Foundation Subjects

 

Scroll down the page to find out about our non-core currculum at Nelson St. Philip's:

 

PE (Physical Education) 

At St. Philip's, we know the many benefits that being active and playing sports can bring and we give Physical Education the priority that is deserves in our school. We provide a broach and rich curriculum and our children enjoy a wide range of sports, challenges and opportunities to creatively flourish in dance and gymnastics.

Here are 10 reasons why PE is invaluable and extremely important at St Philip's:

  1. Children who keep active and play sports are better able to concentrate and maintain focus, which has a positive impact on their academic life. This can lead to improved attainment in all other academic subjects.
  2. Regular exercise is vital in the fight against child obesity. We all know the many health problems that are associated with obesity and how important it is to lead a healthy, active lifestyle. Positive exercise habits that are implemented in childhood will likely continue into adulthood.
  3. Children who exercise regularly have a better quality of sleep. They are therefore more alert at school and have higher levels of concentration.
  4. Physical exercise helps children relieve stress and anxiety. Young people today are arguably under more pressure than ever, so it is vital for them to have an outlet for this stress.
  5. Playing sports in groups help young people to improve their teamwork and leadership skills. It also helps to form stronger bonds between peers and promotes a healthy class dynamic.
  6. Physical activity helps to increase the heart rate and helps to build a stronger heartbones and healthier muscles.
  7. Sports teaches children to have improved self discipline. They can implement this self control in all aspects of their life, from better controlling their emotions to being more self motivated with their studies.
  8. PE helps children to develop their confidence. This can have a positive aspect on all areas of their life, such as their personal relationships and ability to integrate quickly and make friends, to thinking about their future goals.
  9. Sport helps children develop their motor skills and strengthen their muscles. When fine motor skills are developed, children will be more adept at handwriting or playing a musical instrument.
  10.  Regular games and sports can have a positive impact on behaviour in school and outside of school. 

Finally, one extra reason...

It's so much FUN!

 

PE Long Term Plan

National Curriculum PE


History 

Intent

“The more you know about the past, the better prepared you are for the future” (Theodore Roosevelt).  That is why at St Philips’ we are committed to providing children with an exciting, challenging, and relevant History curriculum that nurtures children’s curiosity, fascination and prepares them for adult life.

 We have built a curriculum that helps children understand the complexity of people’s lives, the processes of change and helps them to create a sense of identify and belonging on a personal, cultural, national, and global level as they learn about the diversity of others experiences and helps them to become a more respectful member of society.  Our enquiry-based approach ensures that children are encouraged to ask questions, consider evidence, other’s arguments and develop perspective to make logical judgements.

 Implementation

We take an investigative approach into history, involving children’s active participation in enquiry.  We provide children with the opportunities to learn about the past from a range of historical sources including artefacts, reference books, technology, visitors to school, museums and other places of historical interest.

 History is taught through topics, due to our mixed year groups. Our 2-year cycle ensures that children will access a History topic every term. Wherever possible we link History and Geography to create a more detailed and engaging experience for our pupils.  Within the curriculum we have identified the key knowledge and skills of each area of History, ensuring that progression is achieved across all year groups.  

Following our investigative approach, our topics begin with a learning question. At the start of each unit children are given the opportunity to convey what they already know as well as what they would like to explore about their topic. This ensures that lessons are relevant to our pupils and takes into consideration children’s different starting points. 

Within the Early Years, children are given opportunities to compare past and present events and objects in their own lives and those of their family and friends. In KS1, children are given the opportunity to compare the events, lifestyles, and lives of people locally, nationally, and globally.  In KS2, children continue to compare the past and present focussing on significant periods of time as well as events and inventions that shaped our local community.

 Impact

As a result, children’s books will show a broad and balanced curriculum and demonstrate their acquisition of key knowledge through a variety of forms.

By the end of Year 6, children will have a strong chronological understanding of British History from the Stone Age to the present day. They will be critical thinkers and demonstrate this through transferring their enquiry, reasoning, and interpretation skills across other areas of the curriculum.  They will be confident as young historians and feel equipped and excited to access the curriculum at Key Stage 3.

