Foundation Subjects
Art
Our high quality art and design curriculum will motivate, engage and inspire the pupils. This will give them the skills and techniques to be creative with a wide range of tools and media.
An awareness of colour, shape, texture and proportion are developed alongside ideas and feelings. The study of a wide range of artist, craftspeople and designers provide the pupils with a knowledge that can be built upon. They are encouraged to express themselves and be confident in their work. Pupil’s can be supported at home by being encouraged to discuss the art around them. They need the opportunities to be creative with the family at home.
To be Gold in Art:
- Choose tools and materials independently and give suitable/creative reasons.
- Critically review their own work and that of others.
- Create 3d objects with intricate detail.
- Show pattern / texture/ shade when painting.
- Show a clear and concise understanding of the colour wheel.
Problem Solving
- Draw at a level beyond his/her year group skills.
- I can investigate: drawing, collage, textiles, printing, collage, photography.
- I can experiment in ways of framing images.
- I can use tools and techniques.
- I can experiment with different materials to create an image.
- I can generate ideas for my work.
- I can combine colour, pattern, texture, line, tone, shade and shape to suit a purpose.
- I work out which visual information I need and combine this with other information.
- I can use research to create a piece of work.
- I can use mental calculations and problem solving to create a piece of work in Art or DT.
- I can plan, test, review and modify.
Here are amazing examples of children’s Art work from across the school.
Computing
The National Curriculum for Computing can be broken down into three key areas of study: Computer Science (CS), Information Technology (IT), Digital Literacy (DL). With a changing world, focused on the creation and application of technology, we at St. Andrew’s aim to ensure all children are able to meet and exceed the expectations outlined in the aforementioned three key areas.
At an age-appropriate level, children are taught:
- How to access information on the internet and use search engines
- How to publish information
- Using code to begin to program and create software
- Increase typing speed and fluency
- Understand what information needs to be kept private, what behaviour isn’t acceptable online and how to stay safe when using the internet.
To be Gold Computing :
- Children will go beyond the requirements of the Computing scheme of work for their year group.
- Children will also competently use the internet and understand how to do so safely.
- Computational thinking and appropriate language will be used when discussing processes, algorithms and de-bugging complex codes.
- Gold children will also be confident in using a range of programs to complete a task.
Problem Solving
The computational thinking aspect of the computing curriculum is about looking at a problem in a way that a computer can help us to solve it. This is a two-step process:
1. First, we think about the steps needed to solve a problem.
2. Then, we use our technical skills to get the computer working on the problem.
Computational thinking can be developed across the curriculum in many ways such as:
- When the children write stories, they are encouraged to plan first: to think about the main events and identify the settings and the characters.
- In art, music or design and technology, the children will think about what they are going to create and how they will work through the steps necessary for this, by breaking down a complex process into a number of planned phases.
Here are super examples of children’s Computing work from across the school.
DT
Through a variety of creative and practical activities, children are taught the knowledge, understanding and skills needed to engage in the process of designing and making. Through exploration, performing practical tasks and evaluating, the pupils will gain necessary skills. These skills will help them to be successful in a technological world.
Pupils will be taught how to cook and the importance of a healthy diet. Cooking is an important life skill that enables the pupils to feed themselves and prepares them for life.
The pupils will work in a range of contexts and gain confidence in themselves. Pupil’s can be supported at home by being encouraged to develop their cooking skills. They also need to be encouraged to talk about healthy food and have an understanding of where food comes from.
To be Gold in DT:
- Choose tools and materials independently and give suitable/creative reasons.
- Critically review their own work and that of others.
- Design and create a purposeful product.
- Show an understanding of computing in their product.
- Show an understanding of cooking skills beyond his/her year group skills.
Problem Solving
- I can investigate: drawing, collage, textiles, printing, collage, photography.
- I can experiment in ways of framing images.
- I can use tools and techniques.
- I can experiment with different materials to create an image.
- I can generate ideas for my work.
- I can combine colour, pattern, texture, line, tone, shade and shape to suit a purpose.
- I work out which visual information I need and combine this with other information.
- I can use research to create a piece of work.
- I can use mental calculations and problem solving to create a piece of work in Art or DT.
- I can plan, test, review and modify.
Here are amazing examples of DT work from across the school.
Geography
In Geography pupils develop their knowledge of people and places to understand the physical, social and economic forces which shape those places and the lifestyles of the people who live there. Though their knowledge of the wider world is important for a holistic growth, we also encourage children to explore and investigate the world around them and further a field, comparing environments through both their physical and human attributes The children develop their skills through topics, learning to use maps to locate cities, countries, mountain ranges, rivers, seas and oceans. They also use atlases, photos and the internet to explore the environment and economics of those countries which they study. At St Andrew’s we teach these skills which they can later apply to a cross curricular topic.
We are also extremely proud to have obtained the International School Award in which are able to contact a primary school from India. In this we are able to share first hand knowledge of our differences and similarities. The children are encouraged to contact their pen pal through email. It has also given the children the chance to write letters with a purpose and audience.
To be Gold in Geography:
- Children to have a wide range of knowledge of locations, places and geographical features.
- Children should understand the changes in geographical features over time.
- Children should have a high level of geographical enquiry skills including observing, collecting and evaluating geographical information.
- Children to explain and understand the effects that recent physical geography has on human geography i.e. earthquakes, volcanoes and landslides.
Here are great examples of children’s Geography work from across the school.
History
At St. Andrew’s we hope to use History to help pupils understand the complexity of people’s lives, the process of change and the diversity of societies throughout time. By studying these, children will begin to form their own identity and understand the challenges of their time.
