St Patrick's Catholic Primary Academy

Our Curriculum

St Patrick’s Curriculum Vision:

At St Patrick’s we inspire enquiring minds with a desire to learn and a thirst for knowledge. We achieve this growing together, finding fulfilment and pride in our achievements and supporting one another along the way. We develop a breadth of knowledge and skills which will equip us for life-long learning in the wider world of rich diversity and we do all this illuminated in the light of Christ.

Our Curriculum Drivers which underpin our curriculum and based on our character education:

Spirituality – we aim to educate our children in the virtues and British values, principles and beliefs that lead them to grow, flourish and find fulfilment - by living out our moto “We live, love, learn and grow in the light of Christ”; appreciating their own uniqueness and celebrating their individual, special qualities that support them being all that God wants them to be.


Aspiring to improve - we aim to engage and inspire our pupils to have a real love of learning; taking ownership of their destinies through securing all learning by practice and retrieval, building upon it year on year. Enabling everyone to aspire as high as they can, by introducing them to a future of possibilities.


Enquiring minds –  we aim for pupils to build a breadth of knowledge by always searching for and developing skills and understanding through a multitude of independent, collaborative and shared learning experiences; opening up a whole world of possibilities and sense of awe and wonder in all they can achieve now and in the future.


Resilience – we aim to instill in our pupils’ real stamina for learning, where challenges are seen as possibilities for growth; where in supporting one another we can develop endurance, having faith and belief that anything can be achieved if they put their heart and minds to it.


Curriculum Priorities:

  • A progressive curriculum which uses breadth of knowledge from past learning, building upon it to develop and increase understanding.
  • Through a range of experiences and teaching styles, interest and enthusiasm is captured by all learners.
  • Teachers must present information clearly – through visual, kinaesthetic and auditory means to enable appropriate quality discussion that clarifies and extends learning.
  • Materials selected appropriately to interest and challenge but that support the intent of the curriculum.
  • Teacher modelling of language is crucial - thinking about how we speak, read and write.
  • Instilling into the pupils a passion for learning, pride in their achievements and a drive to achieve the very best they can. 



Early Years Foundation Stage:

  • Our carefully planned curriculum is tailored to the needs of the individual child allowing every child to make progress, while fostering a love of learning. Children will encounter new experiences; explore the world around them, ask questions, extend their skills, develop confidence and build on what they already know. Through the delivery of high-quality provision children will develop positive dispositions which lay the foundations for becoming lifelong successful learners. We ensure a balance of continuous provision and child initiated learning with focus groups across the week where appropriate.

    In the EYFS setting at St. Patrick’s Catholic Primary School we believe that all children are entitled to the best possible start in their school life, both intellectually and emotionally, in order to enable them to develop their full potential.

    We aim to support each child’s welfare, learning and developmental needs by:

    • Help children grow in the awareness that God loves each one of us, that we need to learn to love him and that we show our love for him by helping one another.
    • Recognising that all children are unique and special.
    • Understanding that children develop in individual ways and at varying rates - physically, cognitively, linguistically, socially and emotionally.
    • Providing a safe, secure and caring environment where children feel happy and know that they are valued by the practitioners looking after them.
    • Fostering and nurturing children’s self-confidence and self-esteem through their developing awareness of their own identity and role within the community.
    • Teaching them to express and communicate their needs and feelings in appropriate ways.
    • Encouraging children’s independence and decision-making, supporting them to learn through their mistakes.
    • Developing children’s understanding of social skills and the values and codes of behaviour required for people to work together harmoniously.
    • Supporting children to develop care, respect and appreciation for others, including those with beliefs, cultures and opinions, which differ from their own.
    • Understanding the importance of play in children’s learning and development.
    • Providing learning experiences in play, which reflect children’s personal interests and areas of curiosity in order to encourage and develop their natural desire, interest, excitement and motivation to learn.
    • Providing experiences which build on children’s existing knowledge and understanding in order to challenge, stimulate and extend their learning and development.
    • Providing effective learning opportunities in a range of environments, inside and outside. 

Teaching in the EYFS setting at St. Patrick’s Catholic Primary School is delivered in accordance with the government’s statutory document ’The Statutory Framework for the Early Years Foundation Stage’ (2017). This document is a principled approach to Early Years education, bringing together children’s welfare, learning and development requirements.