 

History Long Term Plan

National Curriculum History


Geography

 Intent

“The study of Geography is about more than just memorizing places on a map. It is about understanding the complexity of our world” (Barak Obama). That is why at St Philips’ we are committed to providing children with the opportunity to learn not only about the world, but also how it works, how it interlinks and how we become positive contributors to it.

 Our aim is to provide a curriculum which ignites children’s curiosity and fascination about the world and its people, which will prepare them for the rest of their lives; to promote their understanding and respect of diverse places, people, resources, and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

 Implementation

Geography is taught through topics, due to our mixed year groups. Our 2-year cycle ensures that children will access a Geography topic every term. Wherever possible we link Geography and History to create a more detailed and engaging experience for our pupils.  Within the curriculum we have identified the key knowledge and skills of each area of Geography, ensuring that progression is achieved across all year groups.    

Geography is an investigative subject; this is why we choose to begin our topic with a learning question. At the start of each unit children are given the opportunity to convey what they already know as well as what they would like to explore. This ensures that lessons are relevant to our pupils and takes into consideration children’s different starting points. 

Within the Early Years, children are encouraged to make observations and identify patterns in the world around them. In KS1, the focus is on developing children’s locational and place knowledge within the United Kingdom and beyond using photographs, maps, atlases, and globes.  In KS2, children continue to develop their locational and place knowledge, alongside aspects of Human and Physical Geography.  Where possible, teachers are encouraged to provide first- hand experiences of Geography by completing fieldwork within the school grounds and local area. 

 Impact

Children will enjoy learning about all aspects of Geography. Teachers will have high expectations of Geography and quality evidence will be presented through a variety of forms. By the time children reach Year 6 they will be confident in using their geographical knowledge and skills to help them explore other subjects and to navigate the world around them.      

 

Geography Long Term Plan

National Curriculum Geography


Computing

Intent

At St. Philip's, we want pupils to be able to use, express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. We offer a structured sequence of lessons, helping teachers to ensure that they have covered the skills required to meet the aims of the national curriculum in our mixed age classes. Our curriculum offers a range of opportunities to learn new skills, consolidate those taught and challenge those that are ready. It enables them to become responsible, competent, confident and creative users of information technology.

Implementation

Computing is taught weekly in each class. Through the sequence of lessons, we intend to inspire pupils to develop a love of the digital world, see its place in their future and give teachers confidence. Our lesson plans and resources help children to build on prior knowledge at the same time as introducing new skills and challenges. In the Early Years children are encouraged to recognise how a range of technology is used safely in places such as homes and schools, selecting and using technology for particular purposes. In KS1, the focus is on developing the use of algorithms, programming and how technology can be used safely and purposefully. In KS2, lessons still focus on algorithms, programming and coding but in a more complex way and for different purposes. Children also develop their knowledge of computer networks, internet services and the safe and purposeful use of the internet and technology. Data Handling is featured more heavily in UKS2. Skills learnt through KS1 and LKS2 are used to support data presentation. Alongside Purple Mash, we use Barefoot Computing and a wide range of programs, websites and hardware to teach the curriculum.  Teachers follow the objectives set out within the Long Term Plan. 

When appropriate, and as often as our technology allows, we integrate computing into other subjects in order to develop the children’s digital literacy. This is further enhanced by a computer club for KS2 children evey week. 

Impact

Learning in computing will be enjoyed across the school. Teachers will have high expectations and quality evidence will be presented in a variety of forms, including the use of a computing book of which each child records evidence of their work in comptuing. Children will use digital and technological vocabulary accurately, alongside a progression in their technical skills. They will be confident using a range of hardware and software and will produce high-quality purposeful products. Children will see the digital world as part of their world, extending beyond school, and understand that they have choices to make. They will be confident and respectful digital citizens going on to lead happy and healthy digital lives.

