Love, Respect, Honesty
Our Mission |
Our Vision |
Religion is at the heart of our curriculum and we provide the children with a deep understanding of their faith which will remain with them throughout life.
We teach the children that following Christ means action for all members of our community.
We give the children the skills to pray and draw ever nearer to Christ.
Wherever possible our RE teaching links with other areas of our curriculum.
We are very proud of our curriculum which is a thematic one with strong cross curricular links. Each half term, classes have a theme linked as closely as possible to their focussed English book. Although taught thematically, each subject still retains a strong identity with knowledge and skills an integral part of lesson planning.
Because of the carefully crafted way in which the curriculum has been developed, we can provide a broad and balanced curriculum through which the children thrive.
Children are provided with many opportunities to enhance their learning and develop cultural capital through the numerous trips and activities we provide, taking advantage of our position next to the city of London.
Through our RHSE program and PHSE lessons we provide children with the ability to look after their mental and physical health and navigate relationships - giving them a guide for living.
We teach the children that following Christ means action for all members of our community.
We give the children the skills to pray and draw ever nearer to Christ.
Wherever possible our RE teaching links with other areas of our curriculum.
We are very proud of our curriculum which is a thematic one with strong cross curricular links. Each half term, classes have a theme linked as closely as possible to their focussed English book. Although taught thematically, each subject still retains a strong identity with knowledge and skills an integral part of lesson planning.
Because of the carefully crafted way in which the curriculum has been developed, we can provide a broad and balanced curriculum through which the children thrive.
Children are provided with many opportunities to enhance their learning and develop cultural capital through the numerous trips and activities we provide, taking advantage of our position next to the city of London.
Through our RHSE program and PHSE lessons we provide children with the ability to look after their mental and physical health and navigate relationships - giving them a guide for living.
Religious education
Mission Statement:
“We are special people on a journey, growing and learning together, in search of excellence as we follow in the footsteps of Jesus”
Values:
Love Respect Honesty
Vision:
‘We want to provide a broad and balanced curriculum in which Religious Education is at the heart and allows children to know what it means to be a Catholic. A curriculum that encourages them to be critical thinkers and problem solvers, who can retain and articulate their knowledge. We want our children to have positive relationships for healthy wellbeing and to know the importance of physical health and safety for themselves and others.’
“We are special people on a journey, growing and learning together, in search of excellence as we follow in the footsteps of Jesus”
Values:
Love Respect Honesty
Vision:
‘We want to provide a broad and balanced curriculum in which Religious Education is at the heart and allows children to know what it means to be a Catholic. A curriculum that encourages them to be critical thinkers and problem solvers, who can retain and articulate their knowledge. We want our children to have positive relationships for healthy wellbeing and to know the importance of physical health and safety for themselves and others.’
Religious Education Curriculum
Our Religious Education school curriculum follows the guidance of the Religious Education Directory provided by the Bishops’ Conference of England and Wales.
Our Nursery, Reception, Year 1 and Year 2 Classes are implementing the new Religious Education Directory through the model curriculum: ‘To know You more clearly’.
Years 3, 4, 5 and 6 continue to follow the scheme of work, ‘The Way the Truth and the Life’ until they also adopt the model curriculum in September 2025.
Religious Education programmes and resources are used imaginatively and creatively to enhance the delivery of the curriculum and engage all pupils.
We encourage our pupils to be religiously literate and engaged young people; we provide a range of opportunities and experiences for them to use their knowledge, understanding and skills effectively, to reflect spiritually, and to think ethically and theologically.
Our curriculum includes the study of other faiths and we study Islam and Judaism in greater depth each year.
Prayer and Liturgy
Appropriate to their age and ability, pupils have a clear understanding of the variety of ways of praying that are part of our Catholic tradition. These includes the use of scripture, symbols, silence, meditation, reflection and liturgical music.
Pupils are provided with experiences of prayer and worship at specific times throughout each day.
Pupils are encouraged to plan and lead prayer and worship; choosing suitable music, prayer focus and scripture.
Weekly hymn practice and assembly bring pupils together to celebrate in prayerful form.
Throughout the Church’s liturgical year we celebrate Mass in Church for special Feast Days and observe the prayers and traditions of each liturgical season, these include daily prayer in classroom, whole school collective worship and opportunities for pupils to celebrate faith experiences with parents for significant liturgical events throughout the year.
Catholic Life and Mission
We work closely with our Parish of English Martyrs and the neighbouring St Patrick’s which also serves our school. We invite our priests to visit school to support the teaching of Religious Education and pupils also visit church to learn about Jesus’ ministry, religious signs and symbols and sacraments especially The Eucharist.
Parents are invited to join us in prayer and worship and are informed of what their children are learning through the termly letter from teachers.
We are immensely proud of our pupils reverence and respect and we ensure they share this with their parents at special assemblies and celebrations throughout the year and particularly at our annual Advent, Christmas and Easter celebrations which are always well attended and appreciated by our families.
Pupils are invited to help prepare prayer and worship, they choose readings, prayers, music and set up the prayer focus. They actively participate in assemblies and celebrations through the year. All our prayer and worship connects to the Church liturgical calendar. Parents are provided with the prayers their children need to be familiar with and encouraged to support their children in their prayer formation.
Our Religious Education school curriculum follows the guidance of the Religious Education Directory provided by the Bishops’ Conference of England and Wales.
Our Nursery, Reception, Year 1 and Year 2 Classes are implementing the new Religious Education Directory through the model curriculum: ‘To know You more clearly’.
Years 3, 4, 5 and 6 continue to follow the scheme of work, ‘The Way the Truth and the Life’ until they also adopt the model curriculum in September 2025.
Religious Education programmes and resources are used imaginatively and creatively to enhance the delivery of the curriculum and engage all pupils.
We encourage our pupils to be religiously literate and engaged young people; we provide a range of opportunities and experiences for them to use their knowledge, understanding and skills effectively, to reflect spiritually, and to think ethically and theologically.
Our curriculum includes the study of other faiths and we study Islam and Judaism in greater depth each year.
Prayer and Liturgy
Appropriate to their age and ability, pupils have a clear understanding of the variety of ways of praying that are part of our Catholic tradition. These includes the use of scripture, symbols, silence, meditation, reflection and liturgical music.
Pupils are provided with experiences of prayer and worship at specific times throughout each day.
Pupils are encouraged to plan and lead prayer and worship; choosing suitable music, prayer focus and scripture.
Weekly hymn practice and assembly bring pupils together to celebrate in prayerful form.
Throughout the Church’s liturgical year we celebrate Mass in Church for special Feast Days and observe the prayers and traditions of each liturgical season, these include daily prayer in classroom, whole school collective worship and opportunities for pupils to celebrate faith experiences with parents for significant liturgical events throughout the year.
Catholic Life and Mission
We work closely with our Parish of English Martyrs and the neighbouring St Patrick’s which also serves our school. We invite our priests to visit school to support the teaching of Religious Education and pupils also visit church to learn about Jesus’ ministry, religious signs and symbols and sacraments especially The Eucharist.
Parents are invited to join us in prayer and worship and are informed of what their children are learning through the termly letter from teachers.
We are immensely proud of our pupils reverence and respect and we ensure they share this with their parents at special assemblies and celebrations throughout the year and particularly at our annual Advent, Christmas and Easter celebrations which are always well attended and appreciated by our families.
