Endsleigh Holy Child Voluntary Catholic Academy part of St Cuthbert's Roman Catholic Academy Trust
Working through Christ to inspire, learn, achieve and grow.
The Curriculum Page
Please click on the link below to view the KS1 SATs information for parents presentation. If you have any questions about the KS1 assessments, please contact Miss Beavis at school.
Thank you to all who attended our calculations information evening in school. The powerpoint that was shared can be viewed by clicking on the link below.
At Endsleigh, we follow ‘Come and See’, which is a Catholic Primary Religious Education programme for Foundation and Key Stages 1 and 2. This is based on the theological foundations of the Second Vatican Council, the Catholic Catechism and the revised RE Curriculum Directory and includes the Catholic attainment levels.
The Catechism of the Catholic Church addresses the search for meaning in life: God’s initiative in Revelation who comes to meet us and our response of faith. This pattern guides the structure of the programme and informs the process of each topic, opened up through; Explore, Reveal and Respond.
The children are led through the programme with the use of the ‘driver words’: ‘recognise’, ‘recall’, ‘making links’ and ‘showing understanding’. They are assessed according to the levels of attainment in RE developed by the Bishops’ Council.
Each new topic in RE involves a ‘Big Question’ which helps to develop thinking and understanding through a process of discussion. Examples include; ‘What does it mean to belong?’, ‘Why should we spread Good News?’ and ‘How can we work together to build a just and fair world?’. Throughout each topic the children are encouraged to refer to these questions as a basis for deeper thinking and discussion.
As RE is at the core of every aspect of our lives in and out of school, it is given an extremely high profile around the school, with sacred spaces in each classroom and other prominent areas, allowing a place for reflection and prayer. The children are encouraged to take responsibility for these areas, taking pride in nurturing their own spiritual development, under the guidance of all the adults and older members of the school.
At Endsleigh we aim to create an exciting and stimulating curriculum which allows the children to fulfil their potential in Maths. We want maths to be an engaging and interesting area of the children’s lives. We organise our lessons into three areas; calculations, reasoning and problem solving. The children are not limited to beginning their work on calculations; if they have shown the ability, they may begin with reasoning or problem solving. This is an aspirational scheme and children have shown us since its introduction that they are ready and able to meet this challenge.
Everything we do in maths prepares us for later life. We work in a variety of contexts using different methods to help us achieve our goals.
All of our lessons in maths a based on the Primary National Curriculum for Maths which can be found here;
‘A Journey in Love’
A Catholic primary school resource for Sex and Relationship Education
A Journey in Love is a resource created by Sister Jude Groden. It is the recommended programme for Catholic schools for Sex and Relationship Education, and has been written as a progressive scheme of work that supports the Religious Education, PSHE and Science curricular taught within the school.
As children progress through school, they discover more and more and more about themselves and the wider world. This thirst for learning new things in all aspects of life is fostered by the school so as to create a safe, stimulating environment for learning, supporting all children in their development.
Central to our work within the school is learning about our faith, understanding ourselves, our position in the community and how we develop as human beings – our spiritual, social, emotional and physical development. This is how A Journey in Love fits into the school’s curriculum. The scheme permeates through all levels of learning throughout the school. It focuses on friendship, family, community, relationships and spirituality.
As you might expect, not all issues related to personal development are covered by the end of Year 6. The content is age appropriate and is taught with sensitivity, taking into account the children’s level of maturity in regard to the delivery of the lessons.
The context of Sex and Relationships Education in Catholic Schools
Archbishop Malcolm McMahon, Chair of the Catholic Education Service(CES), has said, “Relationship and Sex Education (RSE) forms part of the mission of Catholic schools to educate the whole person. Our schools have a long track record of educating young people who are prepared for adult life as informed and engaged members of society, and high quality RSE plays an important part in this. The CES welcome the Government’s commitment to protect parental right of withdrawal and involve parents in all stages of the delivery and development of RSE in all schools. It is essential that parents fully support the school’s approach to these sensitive matters.”
A Journey in Love programme content
An aspect of the mystery of love is taught in each year group; children are encouraged to marvel at the wonder and beauty of God’s creative love. This is reflected through a series of progressive and developmental tasks, activities and reflections which focus on physical, social, emotional, intellectual and spiritual development.
