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St. Saviour’s Junior Church School Curriculum overview
 
St. Saviour’s Junior Church School is a values based church school where everyone really matters. Values help us to build the ethos of the school so that our children become reflective and caring. Our aim is to have a learning environment which is calm, purposeful and happy.
 
We have six core values: Aspiration, Empathy, Enthusiasm, Integrity, Resilience and Respect. Each term we focus on one of these, both during assembly and class time. 
Our 'Curriculum Maps' can be found at the bottom of out Teacher and Learning Policy (click below)
Visit our 'Welcome' page below to find out more about our 'Vision and Values'

To watch videos of events, lessons and life at our school visit these pages:

English


During English lessons, and across the curriculum where appropriate, the children develop reading, writing and speaking and listening skills. We make full use of the National Curriculum to teach the skills of reading and writing in a very focused way.

 


Reading

This is probably the most important skill that children will learn. It is not only a source of pleasure in itself, but also a primary means of obtaining information. During whole class guided reading, the children will be exposed to a variety of high quality texts and genres. During this time, children will have opportunities to improve their dictionary, thesaurus and vocabulary skills, identify features of published texts and develop their comprehension. Our children are given opportunities during the school day for quiet independent reading and are also encouraged to take books home. Children will also have the opportunity to use the school library once its exciting renovations are complete. Parents are encouraged to help their children by listening to them read and reading to them. This is part of the children’s home learning. 

Writing 

We value writing and encourage children to produce work of quality and depth. Pupils are given many opportunities to write in a wide variety of ways using the work of professional writers as a model.

 

Children need to write as a means of communication, as a way of clarifying their thoughts and as a method of recording their opinions and ideas. We introduce various types of writing to the children, enabling them to select the most appropriate for the task in hand. We also stress the importance of good spelling, sound grammatical structure, neat handwriting and quality presentation. Regular opportunities for longer pieces of writing are given during the Big Write. This helps the children to develop stamina for writing.

 

We use the ‘No Nonsense Spelling’ scheme as the foundation for our spelling work, and practise cursive handwriting regularly in class for speed and accuracy when writing.

No Nonsense Spelling Introduction

An introduction to Raintree's complete spelling solution, "No Nonsense Spelling", from Rebecca Cosgrave, Lead Adviser, Babcock LDP.

Phonics

Although not part of the KS2 curriculum, phonics is available for those who may still need support in this area.


Speaking and Listening Skills

Through talking, children clarify their understanding. Children learn to express themselves clearly and need to acquire a wide vocabulary to communicate effectively. Listening skills are equally vital and the children are given many opportunities to use both these skills in a wide variety of ways, including through drama, poetry, debate and discussions. Regular opportunities to speak in front of a wider audience are given through whole class assemblies and performances.

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Some examples of the experiences children participate in are:

  • Consolidation of grammar, spelling and punctuation skills
  • Opportunities for reading aloud, both in class and to wider audiences
  • Publishing opportunities
  • Practical activities such as spelling games
  •  Discussion opportunities
  • Writing for a variety of meaningful reasons (including cross-curricular writing where appropriate)

Mathematics


During mathematics lessons, the children develop confidence and competency in essential number skills, geometry, measurement and statistics integrating regular opportunities for varied fluency, problem solving and reasoning. Concrete, pictorial and abstract methods are used for teaching the four operations across the school to ensure a deep understanding of number concepts. We make full use of the National Curriculum content with our maths teaching based around the White Rose maths teaching resources. We largely follow the White Rose Maths Overview in each year group, adapting where necessary to meet the needs of the children.

White Rose - Maths Everyone Can

Maths: Everyone Can from White Rose Maths Hub

Some examples of the experiences children participate in are:

  • Consolidation of basic skills including opportunities to practice times tables using Times Table Rockstars
  • Practical activities using concrete materials such as place value counters, dienes equipment, number squares and bead strings
  • First-hand experience
  • Discussion opportunities
  • Investigative work (including opportunities for deeper learning)
  • Meaningful content, which is cross-curricular when appropriate.
Below we have uploaded some examples of the methods we use in maths: 

Addition

Addition using place value counters

Addition

Addition using column method

Subtraction

Abstract subtraction using column method

Problem solving

Problem solving using the bar model

Below we have saved some useful information about our maths teaching from our 'Maths Event for Parents and Carers'.

Science

During science lessons, the children develop practical and investigative skills. We make full use of the National Curriculum to teach science. Teaching is based around the Rising Stars ‘Switched on Science’ teaching materials. These are adapted as necessary to meet the needs of the children.

 

We teach children about living things and how the world works through enquiry and experimenting at every age. We encourage children to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world. Above all we aim to make Science fun!

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History

 

During History lessons, each year group studies specific historically based topics.