Pupils are invited to help prepare prayer and worship, they choose readings, prayers, music and set up the prayer focus. They actively participate in assemblies and celebrations through the year. All our prayer and worship connects to the Church liturgical calendar. Parents are provided with the prayers their children need to be familiar with and encouraged to support their children in their prayer formation.
Catholic Social Teaching
Outreach to local and global communities
Outreach to local and global communities
Catholic Social Teaching is based around the Church’s belief that we can all make a difference in making our world a better place for all. These teachings are rooted in Scripture and especially in the teachings of Jesus found in the Gospels. Christ shows us how to walk in his footsteps, bringing love and care to those both near and far. It is our vocation to live as Jesus and saints throughout the ages, bettering our world for everyone.
The Catholic Church has seven principles of social teaching that we will explore in school, just like our school values. Throughout your child’s spiritual journey at English Martyrs Catholic Primary School, we explore these principles through our curriculum, charitable events, assemblies and through our everyday actions.
We use a resource from Caritas called Rooted in Love to teach these principles in 6 half termly units. Care for Creation, Preferential Option for the Poor, Solidarity and Peace, Community and Participation, Dignity of workers, and Dignity.
At English Martyrs we take responsibility for our environment, making environmentally responsible choices and having awe and wonder for the natural world.
At English Martyrs we show a preferential option for the poor and vulnerable by fundraising for charitable causes, raising awareness, treating others with dignity and respect and thinking of the needs of others.
At English Martyrs we show solidarity by praying for others, making responsible social choices, standing alongside one another; especially those that are vulnerable, writing to our local leaders and making connections. We can bring peace by turning away from conflict, using our School Gospel Values, being kind to one another, following our School rules and building positive relationships with others.
At English Martyrs we show common good by working together as a community, including everyone and by participating and engaging.
As English Martyrs we recognise the human dignity of others by treating others equally, treating everyone with respect, thinking about civil rights and understanding that each and every one of us is made in God’s image. We can recognise the dignity of work by respecting all workers, contributing to society, making responsible economic choices, helping with well-being and sharing our talents with others.
The Catholic Church has seven principles of social teaching that we will explore in school, just like our school values. Throughout your child’s spiritual journey at English Martyrs Catholic Primary School, we explore these principles through our curriculum, charitable events, assemblies and through our everyday actions.
We use a resource from Caritas called Rooted in Love to teach these principles in 6 half termly units. Care for Creation, Preferential Option for the Poor, Solidarity and Peace, Community and Participation, Dignity of workers, and Dignity.
At English Martyrs we take responsibility for our environment, making environmentally responsible choices and having awe and wonder for the natural world.
At English Martyrs we show a preferential option for the poor and vulnerable by fundraising for charitable causes, raising awareness, treating others with dignity and respect and thinking of the needs of others.
At English Martyrs we show solidarity by praying for others, making responsible social choices, standing alongside one another; especially those that are vulnerable, writing to our local leaders and making connections. We can bring peace by turning away from conflict, using our School Gospel Values, being kind to one another, following our School rules and building positive relationships with others.
At English Martyrs we show common good by working together as a community, including everyone and by participating and engaging.
As English Martyrs we recognise the human dignity of others by treating others equally, treating everyone with respect, thinking about civil rights and understanding that each and every one of us is made in God’s image. We can recognise the dignity of work by respecting all workers, contributing to society, making responsible economic choices, helping with well-being and sharing our talents with others.
ENGLISH
“Once you learn to read, you will be forever free”
Frederick Douglass
INTENT
English is at the centre of our teaching and learning and is essential to every aspect of
the curriculum and school life.
Language and the spoken word – We aim to provide a language rich curriculum –
centred on vocabulary development, oracy and reading. We want our children to be
able to express themselves through speech and the written word ensuring they have
the tools to enable them to fulfil their potential throughout their lives. Our children
communicate through speaking and listening, reading and writing. The quality and
variety of spoken language underpins the development of vocabulary, grammar,
reading and writing.
READING
‘A child who reads will be an adult who thinks.’ (Unknown)
At English Martyrs we aim to develop a love of reading in every child so that they are
lifelong learners, critical thinkers and have a better understanding of the world, people
and cultures. We want children to read with fluency, accuracy and understanding
enabling them to access all areas of the curriculum with confidence. We aim to nurture
a love of reading that will stay with them throughout their lives.
WRITING
We want children to take what they hear and learn in books, from all areas of the
curriculum, into their writing. We encourage and teach our children to read as writers
and write as readers so that they are confident and independent. Our children will
develop all the skills needed to make excellent writers including grammatical
understanding, a good knowledge of higher-level vocabulary, neat handwriting and
confident spelling strategies.
We provide lessons that enable our children to be able express themselves
academically and personally through the written word.
IMPLEMENTATION
SPOKEN WORD
We encourage our children to speak clearly, fluently and confidently The National
Curriculum states that pupils should be taught to speak clearly and convey ideas
confidently as often as possible. We ensure that all children are given these
opportunities in class and by providing various opportunities for participation - drama,
assemblies, end of term productions, presentations including performing poetry and
debating through our thematic curriculum. These opportunities also help to increase
children’s confidence and self-esteem and gives each child a voice.
READING
We teach our children the two elements of reading:
variety of methods.
WORD RECOGNITION - PHONICS
(Please see Phonics page for more detailed information)
COMPREHENSION
Comprehension is one of the key characteristics of reading. It increases the pleasure of reading and develops deeper understanding. Teachers plan using high-quality texts to teach the higher order reading skills of comprehension and immerse children in the language of books, vocabulary, grammar, punctuation and spelling. Each class teaches reading skills using a text that links with their thematic curriculum. This ensures that all opportunities for vocabulary/context are developed as well as linking to other subjects to improve knowledge. We develop comprehension skills of Retrieval, Interpretation, Choice, Viewpoint, Review and Performance. We build on these skills year on year. We use the planning scheme ‘Take One Book’ to ensure all objectives are taught consistently and to a high standard.
Comprehension is taught in all classes; We teach reading in small in the Early years through verbal questioning and interactions with the children.
Year 1 children develop these skills through carefully planned guided reading sessions. They will also begin to use a class novel to develop reading skills and use a floor book for their reading journal.
Year 2 children begin to use a Reading Journal and explore comprehension through their class reading book. They still have guided reading sessions to ensure specific skills are taught to targeted groups.
Year 3 will use their Reading Journals more often and develop their comprehension through whole class novel. During the first and second term guided reading sessions are still taught to aid transition.
Year 4/5/6 use their reading journals. They use high quality texts linked to their thematic curriculum and plan comprehension through guiding readers sessions, focussing on specific skills each lesson. Children also have access to individual reading where necessary and standard comprehension – style questions and answers are also used at times.
In all classes there is a recommended booklist (drawn up from reliable education sources) for each class.
Teachers will guide the children to these books in EYFS and Years 1.
During Year 2 and year 3 children may begin to choose their own books from list with teacher guidance.
In year 3 children who require support with fluency will continue using the reading scheme where necessary.
By Year 4,5 and 6 children will be expected to choose reading books from list and read all (or as many as possible) books on list during the year.
Each classroom has a carefully chosen library and inviting reading area with key skills on display.
All children have a home/school reading record book which they or their parents for younger children are invited to complete on a daily basis.
EYFS and KS1 children are heard read by a member of staff weekly – more often if necessary.
In KS2 reading record books are checked weekly and interventions established for less fluent readers.
Library – we have a well-stocked fiction and non-fiction library to which all children have access.
Reading is promoted through all subjects and classes always have non-fiction reference books linked to their topic available to children.