The following themes are studied from nursery to year 4:
|Nursery||Wonder at Gods’ Love|
|Reception||God loves each of us in our uniqueness|
|Year 1||We meet God’s love in our family|
|Year 2||We meet God’s love in the community|
|Year 3||How we live in love|
|Year 4||God loves us in our differences|
In years 5 and 6 we follow the “All that I am” scheme delivered to boys and girls during the summer term. Further information about this scheme can be found on the website
The importance of reading and phonics at Endsleigh Holy Child
Reading plays a vital role in the development and education of your child. At Endsleigh Holy Child we ensure that pupils have lots of opportunities to read in lots of different contexts. We continually strive to promote a love of reading.
In Key Stage One we deliver a consistent approach to phonics using a programme called Read, Write Inc. Every pupil in Foundation Stage and Key Stage One works through the programme to help them decode (sound out) words that they read. Reading is linked into understanding what they have read. Using small group work on a daily basis allows staff to pin point any individual who may need additional support in this area and will plan intervention activities if needed.
Pupils read through a set of book banded books. Each colour in the book band is a different level. We provide a wide range of books at different levels within a book band. The pupils know which book band they are working at and recognise the book band that they are working towards.
There are seven areas of learning and development that shape our education in the early years. All areas of learning and development are important and inter-connected. The prime areas of learning are crucial for igniting children’s curiosity and enthusiasm for learning, for building their capacity to learn, form relationships and thrive. The children’s learning in these three areas are then strengthened and applied in the four specific areas.
Please look below for further information about the seven areas of learning and development.
|Communication and language||Physical development||Personal, social and emotional development||Literacy||Mathematics||Understanding the world||Expressive arts and design|
Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. To find out about the three aspects of communication and language and the expectations for the end of Foundation 2 please click here.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. To find out about the two aspects of physical development and the expectations for the end of Foundation 2 please click here.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. To find out about the three aspects of personal, social and emotional development and the expectations for the end of Foundation 2 please click here.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. To find out about the two aspects of literacy and the expectations for the end of Foundation 2 please click here.
Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. To find out about the two aspects of mathematics and the expectations for the end of Foundation 2 please click here.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. To find out about the three aspects of understanding the world and the expectations for the end of Foundation 2 please click here.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. To find out about the two aspects of expressive arts and design and the expectations for the end of Foundation 2 please click here.
Key Stage One
Pupils in Key Stage 1 are in Years 1 and 2. In this phase pupils begin to work on National Curriculum programmes of study.
For further information regarding the plans for Key Stage 1, click the subject links below.
|Art and Design||Computing||Design and Technology||Geography||History||Modern Foreign Languages||Music||Physical Education||Science|
In Key Stage 1 Art and Design, pupils will:
For further information about Key Stage 1 Art and Design, click here.
In Key Stage 1 Computing, pupils will:
For further information regarding Key Stage 1 Computing, click here.
In Key Stage 1 Design and Technology, pupils will: Through a variety of creative and practical activities, be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts, such as the home and school, gardens and playgrounds, the local community, industry and the wider environment. When designing and making, pupils should be taught to: Design
Cooking and nutrition
For further information regarding Key Stage 1 Design and Technology, click here.
In Key Stage 1 Geography, pupils will:
For further information about Key Stage 1 Geography, click here.
In Key Stage 1 History, pupils will study:
For further information regarding Key Stage 1 History, click here.
|In Key Stage 1 Modern Foreign Languages, pupils will begin to learn to:
To find out more about Key Stage 1 Modern Foreign Languages, click here.
In Key Stage 1 Music, pupils will:
To find out more about Key Stage 1 Music, click here.
In Key Stage 1 Physical Education, pupils will: Participate in team games, developing simple tactics for attacking and defending.
To find out more about Key Stage 1 PE, click here.
In Key Stage 1 Science, pupils will study: Biology: Plants
Animals and humans
Earth and Space
* Items marked * are not statutory To find out more about Key Stage 1 Science, click here.
