St Michael's CofE Primary Academy Logo

St Michael's CofE Primary Academy

Interactive bar

Google Services

Search
Language

Curriculum Overview & Statement of Intent

Here at St.Michael's, we have an exciting curriculum, following the National Curriculum, which focuses on knowledge, skills and understanding. This page will provide you with all the information that you will need regarding the topics each year group learn about. If you have any further questions, please do not hesitate to contact us.

Curriculum Statement of Intent

Morals and values framework and ethos of the school statement

 

Our Community Statement, ENRICHING LIVES EVERY DAY’ is key to the development of our Christian environment and ethos.

This statement, inspired by the Apostle Paul:

“For in Him you have been enriched in every way, with all kinds of speech and with all knowledge.” 1 Corinthians 1-5, provides a foundation of Christian expectation and is integral in the teaching and learning of Religious Education for the children in our care, and can be witnessed though our school values, which are:

Excellence; Nurture; Respect; Integrity; Compassion; Hope (ENRICH)

We aim to:

  • have integrity in all that we do, ensuring that the school is true to its Christian foundation.  This will guide and inform everything that we do.
  • nurture our children physically, emotionally and spiritually; encouraging them to be curious, inspiring them with a love of learning.
  • Provide our children with a wonderful sense of hope that will prepare them well for life.
  • ensure that our children are provided with every opportunity to achieve excellence every day; so that their confidence and willingness to succeed will grow with every achievement, enabling them to fulfil their true potential.
  • provide opportunities for children to develop life skills, encouraging them to respect others, show compassion and understand the importance of maintaining good relationships.
  • We place great emphasis on the personal, spiritual, physical, moral and social development of our children through Christian teaching and the provision of Christian adult role models; standing by our values of excellence, nurture, respect, integrity, compassion and hope.
  • We provide a safe, positive, stimulating and caring environment which promotes the development of the child.
  • We are witnesses to the truths and values of the school’s Christian foundation

 

Trust statement

As a school in St Christopher’s Trust, we are committed to building flourishing communities. Through a rich curriculum and high-quality teaching, we strive to:

  • Support children’s wellbeing
  • Secure children’s active and enthusiastic engagement in their learning
  • Encourage and promote respectful relationships
  • Enable children to become active local, national and global citizens
  • Celebrate culture and community
  • Facilitate pupils in exploring, knowing, understanding and making sense of the world

Our priority is the wellbeing of pupils and ensuring that we quickly re-establish attitudes and dispositions to learning. We seek to do this through the PSHE curriculum, and the implementation of the statutory RSE and health education, especially those component parts that most support children’s self-regulation and attitudes to learning. In addition, we will support those pupils more adversely affected by COVID through more individual and personalised interventions. All staff have been trained in trauma informed approaches.

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Into the woods

How have toys changed over time?

What is it like to grow up in Heavitree?

Grand Designs

Where does my food come from?

What does it take to be a great explorer?

Year 2

What is the best way to stay healthy?

Who is the greatest history maker?

How does Borneo compare to England?

How does Roald Dahl use plants in his stories?

Why is the history of my local area important?

Why do we love the seaside so much?

Year 3

Forces and magnets: can you feel the force?

 

 

How do we know about life in the past?

Why did people settle by the River Nile?

 

Why do so many people live in megacities?

Rocks and soils

Why are insects important to our world?

Why don’t shadows appear at night?Vertebrate or Invertebrate? That's the question.

Easter Cards

(1 week block)

Why do some earthquakes cause more damage than others?

Making bread

(1 week block)

Year 4

What's that noise? (Sound) (3-4 weeks)

Making a torch (1 week block)

Why are jungles so wet and deserts so dry?

How did the arrival of the Romans affect Britain?

Beyond the Magic Kingdom: what is it like in the Sunshine State?

What happens inside of us?

 

  

How do electrical circuits work?

(3-4 weeks)

How do artefacts help us understand the lives of people in Iron Age Britain?

States of matter

How do we classify things?

Year 5

One small step for year 5 

(Earth and Space)

What was life like after the Romans?

Why are mountains so important?

What would have enabled Scott to succeed?

Life cycles

How can we live more sustainably?

Would you rather be a Viking or an Anglo-Saxon?

Making shelters (1 week block)

Why did the Mayans change the way they lived?

Year 6

Why do some creatures no longer exist?

How do volcanoes affect the lives of people in Hiemaey?

What did the ancient Greeks do for us?

What’s good for my body and what’s not?

The Highwayman

Who are Britain's National Parks for?

How did WW2 Affect Exeter?

On-the-go products

(1 week block)

How has electricity benefitted us?

Textiles

Making phone cases

This overview shows the focussed learning that is covered within this unit. 

Key

Orange: Science

Blue: Geography

Yellow: History

Pink: The Arts

Red: Design and Technology

INTENT

 

At St Michael’s, we believe a rich web of knowledge is what provides the capacity for pupils to learn even more and develop their understanding. However, this does not preclude the importance of skill. Skills matter and cannot be separated from knowledge.

Knowledge and skill are intrinsically linked: skill is a performance built on what a person knows. That performance might be physical or cognitive, but skills matter and they cannot be separated from knowledge. They are the ‘know-how’ in applying the ‘known’.

Knowledge and the capacity it provides to apply skills and deepen understanding are, therefore, essential ingredients of successful curriculum design.

 

IMPLEMENTATION

 

Breadth, balance and progression:

We believe that children are entitled to breadth, depth and balance, and to high standards across the entire curriculum. 