The teaching of History will inspire pupils to want to learn more about the past and should be used as a stimulus for cross curricular learning. Skills which children should develop when studying History include: asking perceptive questions, thinking critically, weighing evidence, sifting arguments and developing perspective and judgement. All children will be equipped with a chronological narrative of history from the earliest times to the present day.
If parents would like to encourage their child’s development of historical knowledge, there are many free museums in Hull’s Old Town which can be visited. Also, a trip to a local library can open up a world of History books for your child to enjoy.
To be Gold in History:
- Children need to demonstrate a clear understanding of the past and be able to, at an age-appropriate level.
- Children need to consider different types of evidence and how these impact on what historians think.
- Children also need to use and apply maths skills to create chronology in their understanding and compare dates and periods.
Problem Solving
- I know how to put a few events/objects in order of when they happened.
- I can use a timeline to place events which I have found out about. (This can be for different time periods learnt in previous years or for a time period you are studying)
- I can look at objects from the past and ask ’What were they used for?’
- I can chose reliable sources of evidence. (Ask how do we know they are reliable?)
- I have looked at two different versions of the same event and identified differences in the account. (For example a Viking warrior and an Anglo-Saxon villagers view on a raid).
- I understand that it is important to know that some evidence from the past/present is propaganda/opinion or misinformation and that this affects interpretations of History. (For example British / German newspaper articles about the Blitz in WW2).
- Give own reasons as to why changes may have occurred in a time period / across time periods.
- I can describe how some of the things in the past affect life today. (e.g. Stone Age people beginning to live in communities and develop farming techniques).
- I can present my findings about the past in a number of ways: using writing, maths ICT, drama or art.
Here are great examples of children’s History work from across the school.
MFL
When teaching French, learning is practical and fun.
Children learn new vocabulary through games and quizzes. They are then encouraged to put this vocabulary into practice. For example, children will learn how to hold a conversation. Children also find out about the French culture and how French speaking countries are different. As well as French, other modern foreign language clubs are offered during school times at various times throughout the year.
To be Gold in MFL:
- To be able to engage in conversations asking and answering questions, to express opinions and to respond to the opinions of others.
- To be able to broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary.
- To be able to write phrases from memory and adapt these to create new sentences, to express ideas clearly.
- To be able to understand basic grammar, including feminine and masculine forms and how to apply these when build sentences.
Here are great examples of children’s MFL work from across the school.
Music
Music is a universal language that embodies one of the highest forms of creativity. St Andrew’s aims to engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.
As pupils progress, they should develop a critical engagement with music, allowing them to compose, read and use music notation as well as listen and appraise a variety of music from different cultures and time periods.
Currently, children have the opportunity to have additional clarinet or violin lessons. In the ‘Department of Excellence’ (Years 4, 5 and 6) , children are also able to participate in the School Choir, performing as part of the Young Voices Choir at Sheffield Motorpoint Arena.
To be Gold in Music:
- To use the appropriate terminology to appraise and listen attentively to a piece of music, extending their explanation using more challenging Music concepts.
- To understand and read Music Notation, understanding duration and pitch as well as an ability to understand time scales and music articulation.
- To compose music independently and as part of a group using a variety of tuned instruments
- To improvise to a pulse or to a piece of music confidently.
Problem Solving
Through study of Music, problem-solving is a key integrated skill which should be apparent in every Music lesson.
- What does this musical stave tell us about how the music should be played?
- What musical dimensions are apparent in this piece of music? How are they different to another piece of music?
- Explain how you know what the texture, timbre, pitch and dynamics is like.
- Compare the dynamic markings of songs. How are they different?
- What instruments would you select to create a certain effect or mood?
Here are super examples of children’s music work from across the school.
PE
Through our teaching of P.E, we aim to encourage children to keep active, healthy and motivated. The P.E curriculum is split up into dance, gymnastics and invasion games. Our school offers a wide range of fun extra-curricular clubs. The children have many links with the local community, including visits to Ennerdale Sports Centre and Hull FC. The School benefits from having sports and dance coaches coming in on a regular basis. Outside of school you can happily keep your child fit and active by cycling, swimming, going for walks and playing ball games.
To be Gold in PE:
- Children will go beyond the requirements of the PE objectives for their year group.
- They will be able to evaluate own and others work.
- They will participate in a range of sports skills confidently and independently.
- Children will be able to play team games.
Problem Solving
- I can experiment with different ways of travelling and throwing.
- In can decide which pass to use during invasion games.
- I can decide which type of equipment to use for each sport.
- I can suggest ideas to improve my performance.
- I can decide which strategy to use for each sport.
- I can investigate questions and reach an answer.
Here are examples of our super PE skills.
PSHE
At St Andrew’s C.E. Primary School, we aim to promote healthy, independent and responsible members of society. We encourage all pupils to play a role in contributing to school life and the wider community through the school POP (Pupil Opinion Party) and MOP (Mini Opinion Party) groups, fundraising events, supporting nominated charities and involvement in community activities.
We teach PSHE (Personal, Social, Health Education) in a variety of ways through the Jigsaw Scheme and as a discrete subject, via assemblies and through other subjects such as RE, History, Geography, Literacy, Maths, Computing and Science as well as through outdoor educational visits, community work and activities.
Problem Solving in PSHE!
- I can discuss and consider different opinions and my own to solve problems.
- I can use effective communication skills to work as a valuable member of a team to problem solve.
- I can identify what is right or wrong in situations.
- I can work to a budget and explain reasons for purchases (Enterprise).
- I can investigate different scenarios and come up with reasons to support my ideas.
Here are great examples of PSHE from each year group.