We celebrate World Book Day by holding a World Book Week which includes author talks and visits, mixed reading classes, researching authors, book recommendations etc. We also strongly encourage children to continue reading during summer holidays by participating in reading challenge.
WRITING
At English Martyrs we teach the two elements of writing:
We emphasise the importance of oral language and reading in order to produce high quality writing. Imagination and Creativity in ideas and vocabulary are encouraged throughout all types of writing. Teachers plan using recommended texts linked to topic where possible, the texts are carefully chosen to engage pupils and inspire writing, they are language rich, which impacts on children’s high standard of writing.
Teachers ensure that children are taught a variety of genre throughout the year.
Children are taught how to redraft and edit their own work to encourage more complex thought processes and resulting in a higher standard of work in final drafts. Grammar, punctuation, spelling and vocabulary are embedded in every reading and writing lesson.
Grammar is taught as far as possible within a writing lesson and linked to either what children will need to use or sometimes where there is a common misconception.
Grammar can be taught discretely at times. We take part in the Tower Hamlets Writing competition each year.
SPELLING
We also ensure children are taught spellings discretely to encourage home/school learning. Children are given spellings to put into sentences and in KS2 also find definitions in dictionary. This helps children to learn meaning and spelling together. Each class develops vocabulary through topics (Tier 3 words) and also by highlighting Tier 2 words in the class novel that the children are encouraged to use in their writing.
HANDWRITING
We follow the national curriculum and develop cursive writing from reception year. Specific handwriting lessons are taught in KS1 and in KS2 any child that continues to have difficulties forming letters receives intervention support. Pen licenses are granted in UKS2 and by Year 6 children should have developed their own style of handwriting.
We encourage children to be proud of their work and expect the highest standard from every child no matter what their ability.
IMPACT
Our children leave this school with a love of reading – they will read for pleasure and to improve their knowledge. They will be able to reference a wide range of different authors from different literary tradition and genres.
Our pupils leave school with a love of writing they should be able to express their opinions and their creativity, in writing that is well-structured, clear, technically accurate and interesting to read.
Our pupils will be able to express their opinions verbally – they will understand how to engage with others clearly and articulately. They will have developed a strong ‘voice’ and will leave our school feeling valued and understood.
Children leave English Martyrs having made the best possible academic progress as a result of Quality First Teaching and (where appropriate) additional interventions.
English is at the centre of our teaching and learning and is essential to every aspect of
the curriculum and school life.
Language and the spoken word – We aim to provide a language rich curriculum –
centred on vocabulary development, oracy and reading. We want our children to be
able to express themselves through speech and the written word ensuring they have
the tools to enable them to fulfil their potential throughout their lives. Our children
communicate through speaking and listening, reading and writing. The quality and
variety of spoken language underpins the development of vocabulary, grammar,
reading and writing.
READING
‘A child who reads will be an adult who thinks.’ (Unknown)
At English Martyrs we aim to develop a love of reading in every child so that they are
lifelong learners, critical thinkers and have a better understanding of the world, people
and cultures. We want children to read with fluency, accuracy and understanding
enabling them to access all areas of the curriculum with confidence. We aim to nurture
a love of reading that will stay with them throughout their lives.
WRITING
We want children to take what they hear and learn in books, from all areas of the
curriculum, into their writing. We encourage and teach our children to read as writers
and write as readers so that they are confident and independent. Our children will
develop all the skills needed to make excellent writers including grammatical
understanding, a good knowledge of higher-level vocabulary, neat handwriting and
confident spelling strategies.
We provide lessons that enable our children to be able express themselves
academically and personally through the written word.
IMPLEMENTATION
SPOKEN WORD
We encourage our children to speak clearly, fluently and confidently The National
Curriculum states that pupils should be taught to speak clearly and convey ideas
confidently as often as possible. We ensure that all children are given these
opportunities in class and by providing various opportunities for participation - drama,
assemblies, end of term productions, presentations including performing poetry and
debating through our thematic curriculum. These opportunities also help to increase
children’s confidence and self-esteem and gives each child a voice.
READING
We teach our children the two elements of reading:
- Word recognition – ability to recognise words in and out of context and ability to apply phonics
- Comprehension – ability to process text, understand its meaning and to integrate with what the reader already knows.
variety of methods.
WORD RECOGNITION - PHONICS
(Please see Phonics page for more detailed information)
COMPREHENSION
Comprehension is one of the key characteristics of reading. It increases the pleasure of reading and develops deeper understanding. Teachers plan using high-quality texts to teach the higher order reading skills of comprehension and immerse children in the language of books, vocabulary, grammar, punctuation and spelling. Each class teaches reading skills using a text that links with their thematic curriculum. This ensures that all opportunities for vocabulary/context are developed as well as linking to other subjects to improve knowledge. We develop comprehension skills of Retrieval, Interpretation, Choice, Viewpoint, Review and Performance. We build on these skills year on year. We use the planning scheme ‘Take One Book’ to ensure all objectives are taught consistently and to a high standard.
Comprehension is taught in all classes; We teach reading in small in the Early years through verbal questioning and interactions with the children.
Year 1 children develop these skills through carefully planned guided reading sessions. They will also begin to use a class novel to develop reading skills and use a floor book for their reading journal.
Year 2 children begin to use a Reading Journal and explore comprehension through their class reading book. They still have guided reading sessions to ensure specific skills are taught to targeted groups.
Year 3 will use their Reading Journals more often and develop their comprehension through whole class novel. During the first and second term guided reading sessions are still taught to aid transition.
Year 4/5/6 use their reading journals. They use high quality texts linked to their thematic curriculum and plan comprehension through guiding readers sessions, focussing on specific skills each lesson. Children also have access to individual reading where necessary and standard comprehension – style questions and answers are also used at times.
In all classes there is a recommended booklist (drawn up from reliable education sources) for each class.
Teachers will guide the children to these books in EYFS and Years 1.
During Year 2 and year 3 children may begin to choose their own books from list with teacher guidance.
In year 3 children who require support with fluency will continue using the reading scheme where necessary.
By Year 4,5 and 6 children will be expected to choose reading books from list and read all (or as many as possible) books on list during the year.
Each classroom has a carefully chosen library and inviting reading area with key skills on display.
All children have a home/school reading record book which they or their parents for younger children are invited to complete on a daily basis.
EYFS and KS1 children are heard read by a member of staff weekly – more often if necessary.
In KS2 reading record books are checked weekly and interventions established for less fluent readers.
Library – we have a well-stocked fiction and non-fiction library to which all children have access.
Reading is promoted through all subjects and classes always have non-fiction reference books linked to their topic available to children.
We celebrate World Book Day by holding a World Book Week which includes author talks and visits, mixed reading classes, researching authors, book recommendations etc. We also strongly encourage children to continue reading during summer holidays by participating in reading challenge.
WRITING
At English Martyrs we teach the two elements of writing:
- Transcription (spelling and handwriting)
- Composition
We emphasise the importance of oral language and reading in order to produce high quality writing. Imagination and Creativity in ideas and vocabulary are encouraged throughout all types of writing. Teachers plan using recommended texts linked to topic where possible, the texts are carefully chosen to engage pupils and inspire writing, they are language rich, which impacts on children’s high standard of writing.
Teachers ensure that children are taught a variety of genre throughout the year.
Children are taught how to redraft and edit their own work to encourage more complex thought processes and resulting in a higher standard of work in final drafts. Grammar, punctuation, spelling and vocabulary are embedded in every reading and writing lesson.
