Learning & Curriculum

The quality of teaching at St. Teresa’s is consistently strong, ensuring that children have high expectations of themselves and make rapid progress. 


Here at St Teresa’s we always reflect carefully on what we are doing to ensure the best for the children we serve with our drive always being equality and excellence. 

English, mathematics and science remain very important and are considered the core subjects in both primary and secondary education. The National Curriculum sets out in detail what must be taught in each of these subjects for each year group. In parts, our curriculum will be contextual and thematic and take the form of a learning journey linking subjects such as English, History, Geography, Art and DT, however there are exceptions to this and subjects like Maths, RE, PE, Music, French and ICT will be taught discretely, with links made where possible. At the heart of our curriculum will be core “Power of Reading” texts where much of the learning will come from the study of good quality children’s literature from a range of significant authors.

Contained within our Curriculum Framework, will be clear guidance of how we as a school have addressed the change in national expectations and improved the educational experience for all children. The Progression of Skills section for each subject has been directly taken from the National Curriculum. Teachers will plan according to this Framework and be able to show that there is good curriculum coverage through the use of Long term plans (Curriculum maps and overview), Medium term plans (Progression of skills) and Short term plans (Weekly Learning journey).

When using this Curriculum framework, teachers will first write half-termly curriculum maps which will include “Power of Reading” key text being studied, genres of writing covered and a brief overview of other subject content being taught in each year group to ensure and even distribution of subjects and topics.

Using the progression of skills documents that contains knowledge and skills by year group for each subject, teachers will then drill down further to identify a sequence of lessons for each topic, key skills and higher- order questions that will be used in the lessons.

The government have intended the 2014 National Curriculum to be more challenging in order to raise academic standards and therefore, as a school, our teachers will plan lessons that challenge all children. This may require teachers to challenge the traditional three- part lesson format and, instead, allow children to access the learning from different starting points. Lessons will feature clear learning objectives and success criteria in the form of Progress grids where children can self-reflect on their learning and respond to teacher’s marking. Following Bloom’s taxonomy model, lessons will challenge children’s higher order thinking skills. There will be evidence of effective pace and engagement and this overall will create better outcomes for the pupils.

Opportunities to develop our school’s core learning values and behaviours will appear in every lesson.


Reading and Phonics

 Spelling, Punctuation And Grammar (SPAG)

Year 1     Year 2     Year 3     Year 4      Year 5    Year 6   



The National Curriculum requirements for each year group can be found below:

Nursery     Reception     Year 1         Year 2          Year 3         Year 4          Year 5          Year 6

Information about each year group’s topics can be found by following the links below:

Nursery                          Spring     Summer

Reception    Autumn      Spring     Summer

Year 1         Autumn      Spring      Summer

Year 2         Autumn      Spring      Summer

Year 3         Autumn      Spring      Summer

Year 4         Autumn      Spring      Summer

Year 5         Autumn      Spring      Summer

Year 6         Autumn      Spring      Summer










The younger children in Nursery and Reception classes are given a good grounding in communication, reading and counting. This ensures that essential higher order skills, such as problem solving and comprehension, can be nurtured sooner.

RE is a vital part of our curriculum and provides children with a real understanding of Gospel Values. RE coverage for each year group can be found here.

Currently, children from year 4 upwards work in ability groups for maths. The size of these groups varies. For English lessons, children work in their class groups. However, the school currently employs additional teachers in years 4, 5 and 6 who work with groups during every English and Maths lesson. Each year group also has at least one teaching assistant who is responsible for supporting the class teacher and specific children.

We are well known for the quality of provision for children in sport and the arts. Specialist games, gym and dance coaches ensure children experience high quality PE lessons and also enjoy a range of team sports, competing at borough and national level. An excellent specialist music teacher allows children to learn the rudiments of music which is an important life skill and enables them to express themselves. All children take part in a number of theatrical performances during their time with us, making full use of our drama studio, stage and professional lighting and sound system.

The school has an excellent library facility with a dedicated librarian. The library can be accessed at any time during the school day and parents are welcome to visit to complete homework, change books or read at the end of the school day. During the school day, this place is regularly used to run parent support groups.

Computing is taught in our ICT suite by class teachers alongside an ICT specialist. We have a comprehensive curriculum in school which focuses on computational thinking through the following units: E-safety, Communication, Digital Literacy, Networks and the Internet, Coding and Programming.


We have reviewed our school homework policy in September 2016. To view our homework expectations please click here