Key Stage Two
Pupils in Key Stage 2 are in Years 3 to 6. Some curriculum areas have been split into lower Key Stage 2 (Years 3 and 4) and upper Key Stage 2 (Years 5 and 6).
For further information regarding the plans for Key Stage 2, click the subjects below.
|Art and Design||Computing||Design and Technology||Geography||History||Modern Foreign Languages||Music||Physical Education||Science|
In Art and Design, pupils in lower Key Stage 2 will:
To find out more about lower Key Stage 2 Art and Design, click here. In upper Key Stage 2, pupils will:
To find out more about upper Key Stage 2 Art and Design, click here.
In Computing, pupils in Key Stage 2 will:
In Key Stage 2 Design and Technology, pupils will: Design
Cooking and nutrition
In lower Key Stage 2 Geography, pupils will:
To find out more about lower Key Stage 2 Geography, click here. In upper Key Stage 2 Geography, pupils will:
To find out more about upper Key Stage 2 Geography, click here.
In lower Key Stage 2 History, pupils will study:
To find out more about lower Key Stage 2 History, click here. In upper Key Stage 2 History, pupils will study:
To find out more about upper Key Stage 2 History, click here.
In Key Stage 2 pupils will:
In Key Stage 2 Music, pupils will:
|In Key Stage 2 Physical Education, pupils will:
In Key Stage 2 Science, pupils will study: Biology: Plants
Evolution and inheritance
Animals and humans
All living things
Chemistry: Rocks and fossils
States of matter
Forces and magnets
Earth and space
The Endsleigh Curriculum
Personal, social, health and economic education
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. PSHE is a non-statutory subject and can encompass many areas of study.
We use our PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
We seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
Our curriculum aims to cover four main objectives, which we consider to be key to enabling our pupils to leave our school able to live as responsible member of British society.
These aims are:
- To engage
- To be motivated
- To always think
- To be an active global citizen
Find out about our phonics and reading curriculum
At Endsleigh Holy Child we support the teaching of phonics through Read Write Inc. (RWI).
RWI is a sythentic phonics based programme. Synthentic phonics is the ability to convert a letter group into a sound that are then blended together to make words.
Phonics information sessions are run during the school year to enable parents and carers to understand how we teach phonics and to provide strategies for helping their child with reading at home.
If you require any further information about how we teach phonics, please speak to your child’s class teacher in the first instance.
Find out about our religious education curriculum
R.E. is a core subject and is at the centre of all that we do in school. As a Roman Catholic school, the teaching follows the scheme ‘Come and See’, which allows the children to experience religious education through a variety of interesting and challenging activities. They begin to understand not only what Christians do, but why they do it. Each term, the topics follow a clear format, according to the liturgical year.
In the Autumn term, the focus is on an individual’s relationship with God and their place in His family. Therefore, the overriding theme is the Domestic Church or Ecclesia Domestica. As the term progresses, we shall study Baptism and Confirmation, before looking at another faith – Judaism and then finally moving on to Advent for the final topic.
In Spring, we move on to thinking about the Local Church – our place as part of the wider school community, then the Eucharist; the gift of sharing in the body and blood of Jesus and finally, Lent and Easter, when we examine our consciences, thinking of how we can give ourselves as part of the preparation for the celebration of the sacrifice of Jesus.
In the Summer term, we think more globally, as we study the Universal Church and our place as part of the whole world. This is a very exciting time as there is Pentecost, when we think about the Holy Spirit coming upon the disciples. We also spend time discussing our relationships with others and how to reconcile with them. This is an integral part of the school’s ethos and a crucial life skill. The last topic of the year links in beautifully with the Endsleigh curriculum, as it focuses on global justice – how God’s wonderful world belongs to us all and we should work to ensure that everyone receives an equal opportunity for a long, healthy and happy life as part of the human family.
All topics open with a ‘Big Question’ which encourages the children to explore their understanding and creates an atmosphere of enquiry. Scripture, Liturgy, prayers , art and other religious sources are used throughout the year to illustrate the all-encompassing nature of the subject; the cornerstone of Endsleigh.
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St Cuthbert's Catholic Academy Trust - Registered Office St Mary Queen of Martyrs Catholic Voluntary Academy, Nidderdale, Hull, HU7 4BS - Company Number 09023802