Grammar is taught as far as possible within a writing lesson and linked to either what children will need to use or sometimes where there is a common misconception.
Grammar can be taught discretely at times. We take part in the Tower Hamlets Writing competition each year.
SPELLING
We also ensure children are taught spellings discretely to encourage home/school learning. Children are given spellings to put into sentences and in KS2 also find definitions in dictionary. This helps children to learn meaning and spelling together. Each class develops vocabulary through topics (Tier 3 words) and also by highlighting Tier 2 words in the class novel that the children are encouraged to use in their writing.
HANDWRITING
We follow the national curriculum and develop cursive writing from reception year. Specific handwriting lessons are taught in KS1 and in KS2 any child that continues to have difficulties forming letters receives intervention support. Pen licenses are granted in UKS2 and by Year 6 children should have developed their own style of handwriting.
We encourage children to be proud of their work and expect the highest standard from every child no matter what their ability.
IMPACT
Our children leave this school with a love of reading – they will read for pleasure and to improve their knowledge. They will be able to reference a wide range of different authors from different literary tradition and genres.
Our pupils leave school with a love of writing they should be able to express their opinions and their creativity, in writing that is well-structured, clear, technically accurate and interesting to read.
Our pupils will be able to express their opinions verbally – they will understand how to engage with others clearly and articulately. They will have developed a strong ‘voice’ and will leave our school feeling valued and understood.
Children leave English Martyrs having made the best possible academic progress as a result of Quality First Teaching and (where appropriate) additional interventions.
PHONICS
INTENT
At English Martyrs the systematic teaching of phonics has a high priority throughout EYFS and Key Stage.
We want all children to become confident and enthusiastic readers and writers and we value reading as a life skill.
We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier.
We acknowledge that children need to be taught the key skills in segmenting and blending to be equipped with the knowledge to be able to complete the phonics check at the end of year 1.
We also value and encourage the pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills.
IMPLEMENTATION
We use the government validated systematic synthetic phonics programme (SSP) called ‘THEP Phonics.
The programme is designed to teach children to read from Reception to Year 2, using the skill of decoding and blending sounds together to form words.
The THEP Phonics programme provides a full progression through all commonly occurring GPCs (sounds), working from simple to more complex, and considering the frequency of their occurrence in the most commonly encountered words.
From Nursery to Year 1 phonics is taught daily. By the end of
Children in reception, year 1, year 2 (and beyond if appropriate) apply their phonics knowledge by reading a fully matched decodable book in a 1:1 or a small group reading practice session.
IMPACT
Through the teaching of systematic phonics, our aim is for children to feel confident in using their phonic knowledge and the strategies that they have been taught to read words.
To become fluent readers by the end of Key Stage One, so as they move into KS1 they can focus on developing their fluency and comprehension.
We want the children to have richer vocabulary which will enable them to raise the standard and quality of their spoken and written vocabulary.
At English Martyrs the systematic teaching of phonics has a high priority throughout EYFS and Key Stage.
We want all children to become confident and enthusiastic readers and writers and we value reading as a life skill.
We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier.
We acknowledge that children need to be taught the key skills in segmenting and blending to be equipped with the knowledge to be able to complete the phonics check at the end of year 1.
We also value and encourage the pupils to read for enjoyment and recognise that this starts with the foundations of acquiring letter sounds, segmenting and blending skills.
IMPLEMENTATION
We use the government validated systematic synthetic phonics programme (SSP) called ‘THEP Phonics.
The programme is designed to teach children to read from Reception to Year 2, using the skill of decoding and blending sounds together to form words.
The THEP Phonics programme provides a full progression through all commonly occurring GPCs (sounds), working from simple to more complex, and considering the frequency of their occurrence in the most commonly encountered words.
From Nursery to Year 1 phonics is taught daily. By the end of
- Nursery the children will have been taught up to the end of Phase 1
- Reception the children will have been taught up to the end of Phase 4.
- Year 1 the children will have been taught up to the end of Phase 5
- Year 2 the children will revise Phase 5 and then learn spelling strategies,
- Year 3 onwards planned phonic sessions following a set model to address specific reading/writing gaps.
Children in reception, year 1, year 2 (and beyond if appropriate) apply their phonics knowledge by reading a fully matched decodable book in a 1:1 or a small group reading practice session.
IMPACT
Through the teaching of systematic phonics, our aim is for children to feel confident in using their phonic knowledge and the strategies that they have been taught to read words.
To become fluent readers by the end of Key Stage One, so as they move into KS1 they can focus on developing their fluency and comprehension.
We want the children to have richer vocabulary which will enable them to raise the standard and quality of their spoken and written vocabulary.
MATHEMATICS
INTENT
Our primary intention is to develop a positive attitude towards mathematics as an interesting and valuable subject which will be required in all the facets of our children’s future. Links to daily life will be made regularly to ensure our children have the skills and competency to apply their knowledge in real settings. All children should become fluent in the fundamentals of mathematics through varied and frequent practice. We aim to foster a fascination and excitement of discovery through the teaching and learning of mathematical concepts. We want our children to develop a ‘can do’ attitude and perceive themselves as mathematicians.
The language of mathematics is universal therefore, vocabulary is a key priority to encourage high level explanations in thinking and strategies. Our aim is for children to think mathematically, enabling them to make accurate calculations, reason and solve problems so they will be confident in the decisions they will make later in life.
Our Mathematics Mastery (White Rose) curriculum has been developed to ensure every child can achieve their own rate of progress and excellence in mathematics. Children will experience a sense of curiosity and wonder as they solve problems, discover different solutions and make links between different areas of mathematics. It will provide children with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures children fully understand what they are learning by applying a range of learning strategies through working cooperatively, collaboratively and independently resulting in confidence in mathematics where children express their ideas fluently and can talk about the subject using mathematical vocabulary.
IMPLEMENTATION
We teach a curriculum that follows high quality, adaptable planning that supports excellent teaching and learning. It is our intention to develop a reasoning-based curriculum rather than a calculating curriculum which will lead to reasoning mindsets rather than calculating mindsets. The emphasis is on depth and challenge rather than accelerating through the content. Our curriculum will place emphasis on the cumulative mastery of essential knowledge and skills. Rather than just learning to repeat routines, our children will grasp concepts with growing independence in a safe and stimulating learning environment where mistakes are valued.
We will broaden children’s knowledge and understanding of how mathematics is used in the wider world. Our children will therefore:
IMPACT
All our children will be given every opportunity to become confident and capable mathematicians, not adverse to challenge. They build up a range of strategies and approaches as they progress through school. A strong vocabulary and ability to articulate their thoughts will underpin this. Children’s fluency in number should be evident at the end of key stages through our track record of high success in arithmetic. Teacher assessment is used effectively to address gaps in knowledge and skills.
Our children will understand the ‘real life’ purpose for maths as a focal point in their education, leaving school prepared for the next key stage of learning. Our enthusiastic approach to delivering maths will ensure all children will adopt the ‘can do’ and positive mindset required for continued success in this subject.
Our primary intention is to develop a positive attitude towards mathematics as an interesting and valuable subject which will be required in all the facets of our children’s future. Links to daily life will be made regularly to ensure our children have the skills and competency to apply their knowledge in real settings. All children should become fluent in the fundamentals of mathematics through varied and frequent practice. We aim to foster a fascination and excitement of discovery through the teaching and learning of mathematical concepts. We want our children to develop a ‘can do’ attitude and perceive themselves as mathematicians.