 

Online Safety

Visit our 'Online Safety' page for more information

 

Computing Long Term Plan

National Curriculum Computing 


Art and Design 

Intent

At St Philips’ we are committed to providing children with an exciting, stimulating, and comprehensive art curriculum in which children can creative, explore and record their own ideas and experiences.   We aim for all children to have confidence and be proficient in drawing, painting, sculpting, printing, collage, and other design techniques.  We ensure that children are exposed to several great artists, sculptures and designers and are able to evaluate and analyse work using the language of art in a respectful manner.

 Implementation

Art is taught in units, due to our mixed year groups. Our 2-year cycle ensures that each class completes 3 half termly units across the year. Wherever possible we link Art to our other topics therefore making it cross curricular.  Within the curriculum we have identified the key knowledge and skills of each area of Art, ensuring that progression is achieved across all year groups. This ensures that children will develop a considerable knowledge of individual artists as well as mastering the key processes of art, drawing, painting, printing, collage, and sculpture.

Each unit of work focuses on an artist and a particular style or method of art. As the unit progress’s children develop their knowledge and understanding of the artist and the style of art within their unit. They develop their skills and confidence using appropriate materials and finish with a piece of artwork inspired by the original artist.  This may be completed in variety of ways to suit our space and resources, children may work as a whole class, in groups or on individual basis. 

 Impact

At St Philip’s Art is loved by both teachers and children.  Children are always excited to learn new skills and work hard to perfect existing ones. Children are embraced in a culture where they understand Art is a personal process in which there is room for mistakes and growth.  Pupils have become more confident in analysing their work and giving opinions of others work in a tasteful manner.

School and classroom displays, children’s sketch books and our floor book reflect the children’s sense of pride in their artwork and demonstrate the links across the wider curriculum.

Art and Design Long Term Plan

National Curriculum Art & Design 


DT (Design and Technology)

Intent

At St Philips’ we are committed to providing a DT curriculum that provides children with a real-life context for learning in order to prepare them with the skills to live successfully in the modern world and to inspire them to become engineers, designers, chefs and architects.

 Implementation

Design technology is taught in units, due to our mixed year groups. Our 2-year cycle ensures that each class completes 3 half termly units across the year. Wherever possible we link DT to our other topics therefore making it cross curricular.  Within the curriculum we have identified the key knowledge and skills of each area of DT, ensuring that progression is achieved across all year groups. This ensures that children will develop a considerable knowledge and mastery of skills in mechanisms, textiles structures and food and nutrition.

Each unit of work follows the ‘design, make, evaluate’ cycle and is rooted in technical knowledge. We ensure the design process in rooted in real life, relevant contexts to create purposeful learning. While making, children are shown how to use a range of tools and are given the opportunity to develop their skills before creating their final product.  Once complete children are taught to evaluate their products against a design criteria. You will find evidence of each of these sections within children’s sketch books or within their project booklet.

 Impact

At St Philip’s Design Technology is loved by both teachers and children.  Children are always excited to learn new skills and work hard to perfect existing ones.  By the end of KS2 children can take risks, be resourceful and innovative and are confident in using a variety of skills and knowledge in all strands of DT. 

 

Design and Technology Long Term Plan

National Curriculum DT 


Music

Intent
The Music Curriculum at St Philip's is taught mainly through Charanga Musical School.  This repetition-based approach to learning musical concepts, enables our children to develop a secure and deeper learning and mastery of musical skills. Over time, the children can both develop new musical skills and concepts whilst re-visiting musical skills and concepts previously learnt. 

Implementation
As musicians, we want our children to develop:

• A very good awareness and appreciation of different musical traditions and genres.
• The ability to use musical terminology effectively, accurately and appropriately.
• A passion for and commitment to a diverse range of musical activities.

As we are a mixed age school, we have a three year cycle for Music. Across the school year, each class covers 6 units of work. These units allow the pupils to explore different genres of music whilst learning the strands of musical learning which correspond with the National Curriculum for music.

Progressions of instruments through school: Class Pendle (EYFS/Yr1): un-tuned percussion instruments, Class Barley (Yr1 & 2): Ocarinas, Class Marsden (Yr3 & 4); Recorders, Classes Towneley and Wycoller (Yrs 4, 5 & 6) Glockenspiels. 