(see curriculum maps)

 

Some of the experiences children will have include :

  • building Ancient Egyptian moving models and Ancient Greek temples
  • learning about life in Ancient Greece, including a trip to the Holburn Museum
  • studying the Shang Dynasty
  • looking at the life of the Mayans.

 

In addition to termly topics the children take part in a special annual week called ‘Our Local Story’. This week allows the children to develop their understanding of their own local history. In Year 3 the children study the history of our school, moving onto the history of Larkhall in Year 4. In Year 5 they study how the Romans invaded and settled in Bath moving onto a study of Roman Britain in Year 6.

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Geography

During Geography lessons, children will be given opportunities to explore, appreciate and understand the world we live in and how it has evolved.

We recognise that Geography is a key life skill. The programme of study for the new curriculum contains the following:

 

1. Locational knowledge
2. Place knowledge
3. Human and physical knowledge

4. Geographical skills and fieldwork

 

 

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Religious Education (RE)


During R.E lessons children are taught in accordance with a locally agreed syllabus, in our case the Awareness, Mystery and Value Agreed Syllabus.


We teach Religious Education according to the aims of the Agreed Syllabus and it is clearly stated that Religious Education should not attempt to alter a child's own beliefs, but to provide knowledge of their own and other's beliefs.

 

Below is an outline of the topics we cover through school.

YEAR 3

UNIT 1 What is important to me?

This unit explores ideas of what it is to be human and relates them to religious and other beliefs.

Focus Areas: A & D

Featured religions: Christianity & Judaism

 

UNIT 9 How should we live and who can inspire us?

This unit explores how people’s values and commitments might be demonstrated in the lives of (religious) leaders and believers

Focus Areas: B & F

Featured religions: Judaism, Christianity & Hinduism

UNIT 12 What does it mean to belong to a religion?

This unit explores aspects of practises, communities festivals and celebrations, and the beliefs to which they relate

Focus Areas: B, D & E

Featured religions: Judaism

 

YEAR 4

UNIT 10 What does it mean to belong to a religion?

This unit explores aspects of practises, communities festivals and celebrations, and the beliefs to which they relate

Focus Areas: B, D & E

Featured religions:Hinduism

UNIT 7 How do people express their beliefs and identity?

This unit explores how religions and beliefs employ signs, symbols and the arts to express aspects of human nature

Focus Areas: C & D

Featured religion: Christianity

UNIT 6 How do we make moral choices?

This unit explores how religious and other beliefs affect approaches to moral issues

Focus Areas: A & F

Featured religions:Christianity & Hinduism

YEAR 5

UNIT 2 What can we learn from the life and teaching of Jesus? This unit explores aspects of the person, life and teaching of Jesus and how they relate to Christian life, practices, celebration and the pattern of Christian festivals

Focus Areas: B & E

Featured religion: Christianity

UNIT 5 Why are some journeys and places special?This unit explores how religions and beliefs express aspects of life’s journey in a variety of creative ways

Focus Areas: C & E

Featured religions: Christianity & Islam

UNIT 3 Why do religious books and teachings matter?

This unit explores how religions and beliefs express values and commitments in a variety of written forms, and how value is attached to those writings

Focus Areas: C & F

Featured religions: Christianity & Islam

YEAR 6

UNIT 4 What does it mean to belong to a religion?

This unit explores aspects of Christian festivals, celebrations, practises and communities and the beliefs to which they relate

Focus Areas: B & D

Featured religion: Christianity

UNIT 11 What does it mean to belong to a religion?

This unit explores aspects of practises, communities festivals and celebrations, and the beliefs to which they relate

Focus Areas: B, D & E

Featured religions: Islam

UNIT 8 What do people believe about life?

This unit explores ideas about the natural world and our place in It and relates them to religious and other beliefs

Focus Areas: A & E

Featured religions: Christianity & Islam

 

A daily assembly takes place that includes an act of collective worship in the form of a prayer or reflection, in line with the statutory requirements.
Should you prefer, you are entitled to request that your child is withdrawn from some elements of the curriculum,
 collective worship, RE and sex education. In such cases, the request must be made in writing to the Headteacher.

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Physical Education (P.E.)


During PE lessons, children will develop physical skills and competencies, so they are able to move efficiently, safely and understand what they are doing. Physical Education provides ways of learning through action, awareness and observation and gives every child, whatever their ability, equal opportunities to develop their self-awareness and physical skills.

 

Children will experience a variety of activities including gymnastics and dance, team games, athletics and even Go Noodle (short physical activities that the children complete in class) ! The school participates in inter-school competitions, both in curriculum time and after school. Children also to take part in intra-school competitions throughout the year such as sports day, or Crescent team competitions as a year group. In addition, the children are offered a wide variety of lunchtime and afterschool sports clubs. Children are taught to swim in Y4 and Y5, with the national objective of swimming 25 metres being the focus of these lessons.