The language of mathematics is universal therefore, vocabulary is a key priority to encourage high level explanations in thinking and strategies. Our aim is for children to think mathematically, enabling them to make accurate calculations, reason and solve problems so they will be confident in the decisions they will make later in life.
Our Mathematics Mastery (White Rose) curriculum has been developed to ensure every child can achieve their own rate of progress and excellence in mathematics. Children will experience a sense of curiosity and wonder as they solve problems, discover different solutions and make links between different areas of mathematics. It will provide children with a deep understanding of the subject through a concrete, pictorial and abstract approach. This ensures children fully understand what they are learning by applying a range of learning strategies through working cooperatively, collaboratively and independently resulting in confidence in mathematics where children express their ideas fluently and can talk about the subject using mathematical vocabulary.
IMPLEMENTATION
We teach a curriculum that follows high quality, adaptable planning that supports excellent teaching and learning. It is our intention to develop a reasoning-based curriculum rather than a calculating curriculum which will lead to reasoning mindsets rather than calculating mindsets. The emphasis is on depth and challenge rather than accelerating through the content. Our curriculum will place emphasis on the cumulative mastery of essential knowledge and skills. Rather than just learning to repeat routines, our children will grasp concepts with growing independence in a safe and stimulating learning environment where mistakes are valued.
We will broaden children’s knowledge and understanding of how mathematics is used in the wider world. Our children will therefore:
- Develop their conceptual understanding and the ability to recall facts and apply that knowledge rapidly and accurately.
- Be able to reason mathematically by following a line of enquiry, developing an argument, justification or proof using mathematical language which will promote critical thinking.
- Be able to solve problems by applying their mathematics to a range of problems. They will be able to break them down into smaller steps and persevere when seeking solutions.
- Use and understand mathematical vocabulary and recognise its importance as a language for communication and thinking.
- Calculate with confidence using the White Rose calculation methods.
- Embed a deeper understanding of maths by utilising a concrete, pictorial, abstract approach, accelerating children into content beyond age related expectations. Children who grasp concepts quickly will be challenged through new, increasingly sophisticated problems at greater depth.
- Where level of success in terms of knowledge and skills are limited, robust intervention programmes will be put into place.
- Be taught to pattern sniff, describe, visualise, conjecture, tinker with ideas, experiment, invent and generalise. We want them to ask questions like What if…? Is it always true? Is this an efficient strategy?
IMPACT
All our children will be given every opportunity to become confident and capable mathematicians, not adverse to challenge. They build up a range of strategies and approaches as they progress through school. A strong vocabulary and ability to articulate their thoughts will underpin this. Children’s fluency in number should be evident at the end of key stages through our track record of high success in arithmetic. Teacher assessment is used effectively to address gaps in knowledge and skills.
Our children will understand the ‘real life’ purpose for maths as a focal point in their education, leaving school prepared for the next key stage of learning. Our enthusiastic approach to delivering maths will ensure all children will adopt the ‘can do’ and positive mindset required for continued success in this subject.
SCIENCE
INTENT
Our science curriculum provides the foundations for understanding the world through geology, biology, chemistry and physics.
Children are naturally curious and at English Martyrs school we strive to nurture that sense of curiosity and guide them so that they have a good sense of scientific understanding about the world around them.
We believe that Science gives children the ability to thoroughly and objectively evaluate information – critical thinking. It can help pupils develop resilience and provides a method of questioning; both key skills for learning that will benefit them throughout their academic life.
Science encourages the children to become active citizens of the world with the ability to participate in the world’s future challenges and prosperity.
They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
IMPLEMENTATION
Through our thematic curriculum Science has been given a prominent position covering both knowledge and skills in a way that also brings together cross-curricular learning.
Children are taught knowledge by working scientifically through the skills of identification and classifying, observation over time, investigation, research and pattern seeking.
We strive to provide a rich and varied curriculum to challenge and meet the needs of our children.
In our teaching we also ensure children develop their understanding of scientific vocabulary and address misconceptions.
IMPACT
Pupils will leave English Martyrs with curious, enquiring minds.
They will have the confidence to question current ideas about the natural world, how we as humans utilise the Earth’s resources and how we can help to build a more inclusive world.
These outcomes will continue to support our pupils long after they have left English Martyrs in their Catholic mission of following in the footsteps of Jesus.
They will be prepared to undertake the challenges of scientific learning in KS3.
Our science curriculum provides the foundations for understanding the world through geology, biology, chemistry and physics.
Children are naturally curious and at English Martyrs school we strive to nurture that sense of curiosity and guide them so that they have a good sense of scientific understanding about the world around them.
We believe that Science gives children the ability to thoroughly and objectively evaluate information – critical thinking. It can help pupils develop resilience and provides a method of questioning; both key skills for learning that will benefit them throughout their academic life.
Science encourages the children to become active citizens of the world with the ability to participate in the world’s future challenges and prosperity.
They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
IMPLEMENTATION
Through our thematic curriculum Science has been given a prominent position covering both knowledge and skills in a way that also brings together cross-curricular learning.
Children are taught knowledge by working scientifically through the skills of identification and classifying, observation over time, investigation, research and pattern seeking.
We strive to provide a rich and varied curriculum to challenge and meet the needs of our children.
In our teaching we also ensure children develop their understanding of scientific vocabulary and address misconceptions.
IMPACT
Pupils will leave English Martyrs with curious, enquiring minds.
They will have the confidence to question current ideas about the natural world, how we as humans utilise the Earth’s resources and how we can help to build a more inclusive world.
These outcomes will continue to support our pupils long after they have left English Martyrs in their Catholic mission of following in the footsteps of Jesus.
They will be prepared to undertake the challenges of scientific learning in KS3.
MODERN FOREIGN LANGUAGE
HISTORY
INTENT
At English Martyrs it is our intent to inspire our children with History curriculum that will allow children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
We recognise the important role that History plays in preparing our children with skills that they can use for life, raising their aspirations, understand how to be a good and responsible citizen, understanding change and societal development and a context in which to understand themselves and others.
IMPLEMENTATION
The teaching of History through the Thematic Curriculum will equip the children with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement skills.
We aim to enable the children to become critical thinkers who will use their knowledge and understanding of the world around them to make decisions about their lives in the future, ask questions, make value judgements and try to figure things out if they don’t make sense.
By revisiting and through the progression of key skills children will understand, remember more and make links between how everything is interconnected and changes over time.
This will result in the acquisition of knowledge and skills which enables children to enquire, research and analyse different sources and times.
In EYFS the children are taught history through the strand ‘Understanding the World’. They begin to make sense of their physical world and their community. The learn how things have changed over time and understand the past through setting and events encountered in books and their lives. They use exciting stimuli to provoke discussion about similarities’ and differences between the past and the present.
In KS1 history, children will learn about a number of subjects over a wide time frame. This includes changes in recent memory to national life or events that are beyond memory. They will be taught about the differences between the past and the present and will begin to understand how people's way of life changed throughout history.
In KS2 history, the children will develop a chronologically secure understanding of British, local and global history. Through this, children will be able to recognise contrasts and trends through time.
IMPACT
Our History Curriculum enables children to be inspired about the past, want to learn more and have the ability to analysis what they have learnt with a critical mind.
Children will be able to make connections to previously studied topics, make comparisons and develop an understanding of how events in the past has shaped the world we live in today.
It enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development.