Impact
The assessment framework used within Charanga follows a ‘Plan, Do, Check, Review’ sequence which is devised to support and equip specialist and non-specialist music teachers in their delivery of the music scheme.  Children are assessed half temly using Target Tracker. 

 

Music Long Term Plan

National Curriculum Music


PSHE

Intent 

Our intention is that when children leave our school, they do so with the knowledge, understanding and emotions to be able to play an active role in today’s society. We want our pupils to have high aspirations, a strong belief in themselves and realise that anything is possible if they put their mind to it. 

What do we want for our pupils? 

  • To develop a confidence in sharing their own thoughts, feeling and opinions with others
  • To develop a set of skills and attributes to keep themselves healthy and safe 
  • To show an understanding and tolerance of others beliefs, religions and life choices.
  • To build positive, respectful relationships with other people 
  • To develop an attitude of a responsible citizen 

Implementation 

How we deliver PSHE at St Philip’s CE Primary:

  • All pupils have a weekly PSHE lesson which lasts for 45 minutes.   
  • Long-term planning is given to all staff, which has been developed by the PSHE lead in guidance with The PSHE Association to meet the needs and maturity of our pupils. 
  • Visitors such as emergency services and the school nurse complement our PSHE curriculum to offer additional learning. 
  • Assemblies are planned to cover any additional sessions that would benefit the whole school.

 

PSHE Long Term Plan

 

Here are some websites you may find useful as parents:

NSPCC

Mental Health

Young Minds

Change For Life


French

Intent

The MFL Policy at St Philip’s CE Primary School is designed to reflect the primary Modern Foreign Language entitlements.

At St Philips, we believe that learning a foreign language prepares pupils to participate in a rapidly changing world in which work and other activities are often carried out in languages other than English.  The choice of which language to teach is secondary to the lifelong language learning skills that pupils will be encouraged to develop.  Increased capability in the use of the foreign language promotes initiative, confidence and independent learning and encourages diversity within society.  

We strongly believe that the skills, knowledge and understanding gained through learning a new language make a major contribution to the development of children’s oracy and literacy and to their understanding of their own culture and those of others.

Language also lies at the heart of ideas about individual identity and community, and learning another language can do a great deal to shape children’s ideas in this area as well as giving them a new perspective on their own language.

Language teaching at our school intends to provide opportunities for our children to:

  • Develop an interest in learning other languages.
  • Understand that language has a structure, and that the structure differs from one language to another.
  • Develop awareness of cultural differences in other countries.
  • Develop their speaking and listening skills.
  • Have fun!  

Implementation

We provide French language learning in Years 3, 4, 5 and 6. Each class has one 40 minute French lesson, which is taught on a weekly basis.

A variety of language teaching methods are used to match groups and individuals with different learning styles, these include games, role-play, use of a range of media and songs.

The lessons are made as enjoyable as possible, as we realise that this approach serves to develop a positive attitude in the children to the learning of modern foreign languages.

At St Philip’s CE Primary School, there is a clear progression of skills and understanding that builds through Key Stage based on the National Curriculum Programme of Study.

Teachers plan lessons with access to the Lightbulb Languages Scheme of Work, which supports staff in ensuring that their delivery of French is accurate, even if they are not a French speaker themselves.

This planning takes account of prior learning and builds on this. At each stage, the teacher will refer to prior learning and carry out informal assessment of children’s stage of development before moving on.

 Impact

The intended impact of the MFL Curriculum is that the majority of children in each year group are working at or above the expected level for their age. 

In addition to this, it is the intended impact that the children:

  • are inspired by the MFL Curriculum and want to learn more.
  • show the progression in their skills, knowledge and understanding in the work in their books.
  • can discuss their learning and remember what they have learnt.
  • learn about France and what it is like to live in this country.

 

French Long Term Plan

National Curriculum Modern Foreign Languages

 

Find Us

Nelson St Philip's CE Primary School

Leeds Road, Nelson, Lancashire, BB9 9TQ

School Bursar

T: 01282 614463

E: head@st-philips.lancs.sch.uk

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