Curriculum and Classes

Our Curriculum Statement of Intent

Our aim is to provide our children with an engaging, exciting and empowering curriculum that equips them for today and tomorrow.

At St Clement’s the curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers.

Every child is recognised as a unique individual. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values with a vision to prepare them for life beyond primary school. We constantly provide enrichment opportunities to engage learning. We believe that childhood should be a happy, investigative and enquiring time in our lives, where there are no limits to curiosity and there is a thirst for new experiences and knowledge.  We use our gospel values to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.

Community involvement is an integral part of our curriculum, inviting families and visitors to facilitate learning new skills and sharing experiences such as assemblies, masses, curriculum outcomes, European Languages Day and many more events throughout the year.

Children leave St Clement’s with a sense of belonging to a tightly knit community where they have the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.

Reading and Phonics

In Reception children are encouraged to choose picture books to take home and share with their parents to develop good book handling skills – i.e. holding the book correctly, turning pages in sequence, knowing that both the pictures and the text help to tell the story, tracking print from left to right and discussing the story and answering questions about it.

The teaching of phonics will have started in the Nursery setting and continued into Reception initially focussing on hearing sounds and rhymes and developing through to recognising the sounds individual and groups of letters make. Children are encouraged to segment and blend sounds to build words for reading and writing. This is supplemented by the teaching of High Frequency Words (HFW or Tricky Words) that are not phonetically decodeable. In reception we use the Jolly Phonics scheme and this is then supplemented by Letter and Sounds as they move into Year 1. This approach to the teaching of phonics is continued throughout Years 1 and 2 with an increasing emphasis on linking the phonics to spelling. When children are able to independently and confidently segment and blend some simple cvc (consonant – vowel- consonant) words and recognise a few HFW, they will be ready to take home a book from the first band of the school reading scheme.

Children will begin at red level and progress through the bands until they are ready to read books from the class library.

Before moving bands, a child is assessed to ensure they are ready for the next level of reading books. Teachers make assessments about children’s reading levels, and whether they are ready to move on, through Guided Reading sessions (see below) and individual reading. A child on the correct band should be able to read between 90% and 95% of the words accurately. In order for children to become competent readers in addition to being able to read the words, it is essential that they have a good comprehension of what they are reading. This means that they can answer questions about the text and make inferences. Therefore, as part of the ‘benchmarking’ process, children’s comprehension skills are assessed as well as their ability to read the words.

There are various strands that are drawn upon to discuss the text and aid the assessment of children’s reading. Some of these include:

  • Drawing on knowledge of vocabulary
  • Identify key details from fiction and non-fiction
  • Recall the sequence of events in texts
  • Summarise the main ideas in a text
  • Make inferences from the text and justify these with evidence from the text
  • Make predictions about what might happen in the text
  • Explain how meaning is enhanced by choice of words and phrases

Guided Reading sessions (where teachers read and discuss a text with a small group) give class teachers the time to further develop children’s reading strategies, comprehension and discussion of text as well as an opportunity to gather evidence to support their assessment of children’s reading, comprehension of texts especially inferred or hidden meaning. These sessions enable the staff to model fluent and expressive reading, use of punctuation, sentence structure and use of language as well as facilitating peer discussion of text. Guided Reading Sessions are usually followed up with a written task based on the pages read during the session. This may involve answering questions about the text, vocabulary exercises and character descriptions, writing a new ‘blurb’ for the book, or writing a book review; the tasks are drawn from the strands listed above. Guided Reading sessions take place in both KS1 and KS2 and a variety of texts and styles of writing are drawn upon in order to offer children a wide range of literature.