At English Martyrs it is our intent to inspire our children with History curriculum that will allow children to gain a coherent knowledge and understanding of Britain’s past and that of the wider world.
We recognise the important role that History plays in preparing our children with skills that they can use for life, raising their aspirations, understand how to be a good and responsible citizen, understanding change and societal development and a context in which to understand themselves and others.
IMPLEMENTATION
The teaching of History through the Thematic Curriculum will equip the children with opportunities to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement skills.
We aim to enable the children to become critical thinkers who will use their knowledge and understanding of the world around them to make decisions about their lives in the future, ask questions, make value judgements and try to figure things out if they don’t make sense.
By revisiting and through the progression of key skills children will understand, remember more and make links between how everything is interconnected and changes over time.
This will result in the acquisition of knowledge and skills which enables children to enquire, research and analyse different sources and times.
In EYFS the children are taught history through the strand ‘Understanding the World’. They begin to make sense of their physical world and their community. The learn how things have changed over time and understand the past through setting and events encountered in books and their lives. They use exciting stimuli to provoke discussion about similarities’ and differences between the past and the present.
In KS1 history, children will learn about a number of subjects over a wide time frame. This includes changes in recent memory to national life or events that are beyond memory. They will be taught about the differences between the past and the present and will begin to understand how people's way of life changed throughout history.
In KS2 history, the children will develop a chronologically secure understanding of British, local and global history. Through this, children will be able to recognise contrasts and trends through time.
IMPACT
Our History Curriculum enables children to be inspired about the past, want to learn more and have the ability to analysis what they have learnt with a critical mind.
Children will be able to make connections to previously studied topics, make comparisons and develop an understanding of how events in the past has shaped the world we live in today.
It enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development.
GEOGRAPHY
INTENT
At English Martyrs it is our intent to inspire our children with a curiosity and fascination about the world and the people who live in it, develop the children’s interest by arousing their curiosity and teaching them a sense of identity when learning about the world and their place in it.
Geography is by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills We aim to enable the children to become critical thinkers who will use their knowledge and understanding of the world around them to make decisions about their lives in the future, ask questions, make value judgements and try to figure things out if they don’t make sense.
We intend to encourage all children of the school, to become outward looking individuals, to explore and use their experiences to learn about the wider geographical world.
IMPLEMENTATION
The teaching of Geography through the Thematic Curriculum will equip our children with knowledge about diverse places, people, resources and the natural and human environments, together with an understanding of the Earth’s key physical and human processes.
By revisiting these areas of learning regularly and through the progression of key skills children will understand, remember more and make links between how everything is interconnected and changes over time.
This will result in the acquisition of knowledge and skills which enables children to enquire, research and analyse different sources and times.
In EYFS the children are taught geography through the strand ‘Understanding the World’. They begin to make sense of their physical world and their community through a range of personal experiences. The learn to explore and understand their immediate world by through trips around the local area and are then able to build upon this knowledge to explore widening settings.
In KS1 children will develop their knowledge about the United Kingdom and their own locality. They’ll learn how to use maps, atlases and globes as well as learn simple compass directions. The children will also study seasonal and daily weather patterns in the United Kingdom and look at the hot and cold areas of the world in relation to the equator and the North and South Poles
In KS2 the children will look to extend their knowledge beyond their local area and will study Europe as well as North and South America. They will look at similarities and differences of human geography such as types of settlement and land use. They will also study physical geography elements such as climate zones, rivers, mountains, volcanoes and earthquakes. Children will continue to use maps, atlases and globes and will use the 8 points of the compass in their work. They will start to use of four and six figure grid references and ordinance survey maps.
IMPACT
Our geography curriculum is planned to demonstrate clear progression and children will develop the geographical knowledge and skills to enable them to explore, navigate and understand the world around them.
It enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Children will be confident to talk about the skills and knowledge they have acquired and have the desire to learn about the world they live in and understand the impact humans have on that world, both locally and globally enabling them to leave English Martyrs equipped to become responsible citizens of the world.
At English Martyrs it is our intent to inspire our children with a curiosity and fascination about the world and the people who live in it, develop the children’s interest by arousing their curiosity and teaching them a sense of identity when learning about the world and their place in it.
Geography is by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills We aim to enable the children to become critical thinkers who will use their knowledge and understanding of the world around them to make decisions about their lives in the future, ask questions, make value judgements and try to figure things out if they don’t make sense.
We intend to encourage all children of the school, to become outward looking individuals, to explore and use their experiences to learn about the wider geographical world.
IMPLEMENTATION
The teaching of Geography through the Thematic Curriculum will equip our children with knowledge about diverse places, people, resources and the natural and human environments, together with an understanding of the Earth’s key physical and human processes.
By revisiting these areas of learning regularly and through the progression of key skills children will understand, remember more and make links between how everything is interconnected and changes over time.
This will result in the acquisition of knowledge and skills which enables children to enquire, research and analyse different sources and times.
In EYFS the children are taught geography through the strand ‘Understanding the World’. They begin to make sense of their physical world and their community through a range of personal experiences. The learn to explore and understand their immediate world by through trips around the local area and are then able to build upon this knowledge to explore widening settings.
In KS1 children will develop their knowledge about the United Kingdom and their own locality. They’ll learn how to use maps, atlases and globes as well as learn simple compass directions. The children will also study seasonal and daily weather patterns in the United Kingdom and look at the hot and cold areas of the world in relation to the equator and the North and South Poles
In KS2 the children will look to extend their knowledge beyond their local area and will study Europe as well as North and South America. They will look at similarities and differences of human geography such as types of settlement and land use. They will also study physical geography elements such as climate zones, rivers, mountains, volcanoes and earthquakes. Children will continue to use maps, atlases and globes and will use the 8 points of the compass in their work. They will start to use of four and six figure grid references and ordinance survey maps.
IMPACT
Our geography curriculum is planned to demonstrate clear progression and children will develop the geographical knowledge and skills to enable them to explore, navigate and understand the world around them.
It enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Children will be confident to talk about the skills and knowledge they have acquired and have the desire to learn about the world they live in and understand the impact humans have on that world, both locally and globally enabling them to leave English Martyrs equipped to become responsible citizens of the world.
COMPUTING
INTENT
The National Curriculum recognises that ‘Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems’.
Pupils will be taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming.
We will ensure pupils become digitally literate and that they are able to ‘use, express themselves and develop their ideas through, information and communication technology’.
Online safety is a primary part of every lesson and it is our intention that children understand the informed behaviour and the digital manners which will help keep them safe online.
IMPLEMENTATION
The school subscribes to the software, Purple Mash which provides a scheme of work from EYFS - Year 6.
The children can access the software from home and are able to complete homework set as a ‘2Do’ or activities and games which consolidate the learning from a lesson.
Classes use the London Grid for Learning Contents page for topic related activities; again, the children and families can access this from home.
These resources give parents a valuable insight to the online curriculum through a range of information, activities and games.
Online safety is arguably the most crucial element of the digital world in which the children live.
Its emphasis is part of every computing lesson and beyond.
It is taught through LGFL content for KS1 ‘Me online’ and KS2, Our Online World’, by direct class teaching and by referencing events and behaviour reported in the media.
All families and staff complete the Acceptable User Agreement at the beginning of the school year.
The Online Safety policy (2023-24) is comprehensive and states that children are only to use devices when a member of staff is present and all searches are tracked by the software Impero, advised by our technician from Connetix.
There is a code club for Year 5&6, run by a parent with Mrs McInroy as the member of staff.
