At Holy Souls School we follow a Christ Centred Curriculum with topics that are rooted in our faith.
We are committed to providing our pupils with a curriculum and a learning experience which stimulates and inspires them whilst preparing them for life outside school. We aim to develop pupils as true lifelong learners, hungry for knowledge and understanding, and skilled in transferring learning skills into a wide range of areas. Please feel free to contact Mrs Kielstra if you have any queries about teaching and learning or the curriculum here at Holy Souls School.
All our pupils have access to the full 2014 National Curriculum as it stands, differentiated to take into account individual learning needs. We organise learning into termly themes as part of our creative curriculum approach, designed to make learning stimulating, relevant and exciting for all.
Teachers regularly assess and report upon pupil progress in all subject areas, with a particular focus on English and Maths. We hold two parent consultation evenings each year to discuss progress and achievements, and provide a written report at the end of the academic year.
Assessments take the form of formal, summative assessments such as non-statutory national curriculum tests and also teacher assessments which are carried out regularly throughout the year. However, the most important aspect of our communication policy is our 'Open Door' ethos. This ensures that staff and parents are in constant contact and can act quickly should there be any issues.
Above all, we are committed to providing our pupils at Holy Souls Catholic Primary School with a learning experience which stimulates and inspires them whilst preparing them for life outside school. We aim to develop pupils as true lifelong learners, hungry for knowledge and understanding, and skilled in transferring learning skills into a wide range of areas.
The National Curriculum
The guide below explains about the new National Curriculum, introduced from September 2014, and which became statutory from 2015:
The documents below aim to help parents/carers understand the Key Stage 1 and 2 national test assessment results:
- A Guide to the 2016 Key Stage 1 Assessment Results (pdf)
- A Guide to the 2016 Key Stage 2 Assessment Results (pdf)
See the appropriate year group pages for Curriculum Overviews and Timetables relating to each class:
Each class has a termly or half termly 'Reading Spine book' which is shared by the whole class. Here at Holy Souls we believe this helps...
- to foster a love of reading from the moment our children begin their school journey;
- to build a core selection in each Year group of the very best books to read aloud with children;
- to transform children from readers into writers, performers and storytellers using engaging activities and traditional tales;
- to create pleasurable read-aloud experiences;
- to create a living library inside a child's mind;
- to expose our children to a store of classics and essential reads that help them engage at a deeper level and enter the world of the story.
|Reception||Aut 1||The Gruffalo|
|Aut 2||Room on the Broom|
|Spr 1||Goldilocks and the Three Bears|
|Spr 2||Three Billy Goats Gruff|
|Sum 1||Farmer Duck|
|Sum 2||The Hungry Caterpillar|
|Year 1||Aut 1||Peace at Last|
|Aut 2||The Scarecrow's Wedding|
|Spr 1||The three trees|
|Spr 2||Georges Marvellous Medicine|
|Sum 1||Fantastic Mr Fox|
|Sum 2||Owl babies|
|Year 2||Aut 1||The Tiger who came to tea|
|Aut 2||The Owl who was afraid of the dark|
|Spr 1||Lost and Found|
|Spr 2||The Enormous Crocodile|
|Sum 1||Aesop's Fables|
|Sum 2||The Giraffe the Pelly and me|
|Year 3||Aut 1||The Twits/100 Mile an Hour Dog|
|Aut 2||Stone Age Boy/How to Wash a Woolly Mammoth|
|Spr 1||Charlotte's Web|
|Spr 2||Stone Girl Bone Girl/Valiant|
|Sum 1||The Magic Finger|
|Sum 2||Fairy Stories and Alternative Fairy Stories|
|Year 4||Aut 1||The Unlikely Adventures of Mabel Jones by Will Mabbitt|
|Aut 2||The Ruthless Romans by Terry Deary|
|Spr 1||Time Travelling Cat and Egyptian Goddess by Julia Jarman|
|Spr 2||Bills New Frock by Anne Fine|
|Sum 1||The Thirteen Story Treehouse by Andy Griffiths|
|Sum 2||Billionaire Boy by David Walliams|
|Year 5||Aut 1||The Wolves of Willoughby Chase by Joan Aiken|
|Aut 2||FArTHER Grahame Baker-Smith|
|Spr 1||Varjak Paw by SF Said|
|Spr 2||Varjak Paw by SF Said|
|Sum 1||The Butterfly Lion by Michael Morpurgo|
|Sum 2||The Hobbit by JRR Tolkien (Graphic novels abridged version)|
|Year 6||Aut 1||Letters from a Lighthouse by Emma Carroll|
|Aut 2||Carrie's War by Nina Bawden & Goodnight Mr Tom by M Magorian|
|Spr 1||The Firework makers daughter by Phillip Pullman|
|Spr 2||The Boy in the Girl's Bathroom by Louis Sachar|
|Sum 1||Kensuke's Kingdom by Michael Morpurgo|
In Reception children experience Communication and Language, Understanding, Speaking and Literacy through all seven key areas of learning. Literacy is taught daily.
Phonics, early reading skills and handwriting are taught discretely on a daily basis. Pupils take home fiction/non-fiction ORT scheme books daily to share with an adult. They also take home high frequency word lists to practise blending and segmenting familiar words with an adult.
Key Stage 1 (Years 1 and 2)
All pupils in EYFS, Year 1 and identified children in Year 2 participate in phonics and reading. In KS1 children continue to practise phonics until they have a secure understanding. A particular focus on this, is placed in Year 1, as they prepare for the phonic screening check in June.
For those who did not pass in Year 1, interventions are continued to support them and prepare them for their retake in Year 2.
There is an ORT reading scheme where books are sent home daily, pupils choose from a selection within their stage of books. Parents are invited to comment in their child's home/school reading record book. There is also space for parents to add books that the children enjoy to read to home with their family.
Letters and Sounds is our phonics programme. This resource was published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance for Practitioners and Teachers. For more detailed information, visit the Government's Letters and Sounds website
|Phase||Phonic Knowledge and Skills|
|Phase One (Nursery/Reception)||Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
|Phase Two (Reception) up to 6 weeks||Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three (Reception) up to 12 weeks||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.|
|Phase Four (Reception) 4 to 6 weeks||No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five (Throughout Year 1)||Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six (Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|
Lower Key Stage 2 (Years 3 and 4)
Pupils in Years 3 and 4 have updated medium term plans taking skills from the Primary Curriculum, with interesting texts to personalise learning to meet the needs of their children. There is an ORT reading scheme where books are sent home daily or pupils can choose from the class library.
Parents are invited to comment in their child's home/school reading record book to encourage a dialogue between home and school regarding achievement and enjoyment in reading. There is also space for parents/child to add books that the children enjoy to read at home with their family.
Upper Key Stage 2 (Years 5 and 6)
Pupils in Years 5 and 6 have medium term plans taking skills from the Primary Curriculum, which they use and personalise to suits the needs of their children.
The ORT reading scheme books continue to support where necessary and pupils choose also from class libraries. Parents are invited to comment in their child's home/school reading record book. There is also space for parents/ child to add books that the children enjoy reading at home with their family.