Curriculum at St. Alban’s Catholic Primary School
We offer a broad, balanced and progressive curriculum, enriched with purposeful experiences and flexible and responsive to individual needs and interests. Our aim is to ensure the acquisition of skills, knowledge and understanding through a love of learning. We want to nurture a belief that nothing is impossible and that all barriers to learning can be overcome. Our ambition for all our children is for them to be happy, confident, caring, knowledgeable and resilient individuals, who will grow up to be inspirational adults, with a wealth to contribute to our ever changing world.
At St. Alban’s Catholic Primary School, we teach the national curriculum for England (see link below to be directed to the Statutory Guidance as published by the Department for Education)
We use the specifications set out in the national curriculum to provide the core principles from which we can build quality teaching and learning experiences for all of our pupils. Our aim is to ensure the acquisition of skills, knowledge and understanding through a love of learning in a broad, balanced and progressive, topic based curriculum. We strive to provide a learning experience to suit the needs of individual children and strongly believe that all barriers to learning can be overcome.
Our class pages give details of the topic based curriculum for each year group (see the link below)
PRIMARY WRITING PROJECT
What is the Primary Writing Project?
The aim of the ‘Primary Writing Project’ is to motivate children and teachers as writers, deepening understanding about writing and refining skills so that children make good progress and standards are raised. The project is based on clusters of schools, with a similar interest in improving writing, working collaboratively over time. Each school has a ‘project team’ that meets regularly, developing and lead the project in school.
The best writers in any class are always readers. Indeed, it would be impossible to write a text type without being familiar with the language rhythms and patterns. So reading influences writing – indeed, the richness, depth and breadth of reading shapes and determines the writer that we become. If a child’s reading is meagre then their writing will inevitably be thin. Most teachers would be able to take a pile of children’s books and rapidly work out which children read and which do not – for their writing is an echo of their reading. In fact, it is possible to work out their favourite author or type of writing, as their composition may well be an echo of Jacqueline Wilson, Anthony Horowitz or Terry Deary.
- Children who are read to regularly before coming to school are the most likely to succeed in education;
- Children who read for pleasure are also most likely to succeed – in literacy, but also across the curriculum because of the way in which reading develops the ability to think in the abstract.
What is ‘Talk for Writing’?
‘Talk for Writing’ is built around a simple enough notion. What would happen if we took a primary school and decided that every day children would spend 15 or 20 minutes storytelling. In a reception class, they might well learn and develop about 10 stories. This could be built upon in year 1 with another ten and, thereafter, perhaps a story every half term. This would provide every child with a bank of about 50 stories that they know really well. If you add in a similar number of non-fiction texts and then include poetry, the language and imaginative store becomes fairly extensive.
Talk for writing – phase 1 – Imitation
Learning stories orally is a powerful tool for helping the child to internalise the language. Whilst reading is also necessary, it can become a passive activity. Oral learning of texts involves the children in hearing and speaking the text. These are taught in a multi-sensory manner, using story maps (visual representation) and actions (kinaesthetic). You may see your child bring these maps home to learn as part of their homework.
Talk for writing – phase 2 – Innovation
Once the children have heard, spoken, read and explored a model text, internalising it into their long-term working memory, then they are ready for the second phase which is known as ‘INNOVATION’. This is when the children are helped to create their own new version of the known text. Young children and those who struggle with composition start by making changes to their maps and then retelling their new version. This has to be modelled by the teacher. A new class map is decided upon and the new story retold. Then the teacher works with different groups, helping children develop their ideas, alter their maps and retell and refine their new versions.
Talk for writing – phase 3 – Invention
The third phase is ‘INVENTION’. This is where children are expected to write increasingly independently. The teacher may well decide that certain aspects need revisiting and teaching. There may also be ‘feedback’ sessions – but the main thrust is on the children writing independently. When writing, less confident children may well rely on the initial model but more confident writers will draw upon many different sources. By this stage, the underlying patterns and structures begin to become ‘transferable’ so that they can be used in different situations for the young writer’s own purposes.