Our Lady of the Rosary RC VA Primary School

Growing Together in Faith and Understanding

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Our Lady of the Rosary RC VA Primary School

Growing Together in Faith and Understanding

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The Curriculum

The school follows the National Curriculum, the curriculum for Early Years and the Diocesan RE curriculum.  All children have access to the full curriculum unless officially dis-applied. 




Phonics:  Phonics is taught regularly and systematically using the Letters and Sounds scheme of work.    We also use Read Write Inc Rhymes to support pupils as it has a kinaesthetic and visual quality which supports learners especially those with English as an additional language.  Phonics continues to be taught beyond the earliest years of the school if an individual or small group need intervention.


Key Words:  Learners are taught a series of whole key words with which to scaffold their reading.  This enables them to use a ‘searchlight’ approach to making sense of text when first they begin to read.


Comprehension : Skills of comprehension are taught from the earliest stages of reading, albeit verbally in the first instance.  Whilst learners develop the ability to record their answers in writing, verbal comprehension is part of reading whether this is in a group or individually.


Reading for enjoyment:  All children have access to a wide range of books in school.  Stories are read regularly in every class and learners are encouraged to read widely on an individual and regular basis.  The library is well stocked and is open after school for families.  Children are given books by the school both when they enter in the Reception class  and when they have their birthdays.  The school regularly offers opportunities for ‘competitive reading’.  World Book Day and Poetry Day are celebrated by the whole community. 



The school’s curriculum for writing is built around skills which enable learners to express their thoughts clearly and accurately.  The curriculum ensures that there are regular opportunities to write at length in both imaginative forms and for practical purposes.  Opportunities to write poetry and other forms of expressive writing are built into the medium term planning. 


Grammar is a key part of the curriculum for writing.  Because many of our learners do not have English as a first language, accurate teaching of grammar is particularly important to give them equality of opportunity to succeed in education. 


The curriculum for writing includes opportunities to write in lessons other than English.  Consequently learners are given a chance to apply their skills in a range of contexts.


Handwriting is taught systematically and good handwriting is valued.  Equally spelling is taught through phonics and the spelling patterns in the national curriculum document. 



The school has embraced the opportunities afforded by the new mathematics curriculum to explore and apply a wide range of mathematical skills.


Learners are encouraged to use mathematical equipment to help them secure new concepts.  The aim is  are aiming for learning to be deep and to give them opportunities to gain fluency, solve problems and reason mathematically.  Learners are given opportunities to compete in national competitions such as Junior Maths Challenge  and the Sumdog Challenge.  The school has a very good record of achievement in both these competitions



The school follows the Come and See scheme of work and 10 % of curriculum time is set aside for this. Each term topics are taught within the theme of the domestic church, sacrament and Church celebration.  The scheme is based upon the foundations of the Second Vatican Council, the Catholic Catechism and the revised RE Curriculum Directory. We have recently purchased the John Burland music which enhances the scheme.  RE is the only subject that still has Attainment Levels.  


The school also spends two weeks a year learning about Other Faiths. We spend a week developing our knowledge of Judaism and then in the summer term we learn about either Islam, Hinduism or Sikhism.



Science follows the national curriculum and learners have opportunities to use the extensive grounds surrounding the school to explore the natural world.  Local exploratory science museums such as @ Bristol are used to give learners hands on experience of physical science with equipment which motivates them and consolidates their learning.  Scientists from our own community visit the school to talk about working with science and bring resources to helps which help learners  to build strong concepts. 



These humanities areas follow the national curriculum and learners explore periods of history from Dinosaurs, through the Stone Age and on beyond the Second World War.  Visits out are a regular event when studying both history and geography.  Bristol is well endowed with good museums and local attractions such as the bridge built by Brunel and these stimulate a pride in being a citizen of Bristol.  In addition to planned units of work, the school also highlights historical references to the Great War, the long reign of Her Majesty the Queen and the signing of Magna Carta.  International Days are held to celebrate the diversity of the school community and to support an understanding of global geography.  .  We are exploring ways of developing a humanities curriculum which more reflects the countries of origins of our school population and this is a feature of our School Improvement plan.  Black History Month is always referenced with particular reference to Black Bristolians such as Princess Campbell.



The school has purchased a scheme of work which ensures that pupils are taught the whole, new computing curriculum.  The hardware in school is of a standard which supports this teaching.  E-safety is taught as part of the scheme of work and referenced in every lesson.



Traditionally the school has taught Spanish in key stage 2.  However from term 2 2015, a new scheme of work for French has been purchased.  This will now be taught across key stage 2.  The school has great respect for the many bilingual learners across the school and reference is made to their home languages wherever possible.



The national curriculum is taught and learners acquire skills in these subjects across other areas in the curriculum, including humanities and RE.



A Diocesan approved policy and scheme of work is in place but is under review.  In terms of personal and social education, the faith programme of the school and the assembly programme supports work around the school values.  Workshops are carried out by performing arts companies to tackle issues which may be relevant to learners as they mature, including anti-bullying workshops.



The full national curriculum is followed.  For some year groups or aspects of PE, specialist coaches work with the school.  There are sufficient grounds around the school for all aspects of PE and Games to be taught.  Sports funding has been used to extend the range of sports so that all year groups have an opportunity to take part in ‘new’ sports such as fencing.  Swimming involves travelling to a nearby pool and is taught twice across the key stage 2 years. 



At different times of the year there are clubs on offer to learners in a range of seasonal sports.  Computing clubs take place in the lunch period and among the new initiatives is the maths club for key stage 2 pupils.  Chaplaincy is a particularly popular aspect of the school’s faith programme and learners who are part of Chaplaincy take part in all Diocesan events.  The school is preparing to take part in a local dance festival and is offering this opportunity to key stage 1 pupils.  Library is open twice weekly after school. 





Please look at the Target Trackers to see what your child will be learning in each year group.  Please note that Band 1 = Year 1

Band 2 = Year 2 etc...