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Curriculum

At St. Luke's C.E (Aided) Primary School it is our intent that all learners in all curriculum areas learn more, remember more, connect and apply skills and knowledge more for life long learning.

At St. Luke's C.E (Aided) Primary School we ensure that we plan and deliver work to meet the requirements of the Statutory Primary National Curriculum which came into effect in September 2014.

We have purchased the 'Essentials-full spectrum curriculum' and by using this as a basis for our curriculum planning ensure that all of the requirements of the National Curriculum are covered thoroughly. This curriculum helps us to make learning more personalised as support is planned for those working towards or beyond the expected age related milestones at the end of Year 2, Year 4 and Year 6.

At St. Luke's we strive to ensure that our curriculum allows children to develop the essential literacy and numeracy skills and to make progress that is good or better in Reading, Writing and Mathematics whilst ensuring that the Curriculum is one that is broad and balanced to allow the children to develop to their full potential in all areas of development.

Assessment and Reporting to Parents / Carers

At St. Luke’s C.E (Aided) Primary School we use a variety of methods to effectively assess the progress of all pupils throughout the academic year in order to plan carefully for the next steps in their learning. We aim to ensure that assessment for learning is central to all teaching and learning at St. Luke’s.

This year we have used the NFER Baseline Assessment with the children in F2 (Creswell Class) to establish their starting point on entry to school. This baseline will then be used to plan appropriately for the children to make good progress over the year. During the Summer Term the children will be assessed against the Early Years Foundation Stage Profile and parents / carers will be provided with information about if their child is working towards, at, or exceeding the level expected nationally for their age.

In Key Stage 1 and Key Stage 2 we will assess children against the expectations for their age and also consider this achievement in terms of how much progress they have made. We are using The Depth of Learning (an assessment system that assesses the Essentials Curriculum that we are using) and this allows us to track pupil progress and put in place support for children who may need it in order to meet national expectations or make good progress.

Milestone 1 is the expectation for the end of Year 2, Milestone 2 is the expectation for the end of Year 4 and Milestone 3 is the expectation for at the end of Year 6. The Milestones are based on the standards in the new national curriculum programmes of study and will ensure that the children meet all the requirements of the new curriculum.

Within the Milestones the children will be working at different stages. These stages may be Basic, Advancing or Deep. Although all children will progress through all of the Milestones they may not progress through Basic, Advancing and Deep learning in each Milestone.

The table below shows an example of the different stages the children may be working at within the Milestone and provides an example of activities where learning may be Basic, Advancing or Deep.

Essential Learning Objective To use imaginative description (today in the context of a poem about winter)	Milestone Indicators Milestone 1 • Use adjectives to add detail. • Use names of people, places and things. • Use well-chosen adjectives. • Use nouns and pronouns for variety. • Use adverbs for extra detail.	Basic	Advancing	Deep
		Activities (that will show visible progress towards the milestone)
		1. Match adjectives to pictures of winter. 2. Name the things in the picture 3. In pairs write some sentences to describe the picture.	1. Look at pictures of winter and in groups generate words and phrases. 2. Share the success criteria: your poem must contain: • nouns and pronouns • well-chosen adjectives • adverbs Discuss the meaning of the success criteria in groups and write ideas, followed by a poem. 3. Read poems to each other and ask for feedback against the success criteria.	1. Use a series of pictures of winter to generate ideas, words and phrases. 2. Write a poem and share with others. 3. Analyse the language features and suggest improvements.

The expectations for expected progress for Mastery for each Year group can be seen below

Year Group	Milestone Working within	Autumn Term	Spring Term	Summer Term	Depth of Learning Point Score
Year 1	Milestone 1	Basic 1	Basic 2	Advancing 1	3
Year 2	Milestone 1	Advancing 2	Deep 1	Deep 2	6
Year 3	Milestone 2	Basic 1	Basic 2	Advancing 1	9
Year 4	Milestone 2	Advancing 2	Deep 1	Deep 2	12
Year 5	Milestone 3	Basic 1	Basic 2	Advancing 1	15
Year 6	Milestone 3	Advancing 2	Deep 1	Deep 2	18

At St. Luke’s C.E (Aided) Primary School we believe that learning takes time and that some children take longer than others to achieve so the focus for progress reflects the DEPTH of learning rather than just quantity. Milestones will be met initially to a basic level, working towards a deep level and deep learning takes time. The Summer Term for each year in the table above shows the end of year expectation for each year group for mastery of the national age related expectations .

At St. Luke’s C.E (Aided) Primary School we are using The Depth of Learning electronic system to track the progress of our pupils.

At each Parent / Carer Consultation Meeting teachers will share information about the progress of individual pupils with reference to whether they are ‘on track to meet end of key stage expectations’ and making good progress based upon their own starting point. Targets for the next steps in learning for individual pupils will also be shared at Parent / Carer Consultation meetings each term.

Parents / Carers are always welcome to ask about the progress of their child at any point in the school year and are welcome to arrange a mutually convenient time to meet with the class teacher by ringing the school office on 01909 475821.