use it sensibly.
  • Pupils having the opportunities to choose when and how to use ICT, and which ICT to use for given tasks.
  • Helping staff to be confident and capable of creating effective and creative learning experiences for all pupils.
  • Remain up to date with with educational developments in ICT and have a commitment to teachers having the necessary tools to do their jobs effectively.
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