Core Subjects at St Andrew’s
At St Andrew’s C E Primary School we make our curriculum as engaging and relevant to the children as we can. Whilst following the National Curriculum, we ensure that the specific content of our lessons is relevant to the needs of our children and draws upon their own experiences as much as possible. English, Maths, Science and RE are apart of our core subjects.
As far as possible, we aim for Literacy, Numeracy, Science and ICT to be embedded within our curriculum, reinforcing the basic skills that children need to develop in order to make their way in the world. We often create exciting stories to spark the imagination and give the children a real purpose for writing.
At the heart of our curriculum sit the children – giving them an exciting and inspirational start to their school life, preparing them for the future.
Anyone wanting more information about our curriculum should contact the School Office.
At St. Andrew’s Primary School, to support early reading and writing, we are currently revising the way in which we teach phonics and looking at a revised programme called “Little Wandle Letters and Sounds Revised Progression” as the foundation of our phonics approach.
This document is available to view here.
Download: Little Wandle Programme Overview
At St, Andrew’s, grammar is an integral part of our English curriculum. The National Curriculum that children follow in English schools puts a great deal of emphasis on children understanding English grammar. At the end of each key stage (Year 2 and 6), children sit a Grammar, Punctuation and Spelling test.
Here is a grammar glossary that tells you all of the different grammar terms used and their meanings for each year group.
Download: Grammar Glossary
Within Reading children use a number of skills to develop their reading skills across the school. The criteria for Reading for each year group can be downloaded below.
Download: Reading Criteria
The criteria for Reading for each year group can be downloaded below.
Key Spellings for Years 3,4,5 and 6 can be downloaded below.
Going for Gold!
To be Gold in Writing:
- Use all the writing criteria for the year group in every piece of writing.
- Write different types of texts which interest the reader.
- A wide variety of sentence styles are used.
- Year group words are spelt accurately.
- A wider variety of punctuation is used, correctly.
- The grammar used is accurate.
- Vocabulary is more adventurous and creates an effect.
- Handwriting is well-developed for the year group standard.
To be Gold in Reading:
- Read a wide variety of books with fluency and intonation.
- Use a wide range of reading skills to gain a thorough understanding.
- Make inferences when reading which can be fully explained.
- Develop fuller comprehension answers using evidence from reading.
- Make links or comparisons within and across books.
- Explain and discuss their understanding of books to a high standard.
- Inference: jigsaw puzzle-what you can see or have read + what you know=inference.
- Predictions: considering what might happen next/why.
- Selecting relevant evidence to support ideas.
- Summarising: deciding which parts of the text are most relevant and recording in a given number of words.
- Questions: considering questions which are relevant to the text and then what the answers would be.
- Clarifying language choices using the text-reading within context.
- Identifying problems/solutions in stories.
- Finding out what is implied and not just stated.
- Comprehension: finding the right answers using the text.
- Retelling a story/details of a text in your own words.
- Forming opinions when reading.
- Reflecting on the text.
- Forming pictures in your head of what has been read.
- Identifying the most important information.
- How to read, being aware of certain types of punctuation/being able to read unknown words successfully. Ordering events.
- Using strategies to read unfamiliar words/gain meaning.
- Considering the thoughts of characters.
- Using a dictionary/thesaurus-when looking up new words, understanding you may need to use the root word, or use the second/third letter to locate words.
- Discussion will also be used in reading activities which is part of the problem-solving process.
- Forming a plan for written tasks.
- Considering how to structure written tasks.
- Précising information.
- Narratives: creating problems and solutions.
- Ensuring all elements have been included for the text type or that the year group criteria has been included.
- Considering the most effective language to include.
- Deciding on the punctuation to include/how to use it.
- Establishing the best way to present written tasks.
- Deciding whether writing makes sense and if not, how to correct it.
- Considering whether spelling is correct, then establishing how to correct it.
- Discussion writing: deciding on viewpoints.
- Instructions: ordering the instructions.
- Explanation: deciding how something works.
- Letters: deciding who to write to and why.
- Persuasive writing: deciding the best way to persuade, which techniques to use.
- Recounts: establishing the order of events, the chronology.
- Establishing the audience for written tasks and what the purpose is.
- Translating written information into pictorial form or diagrams.
- Writing word problems.
- Understanding how to use vocabulary in context.