At St Michael’s, we have ensured that our curriculum has been crafted by answering the following questions:

  • What do we want pupils to know?
  • Does our curriculum contain the appropriate knowledge in an order that supports the learning?
  • Is the curriculum providing pupils with the building blocks of what they need to know and be able to do, in order to succeed in each subject?
  • What skills will be demonstrated and how will progression will be demonstrated in these skills?
  • What will independence in learning look like throughout the school?
  • How will the curriculum coincide with our school values?

 

 

As such, we have introduced three types of knowledge organisers: a subject leader knowledge organiser, a teacher’s knowledge organiser and a child’s knowledge organiser.

 

 

Subject Leader Knowledge Organisers (for foundation subjects and those where we do not follow a scheme):

 

The purpose of these are to allow the subject leader to:

  • Know how effectively that particular subject is being learned and being taught.
  • Know how their subject progresses through the school and the standards that children should achieve at each stage, including what Greater Depth would like in that subject.
  • Know which teachers lack confidence in those subjects and may require extra support.
  • Be able to hold people to account.
  • Be able to explain the knowledge that each child should gain; the skills, which they will employ; the vocabulary that they will use and the opportunities and experiences they will have, in order to combine knowledge, skills and understanding.
  • Ensure children are working at the correct standard by sharing examples of ARE and GD work and using them to support monitoring purposes.

 

You will find these for each of the subjects (Music, Art, D and T, Computing, MFL, History, Geography), which don't follow a scheme by clicking here and then entering the specific subject page.

 

 

     

    Teacher Knowledge Organisers: (Years 1- 6)

    The purpose of these are to allow the class teacher, in conjunction with the subject leader, to consider:

    • The knowledge that is needed in that unit and how it links back to previous learning in the school.
    • The essential knowledge that has to be learned(purple) and the knowledge that could be learned if time allows(pink). This allows time to be spent developing the children’s depth of understanding as opposed to being moved on at undue pace.
    • The activities the children are completing in order to develop their understanding, using both knowledge and skills.

     

    These are currently being uploaded and will be here very soon! Sorry for any inconvenience.

    Children's Knowledge Organisers

    A ‘Child Knowledge Organiser’ is essentially for the child and is a go-to document for a unit of work. Each one identifies the key information that children need to have learned by the end of a topic. It also acts as a tool to support children in retaining and retrieving knowledge for life-long learning. We are developing our own 'Knowledge Organisers' to support the delivery of the curriculum, with each one containing a list of technical vocabulary with definitions. Depending on the topic, there may also be maps, dates, key figures and people’s beliefs. Each organiser will a quiz to help children recall the knowledge and encourage home-school links.

     

    The effectiveness of our approach will be monitored through our robust cycle of monitoring teaching and learning, with a sharp focus on how the needs of our most vulnerable pupils are being met.

     

     

    How Could Knowledge Organisers be Used at Home?

     

    Question and Answer

    Simply having another person test the pupils understanding of key terms, through asking questions is an effective way of developing their understanding of new knowledge and securing in the long term memory. A quick quiz during breakfast or on the way home from school, will help pupils remember key terminology they have been studying.

     

    True or False

    Playing true or false offers pupils the opportunities to check how well they understand the vocabulary they are studying. Particularly, when initially learning new vocabulary, pupils can focus too much on learning definitions off by heart. This activity really tests their overall understanding each term, as they have to state whether a definition is accurate. Asking pupils to then correct the misconception will improve their recall of that piece of knowledge.

     

    Flashcards

    If in Year 5 and 6, have your child create their own flashcards at home with the key information, definitions and vocabulary on. If in Year 3 and 4, you may need to support your children in creating the flashcards and completing this quizzing technique. Flashcards are one way pupils can learn, rehearse and remember key vocabulary that is taught in lessons. By writing the definition on one side and the key term on the other, it allows pupils to test themselves independently or with an adult. Pupils could try and recall the definition of a word, or read the definition and recall the term it relates to. We encourage pupils to learn a definition, however they should not feel it has to be word for word, as long as the definition they give suitably explains the term on the other side.

    IMPACT 

    • Our curriculum ensures that we develop well-rounded citizens with a clear understanding of the school’s values: excellence, nurture, respect, integrity, compassion and hope. Our curriculum addresses negative stereotyping through investigating similarities and differences, and promoting acceptance, diversity, citizenship and human rights.

     

    • Through independent learning, children demonstrate greater levels of resilience and motivation, and a growth mind set when faced with different types of challenge. They develop attitudes and dispositions to make a positive contribution to the world. Our daily interactions provide a regular check on this and success across the wider areas of the curriculum reflect this.

     

    • Learners develop detailed knowledge and skills across the curriculum and, as a result, achieve well. Where relevant, this is reflected in results from national tests and examinations that meet government expectations. This ultimately means that learners are ready for the next stage of education.

     

    • We use regular and robust triangulated monitoring to evaluate the impact of our curriculum design. Leaders at all levels review learning, talk with our children (through the use of Class Learning Forum or the school’s SPLAT team) and provide feedback to move practice forward.

     

    •  We ensure that our children’s attainment and progress are in line or exceeding their potential. We measure this using national data (where appropriate), our connected curriculum, and monitoring evidence.

     

    • Through high quality teaching, we will have closed gaps for all learners, but especially those who are disadvantaged.

    Early Years Curriculum

    School Motto

    ‘Enriching Lives Every Day’

    Mission Statement

    For in Him you have been enriched in every way, with all kinds of speech and with all knowledge. – 1 Corinthians 1-5 is the basis of our Christian Values of: Excellence; Nurture; Respect; Integrity; Compassion; Hope (ENRICH)

    Get in touch

    Contact Us
    Top