Key Stage One and Two

  • Our lessons are mixed ability and we do not stream our classes apart from phonics teaching, but have high expectations where all pupils are stretched to achieve their potential within the lesson. We support and challenge at all levels. We ensure that all our children can access the curriculum for their year group to meet the needs of all, including disadvantaged as well as ensuring effective support for those who are SEND. The majority of interventions take place within the lesson. Other specific interventions which take place outside the classroom are planned carefully to meet the particular needs of our children. Pre-teaching strategies are used as appropriate to support curriculum access and learning as well as working in partnership with our SENCO and parents.
  • We plan purposeful enrichment activities to meet need, matched to the subject requirements, but also to develop confidence and provide additional opportunities for all our children, ensuring our disadvantage have the opportunity to widen their experiences.
  • RE is delivered through the Diocesan Scheme ‘The Way, The Truth and The Life’ through lessons, collective worship, attending Mass and other opportunities including visitors and visits which reflect the wider Catholic Life of our school. The aim of the programme is to explore the religious dimension of questions about life and dignity and purpose within the Catholic tradition. Links are made with the pupils' own experience and with universal experience. Links are also made with other faith traditions.
  • English is delivered daily through class lessons where we focus on exploring authors, how they write and the different genres. Reading development is through the whole class guided reading approach, independent reading and class story time. Reading is a priority and opportunities to read runs through the whole curriculum. We teach phonics using a synthetic approach and follow the 'Little Wandle' Letters and Sounds scheme. This begins in Nursery and develops progressively through to year 2 which also links to the GPS curriculum with a variety of resources. The phonics provision continues into Key Stage 2 as needed. Other opportunities for reading are harnessed regularly such as reading the words for hymns and songs in singing each week. We plan opportunities for the children to develop their vocabulary through a focus on VCOP activities and build up pieces of writing, editing and improving their work towards producing a final piece. Application of writing in the wider curriculum is planned for. This combination allows for spaced learning and retrieval enabling mastery for all. Spelling is taught daily and uses a variety of teaching strategies. This is supported by the Spelling Shed scheme which is aligned with the National Curriculum. 
  • Maths is delivered daily using a Mastery approach which is followed from EYFS to Year 6. We follow the White Rose Maths scheme of work ensuring it meets the needs of our pupils and provides the necessary challenge for pupils to make good or better progress. A range of questioning will be used throughout lessons, in addition to on-going teacher, peer and self-assessment as appropriate to the year group.  Children will be encouraged to vocalize their learning, understanding and misconceptions, throughout all lessons, where the correct, age-appropriate, mathematical vocabulary should be used by teachers and pupils. Manipulatives are used in the majority of lessons to support learning as well as effective modelling by the staff. A "Maths Meeting" each day outside of tthe Maths messon is used to ensure continued focus across the Maths curriculum. Yr 6 will also follow a mastery approach, using a range of materials which include Mathematics Mastery, White Rose Hub and NCETM materials, as they feel appropriate in order to ensure they are well prepared for the move to Secondary school. St Patrick's have adopted the Mathematics Mastery Progression in Calculations Document for Years 1-6 and this should be used as the basis for the progression of calculations in the four areas of number with regular use of practical apparatus and a range of representations.
  • Science is delivered following the National Curriculum for Science within units of work. Through the Science curriculum our pupils will gain the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Pupils will be taught essential aspects of the knowledge, methods, processes and uses of Science that help to explain how Science impacts on our everyday lives. Pupils will be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity into the world around them. Finding out how Science can be used to explain what is occurring, predict how things will behave and analyse causes. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. Pupils are supported in making their thinking processes clear, both to themselves and others; building secure foundations through the use of discussion, to probe and remedy any misconceptions.
  • Wider Curriculum Subjects are planned using the statutory National Curriculum enriched with opportunities for real-life as well as practical and investigative activities that will shape pupils as, for example, historians, geographers, musicians, artists etc. Knowledge Organisers are used at the start of a new topic to share the path of learning, excite the pupils in the knowledge they will be gaining and ensure clarity over the range of language that they will be learning. Our Knowledge and Skills Progression documents support teachers so they have a clear understanding of what the pupils need to know and understand, what they have learnt previously that links with their current learning and what they will move on to learn in the following year(s).

Please see our class pages for information about the class curriculum across the year.


Through their journey at St Patrick’s, our pupils will develop essential personal qualities to become confident, independent, focused, resilient and caring individuals with a respect for others and a thirst for learning.  They will experience a range of different opportunities to engage with fundraising and community work. 

Our children will develop the skills and knowledge to make good or accelerated progress from their starting points, supported and challenged to meet the end of Key Stage expectations in the Core and in the Wider Curriculum Subjects. When the time for transition to the next phase of their learning arrives, within school and from school, they will be confident and well prepared with knowledge and understanding of the possibilities open to them in the future and be carefully guided and supported in what they need to do, in order to realise their potential in the next stage of their journey.