IMPACT
The children will be enthusiastic and confident in their approach towards computing. They will have a good understanding of the range, application and benefits of digital technology and the internet.
They will have a good understanding of online safety through their own ability to evaluate the truth and morality of what they are seeing and producing.
DESIGN & TECHNOLOGY
INTENT
Design and Technology is an inspiring, rigorous and practical subject which has a vital role in contributing to a balanced curriculum and creating the problem solvers of the future. It is a subject that encourages children to ‘learn to think’ creatively to solve practical problems both as individuals and through teamwork.
Our aim is to encourage children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing and art. The children are also given opportunities to explore, reflect upon and evaluate past and present design technology and are encouraged to become problem solvers.
IMPLEMENTATION
Through a variety of creative and practical activities we teach the knowledge, understanding and skills needed to engage in the process of designing and making. Our planning is guided by the National Curriculum. When designing and making, our children are taught to:
IMPACT
The impact of the teaching of Design and Technology is assessed through monitoring, displays and photographic and video evidence. Careful questioning and planning for child led discussions are some of the other methods of measuring impact. By the end of Key Stage 2, our children will know how to follow a design, make their product and evaluate their work against the success criteria. This will coincide with solving real life practical problems which is central to our mathematics curriculum but using innovation and creativity as additional skills to develop. Our children will be able to choose from and use a growing range of tools and materials as well as use and understand a richer technical vocabulary associated with DT.
Design and Technology is an inspiring, rigorous and practical subject which has a vital role in contributing to a balanced curriculum and creating the problem solvers of the future. It is a subject that encourages children to ‘learn to think’ creatively to solve practical problems both as individuals and through teamwork.
Our aim is to encourage children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing and art. The children are also given opportunities to explore, reflect upon and evaluate past and present design technology and are encouraged to become problem solvers.
IMPLEMENTATION
Through a variety of creative and practical activities we teach the knowledge, understanding and skills needed to engage in the process of designing and making. Our planning is guided by the National Curriculum. When designing and making, our children are taught to:
- Design purposeful, functional, appealing products for themselves and other users based on design criteria. They are encouraged to communicate their ideas through talking, drawing, templates and where appropriate, use information and communication technology.
- Make items using a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]. The will select from and use a wide range of materials and components through both key stages.
- Evaluate a range of existing products and evaluate their own ideas and products against design criteria.
IMPACT
The impact of the teaching of Design and Technology is assessed through monitoring, displays and photographic and video evidence. Careful questioning and planning for child led discussions are some of the other methods of measuring impact. By the end of Key Stage 2, our children will know how to follow a design, make their product and evaluate their work against the success criteria. This will coincide with solving real life practical problems which is central to our mathematics curriculum but using innovation and creativity as additional skills to develop. Our children will be able to choose from and use a growing range of tools and materials as well as use and understand a richer technical vocabulary associated with DT.
ART
INTENT
Art allows children to exercise their imaginations and explore themes through visual and sensory media. Art and Design embody some of the highest forms of human creativity. Children at English Martyrs are taught to use a range of media, including painting, sculpture, photography and textiles to represent their ideas and develop new skills. Famous artists from diverse backgrounds that represent the diversity of our school are introduced and studied and children are encouraged to take inspiration from their work. As a faith school, visual art forms play a special role in religious expression and religious art is integral to the Catholic life of the school.
As a non-written subject, Art allows children to excel in ways that are not reliant on literacy and mathematical skills. Creative processes can inspire mindfulness and have a positive impact on individuals’ mental wellbeing. At English Martyrs, whilst celebrating outcomes, our focus is on the process rather than the finished product and encourage all learners to relish the act of creating art.
IMPLEMENTATION
Art is woven into the thematic curriculum and linked to areas of study in ways that enrich subject knowledge. The Art curriculum ensures that a wide range of skills and media are taught across the year groups. Core skills such as sketching, still-life and portraiture are revisited and developed and children are challenged to improve their technical knowledge.
Art can be linked to most subjects and children are introduced to work of known artists in their study of topics ranging from History to Science.
As we are based in the centre of London, we are fortunate to be able to access famous galleries and immersive art experiences fairly easily. Each year group should undertake a visit to a gallery or incorporate an Art related element to existing school trips to enrich their cultural knowledge and offer new experiences and ways of observing the city around us – for example the Reception children visited the church as part of their RE learning and when encouraged to look closely at the statues and stained glass windows, were able to experiment with colour and religious imagery to design their own church windows and were excited to talk about what they had seen and liked.
IMPACT
Children will leave English Martyrs with an appreciation of art and will be able to cite names of famous artists and their works and genres and talk about their experiences of visiting galleries and exhibitions during their time at our school.
Art is prominently displayed around the school – art produced by children and art by well-known artists as well as religious works.
Every child will have the opportunity to experiment with a range of skills that include painting, sculpture, print and mixed media in their Art provision. Children’s art will show progression as skills are revisited and taught in greater depth over the years.
Art will be both challenging and empowering.
MUSIC
INTENT
At English Martyrs, we believe Music plays a vital role in helping children to feel part of a community. We aim to provide opportunities for all children to create, play, perform and enjoy music both in class and to an audience. Children are encouraged to showcase their talents and their understanding of performing with awareness of others through a variety of assemblies and key stage performances. Music lessons enable children to develop their skills, appreciate a wide variety of music and begin to appraise a range of musical genres. All children have access to music regardless of their academic ability, race, ethnicity, background and language. SEND pupils are actively encouraged to participate fully as music is often an area of the curriculum which allows them to excel. We aim to provide children with the opportunity to progress to the next level of their creative excellence.
Our Music Curriculum is designed so that our children :
IMPLEMENTATION
The music Curriculum from EYFS and Year 1 to Year 6, is primarily delivered through subject specialist teaching. Music in EYFS is taught in regular weekly sessions and includes, rhythms, rhymes, songs and playing un-tuned percussion instruments. Music teaching follows the key principles of the National Curriculum for Key Stage 1 and 2.
The Music Curriculum ensures that children sing, listen, play, perform and evaluate. The elements of music are taught in the music lessons and children are encouraged to use musical language to understand how music is made, played, analysed and appreciated. They learn the dimensions of music: pitch, rhythm, timbre, texture, tempo, dynamics and structure. They learn how to compose music, which also aids their understanding when listening to, playing and analysing music.
Whole school singing and listening assemblies provide opportunities for children to sing and listen to a wide range of music from different periods of history, traditions and cultures.
Singing nursery rhymes and action songs from memory and performing simple rhythm patterns on tuned and untuned percussion instruments in the Early Years through to experiencing whole class tuition on the recorder, violin and cello in KS2 which helps to further develop children’s musical skills and knowledge of the subject. Music lessons will typically consist of:
IMPACT
The impact of the Music Curriculum is measured by:
At English Martyrs, we believe Music plays a vital role in helping children to feel part of a community. We aim to provide opportunities for all children to create, play, perform and enjoy music both in class and to an audience. Children are encouraged to showcase their talents and their understanding of performing with awareness of others through a variety of assemblies and key stage performances. Music lessons enable children to develop their skills, appreciate a wide variety of music and begin to appraise a range of musical genres. All children have access to music regardless of their academic ability, race, ethnicity, background and language. SEND pupils are actively encouraged to participate fully as music is often an area of the curriculum which allows them to excel. We aim to provide children with the opportunity to progress to the next level of their creative excellence.