All lessons are strongly based around the school values.

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Art

 

During art lessons, children use colour, form, texture, pattern and different materials and processes to communicate what they see, feel and think.

 

Art and design stimulates creativity and imagination. It provides visual, tactile and sensory experiences for the children. Understanding, appreciation and enjoyment of the visual arts has the power to help enrich the lives of the children at St Saviour's.

 

The children also enjoy our annual Collaborative Week with St Saviour's Infant Church School, where pupils work together to create a variety of art work based around a theme.

Music

 

Music should engage and inspire children to develop a love of music across a variety of different genres. We also aim to increase their self-confidence and creativity through performances, evaluation and reviews. We teach music through Charange, a scheme of work, the scheme encourages children to develop their knowledge of many key elements of music theory: pitch, dynamics, tempo, timbre, texture and structure as well as the history of music. In order to enrich the children's experience of music we arrange events/workshops where the children can first hand experience live music, songwriting along with composition.

Rocktopus at St Saviour's Junior School

Uploaded by SSJS SSJS on 2018-11-23.

St Saviours Primary - This is Christmas

A brilliant Christmas song written by the children of St Saviours Primary - Bath.

The Great Showman at SSJS

Foreign Languages Curriculum (formally MFL)


Foreign Languages covers the teaching of languages across the school each week. At St Saviour’s, French is taught across the Year groups progressively. Primary Languages provides the opportunities for children to develop their skills in listening, speaking, reading, writing and phonological awareness.

 

Through this subject we also provide insights into other cultures and civilizations other than a pupil's own. Previously we have celebrated Bastille Day and European Day of Languages, where we had visitors sharing their languages such as Spanish, Creole and Greek. 

 

Design and Technology (D.T.)


Design and technology prepares children to take part in the development of tomorrow’s rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas and eventually making products and systems. Through the study of design and technology, they combine practical skills with an understanding of aesthetic, social and environmental issues, as well as functions and industrial practices. This allows them to reflect on and evaluate present and past design and technology, its uses and its impacts. Design and technology helps all children to become discriminating and informed consumers and potential innovators. Examples of activities children may take part in include:

 

  • f1 car challenge
  • cooking
  • making pop up books
  • building Greek temples
  • making a moving model
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Computing


At St Saviour’s Junior School we recognise that computing is a rapidly evolving subject in which advances demand ever changing skills and knowledge from its users and has become a key life skill. Therefore all children at St Saviour’s Junior School are entitled to have the opportunity to develop their skills, knowledge and understanding in computing as part of our balanced curriculum.


Each year the children will cover:

  • Programming
  • Computational thinking and creativity
  • Computer networks
  • Communication and collaboration
  • Productivity


At St Saviour’s Junior School we want to ensure that our children are able to use the Internet and related communications technologies appropriately and safely. We feel that effective use of the Internet is an essential life skill.

 

Filtering


St Saviours Junior School maintains access to the internet through a central connection to the county internet service. At this access point an Internet filtering system is maintained to block material inappropriate to children. It should be noted that, due to the nature of the Internet, no filtering system can be perfect, therefore the service provided has the ability to add additional blocked sites. The children can also block what they see by using the Hector button.

The curriculum is not just about being able to use computers, but also understanding how they work.

PSHE (Personal, Social, Health Education)

 

During PSHE lessons, pupils develop the knowledge and skills to become responsible, healthy (mentally and physically), safe (online and offline) and independent members of society. We teach PSHE through SEAL (Social and Emotional Aspects of Learning) scheme of work, which is adapted to the needs of the children. The scheme encourages children to develop self-confidence and self-motivation during PSHE lessons and assemblies and prepares them to thrive in life and work. We aim to inspire and encourage children through PSHE to play a positive role in their school life and wider community by contributing to school council, E-Team (Equalities team), anti-bullying week activities and fundraising events.

Outdoor Play and Learning

 

Children spend 20% of their school day playing (playtimes and lunchtime) so are play approach is a key part of a curriculum offer. 

 

During playtimes, we follow an OPAL approach and are a Platinum OPAL school (click link below). Children are able to enjoy a variety of experiences such as:

  • 'cooking' in the mud kitchen
  • building dens
  • using scooters, small bikes and other wheeled objects
  • using out outside toilet to get water for play
  • listening to music

 

Children play imaginatively and independently, only inviting adults into their play if they would like to. The play team support children in their play through extending play and keeping a risk benefit approach in mind. This means that risk is discussed with the children as and where necessary, and an appropriate solution is decided upon together.

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We are a ‘Dementia Friendly School’ visit our gallery to watch a video about the Archie Project
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