- Using the correct grammar when writing.
- Discussion will also be used in writing activities which is part of the problem-solving process.
Here are examples of super Reading, Writing and Handwriting from across the school.
Below, you will find the Maths Vocabulary grids for each year group at St. Andrew’s. These are the mathematical terms that children are expected to know and understand, with their corresponding definitions.
Download: Maths Vocabulary Rec-Y6
These are the assessment grids used to monitor and assess Maths at St. Andrew’s. To reach the expected standard for their stage, children to need to achieve every highlighted objective.
Please select the Stage you wish to view
To be Gold in Mathematics:
For pupils to develop mastery with greater depth they need to demonstrate the ability to:
- Solve problems of greater complexity (i.e. where the approach is not immediately obvious), demonstrating creativity and imagination.
- Independently explore and investigate mathematical contexts and structures, communicate results clearly and systematically explain and generalise the mathematics.
Here are examples of children’s amazing Maths from across the school at Age Related Expectation and Greater Depth.
Through our teaching of Science, we aim to encourage children’s natural curiosity and enquiring minds.
A practical/investigative approach is used to assist our pupils in gaining an understanding of the world around them.
The Science curriculum is divided into four main areas: Scientific enquiry, Biology, physics and Chemistry. The opportunity to investigate their own questions, gain new knowledge, collect and record results are used to engage our pupils.
The school benefits from a science garden, nature areas, a pond and allotments for all of our children to experience. Carrying out investigations, bug hunts, planting and growing seeds are all great ways to get your child involved in Science at home.
Download: Long Term Plan
Download: Science Non Negotiables
- I can investigate a question and reach an answer.
- I can suggest my own question to investigate.
- I can decide how to carry put a test.
- I can select the best material for a job, giving reasons for my choice.
- I can suggest reasons why a test works/doesn’t work.
- I can give my results to make a conclusion.
- I can use concept cartoons to answer questions.
- I am given the opportunity to find out/investigate for myself.
Here are examples of great Science work from across the school.
Religious education at St Andrew’s combines the core study of Christianity with the study of a variety of other faiths. This reflects the multi-cultural make up of our nation and promotes respect, tolerance and understanding for the beliefs of others which is promoted as part of our programme. The school follows the York Diocese Religious Education Policy and children are given the opportunity for daily worship and reflection. In addition to a wealth of class room activities, children also participate in whole school family challenges with a religious focus.
Going for Gold!
- Be able to show a deep understanding of Christian key concepts and relate these to teachings from the Bible.
- Be able to accurately use specific key religious language to describe religious understanding.
- Confidently compare religions and relate ideas to own lives.
Here are examples of amazing RE work from across the school.
Download: RE ARE
Download: RE Gold
Download: RE Vocabulary
Our School Prayers
May the grace of our Lord Jesus Christ,
and the love of God,
and the fellowship of the Holy Spirit
be with us all,
now and evermore.
The Lord’s Prayer
Our Father in heaven,
hallowed be your name.
Your Kingdom come,
your will be done,
on earth as in heaven
Give us today our daily bread.
Forgive us our sins,
as we forgive those who sin against us.
Lead us not into temptation,
but deliver us from evil.
For the kingdom,
the power and the glory are yours.
Now and for ever.
May the Lord Bless You
May the Lord bless you and keep you.
May the Lord make his face to shine upon you,
and be gracious to you.
May the Lord lift up his countenance upon you,
and give you peace.
The Serenity Prayer
God grant me the serenity
To accept the things I cannot change;
Courage to change the things I can;
And wisdom to know the difference.
Living one day at a time;
Enjoying one moment at a time;
Accepting hardships as the pathway to peace;
Taking, as He did, this sinful world
As it is, not as I would have it;
Trusting that He will make all things right
If I surrender to His Will;
So that I may be reasonably happy in this life
And supremely happy with Him
Forever and ever in the next.
St Francis of Assisi
Lord, make me an instrument of your peace;
where there is hatred, let me sow love;
where there is injury, pardon;
where there is doubt, faith;
where there is despair, hope;
where there is darkness, light;
and where there is sadness, joy.
O Divine Master,
grant that I may not so much seek to be consoled as to console;
to be understood, as to understand;
to be loved, as to love;
for it is in giving that we receive,
it is in pardoning that we are pardoned,
and it is in dying that we are born to Eternal Life.