Our Music Curriculum is designed so that our children :
- Listen to, review and evaluate music across a range of historical periods, genres, cultures, styles and traditions
- Enjoy and have an appreciation for music
- Can sing tunefully and use their voices to create different effects
- Create and compose music, both on their own and with others
- Use a range of musical language
- Make judgements and express personal preferences about the quality and style of music
- Develop their musical skills through singing, playing tuned and untuned instruments.
- Take part in performances with an awareness of audience
IMPLEMENTATION
The music Curriculum from EYFS and Year 1 to Year 6, is primarily delivered through subject specialist teaching. Music in EYFS is taught in regular weekly sessions and includes, rhythms, rhymes, songs and playing un-tuned percussion instruments. Music teaching follows the key principles of the National Curriculum for Key Stage 1 and 2.
The Music Curriculum ensures that children sing, listen, play, perform and evaluate. The elements of music are taught in the music lessons and children are encouraged to use musical language to understand how music is made, played, analysed and appreciated. They learn the dimensions of music: pitch, rhythm, timbre, texture, tempo, dynamics and structure. They learn how to compose music, which also aids their understanding when listening to, playing and analysing music.
Whole school singing and listening assemblies provide opportunities for children to sing and listen to a wide range of music from different periods of history, traditions and cultures.
Singing nursery rhymes and action songs from memory and performing simple rhythm patterns on tuned and untuned percussion instruments in the Early Years through to experiencing whole class tuition on the recorder, violin and cello in KS2 which helps to further develop children’s musical skills and knowledge of the subject. Music lessons will typically consist of:
- Performing, listening, composing, learning about the history of music
- Musical activities and games
- Playing tuned and untuned classroom instruments
- Singing and vocal work, learning a variety of songs including rhymes, number bonds, new key vocabulary and historical facts
- Composition – EYFS reading/scoring Graphic Notation Symbols to KS2 reading/scoring musical notation
- Recording, Evaluation and Performance
IMPACT
The impact of the Music Curriculum is measured by:
- Photo and video evidence of the pupils’ practical learning
- Pupil discussions and interviewing the pupils about their learning
- Children expressing themselves musically becoming confident performers, composers and listeners
- Children are keen to demonsrate and express their passion for music
- Children enjoy music as performers, composers and listeners
- Children feel confident in exploring ideas when composing
- Children are creative in expressing ideas about music they listen to- both in live performances and those played to them
- Children valuing the ideas and creative responses of others
- All pupils having the opportunity to perform music in different ways through playing tuned and un-tuned instruments, both individually and in a group
- Children performing familiar pieces as well as that they have composed using a range of notation
- Pupils have the opportunity to play the instruments they are learning to others and take part in assemblies and performances
- Impact through lesson observations and feedback
- Children finding music uplifting and enjoyable and especially to appreciate the benefits for their mental health
RHSE
“I have come that you may have life to the full.”
John 10:10
INTENT
‘The whole purpose of Catholic education at home and in the primary school is to connect every aspect of growth: physical, social, emotional, intellectual and spiritual, with love. The ultimate goal is to enable children to grow into adults who fully understand their own self-worth and love themselves (i.e. accept themselves positively) and, in turn, be able to love their neighbour (i.e. make themselves fully available to others). Parents and teachers are privileged to assist children every moment of their lives to further this link of love with their humanity and thus with God.’
Baroness Sheila Hollins
Here at English Martyrs Primary School we recognise the value that a high-quality Relationships, Health and Sex Education (RHSE) curriculum can offer to our pupils.
We embrace the challenges of creating a happy and successful future adult life for all our pupils, by giving them knowledge that will enable them to make informed decisions about their wellbeing, health and relationships.
The entire teaching is underpinned with a religious understanding that our deepest identity is as a child of God - created, chosen and loved by God. The programme is fully inclusive of all pupils and their families.
IMPLEMENTATION
Our Relationship Education programme is specific for Catholic Primary Schools, titled Life to the Full. It is taught across a rolling programme from Foundation Stage to Year 6.
As you may be aware, Relationship Education became statutory for all primary schools from September 2020. The Life to the Full programme is based on ‘A Model Catholic RSE Curriculum’ by the Catholic Education Service which was highlighted as a work of good practice by the Department of Education. Therefore, we have confidence that the programme is fit for purpose in supporting the growth and development of your child.
Life to the Full is much more than a series of lessons. It is an entire platform of creative resources which engage, inform and inspire our children and, indeed, you as parents. This includes interactive video content, story-based activities, employing a wide range of teaching tools, original worship music and an accompanying programme of classroom prayers
Life to the Full is intended to be a partnership between home, school and church.The programme adopts a spiral curriculum approach, so that as your child goes through the programme year-after-year, the learning will develop and grow, with each stage building on the last.
Parents can access the content being taught via the online parent platform. This allows you to engage with the teaching and deepen the experience for your child.
IMPACT
The RHSE curriculum, underpinned by the Catholic faith, teaches our pupils how to manage their emotions and understand what happens to them as they grow up and where to go if they need help. Working closely with parents, we are equipping them with the knowledge and emotional intelligence needed to be a healthy, happy and productive member of society, in an ever changing and fast paced world.
Teachers assess the children’s work in RHSE by making informal judgements as they observe them during lessons and through their Guide For Living Books - a workbook in which they record their learning in RHSE. Children take the book home every two years and it should become a reference for them as they grow older - a guide for living. We have clear expectations of what the pupils will know, understand and be able to do at the end of each key stage. Our monitoring of RSHE is an ongoing process
We embrace the challenges of creating a happy and successful future adult life for all our pupils, by giving them knowledge that will enable them to make informed decisions about their wellbeing, health and relationships.
The entire teaching is underpinned with a religious understanding that our deepest identity is as a child of God - created, chosen and loved by God. The programme is fully inclusive of all pupils and their families.
IMPLEMENTATION
Our Relationship Education programme is specific for Catholic Primary Schools, titled Life to the Full. It is taught across a rolling programme from Foundation Stage to Year 6.
As you may be aware, Relationship Education became statutory for all primary schools from September 2020. The Life to the Full programme is based on ‘A Model Catholic RSE Curriculum’ by the Catholic Education Service which was highlighted as a work of good practice by the Department of Education. Therefore, we have confidence that the programme is fit for purpose in supporting the growth and development of your child.
Life to the Full is much more than a series of lessons. It is an entire platform of creative resources which engage, inform and inspire our children and, indeed, you as parents. This includes interactive video content, story-based activities, employing a wide range of teaching tools, original worship music and an accompanying programme of classroom prayers
Life to the Full is intended to be a partnership between home, school and church.The programme adopts a spiral curriculum approach, so that as your child goes through the programme year-after-year, the learning will develop and grow, with each stage building on the last.
Parents can access the content being taught via the online parent platform. This allows you to engage with the teaching and deepen the experience for your child.
IMPACT
The RHSE curriculum, underpinned by the Catholic faith, teaches our pupils how to manage their emotions and understand what happens to them as they grow up and where to go if they need help. Working closely with parents, we are equipping them with the knowledge and emotional intelligence needed to be a healthy, happy and productive member of society, in an ever changing and fast paced world.
Teachers assess the children’s work in RHSE by making informal judgements as they observe them during lessons and through their Guide For Living Books - a workbook in which they record their learning in RHSE. Children take the book home every two years and it should become a reference for them as they grow older - a guide for living. We have clear expectations of what the pupils will know, understand and be able to do at the end of each key stage. Our monitoring of RSHE is an ongoing process