The Intent of our curriculum here at St Francis is that pupils are:

Inspired, Creative, Active and Nurtured

I CAN be a successful learner.

This is achieved through a challenging curriculum, underpinned by core Christian values, which provides our pupils with a range of experiences so that their journey through St Francis is successful and happy as at our school every person matters, every person helps, every person succeeds.

Our curriculum incorporates the statutory requirements of the 2014 National Curriculum, and is delivered through the teaching of progressive ‘milestones’. These ‘milestones’ are consistently revisited throughout the year groups in order to establish a deeper understanding and maximise the retention of key skills and knowledge, so that children build on prior learning. Teachers at St Francis are committed to planning and delivering lessons, which supports and meet the needs of all of our learners, no matter their starting points. We believe in providing children with inspiring and engaging learning opportunities beyond the classroom, using our unique and special location as a resource with which to apply developing skills within real-life contexts.

We want our children to be curious about the world and we seek to ignite a thirst for knowledge through engaging, inclusive lessons that are differentiated enabling all pupils to make progress academically, socially and spiritually. From this, our Intent at St Francis is that every child experiences a curriculum which will enable them to personally flourish and as they progress into the next stage of their education they have the requisite skills to be successful, independent and motivated learners.


St Francis Whole School Curriculum Overview Document



By clicking on the links below, you can discover more about each of the topics detailed in the Whole School Curriculum Overview.


The National Curriculum

In September 2014, The Department for Education presented a new National Curriculum for schools and this outlined the key objectives for each subject in each key stage that schools must deliver (excluding RE). To access an overview of the National Curriculum for all year groups click here


In our Foundation Stage (Reception), our curriculum is planned using the Early Years Foundation  Stage Curriculum.  To find out more about our Foundation Stage, click on the link below

EYFS Curriculum Overview

EYFS Autumn 1

EYFS Autumn 2

EYFS Spring 1

EYFS Spring 2

EYFS Summer 1

EYFS Summer 2

Year One

 To view the half termly planners for Year one, please click on the below links

Autumn 1 Autumn 2

Spring 1 Spring 2

Summer 1 Summer 2

Year Two

To view the half termly planners for Year two, please click on the below links

 Autumn 1 Autumn 2

Spring 1 Spring 2



Year Three

 To view the half termly planners for Year three, please click on the below links

Autumn 1 Autumn 2

Spring 1 Spring 2

Summer 1 Summer 2

Year Four

 To view the half termly planners for Year four, please click on the below links

Autumn 1 Autumn 2

Spring 1 Spring 2

Summer 1 Summer 2


Year Five

 To view the half termly planners for Year five, please click on the below links

Autumn 1 Autumn 2

Spring 1 Spring 2

Summer 1  Summer 2


Year Six

 To view the half termly planners for Year six, please click on the below links

Autumn 1 Autumn 2

Spring 1 Spring 2

Summer 1 Summer 2


To learn more about the specific areas of learning, click on the links below:
Learning is at the heart of everything we do and the Inspire Curriculum enables us to provide a truly cross-curricular experience for our pupils where, for example, historical learning also weaves directly into our science, maths and writing.

At St Francis we teach English so that: children write in a range of genre with an awareness of their audience;



children can speak clearly and audibly, taking account of their listeners; children listen with concentration to enable recall of key learning; children become effective communicators; children become enthusiastic, confident and independent readers; children enjoy writing, and can adapt it for a range of purposes; children apply a range of writing skills and techniques to their writing.

This is achieved through providing a range of picture, story and non-fiction books in our well stocked Library. Enjoyment of writing is fostered through use of drama, story and the use of ICT.

We follow the Read Write Inc approach to teaching Reading and Phonics, supplemented with additional reading materials. Our approach is systematic, consistent and rigorous in order that all children become readers as quickly as possible.

We use the same phonics program across the school providing continuity and a vehicle for guaranteed progression.

RWI sessions take place four times a week for 30 minutes. Pupils are taught in ability groups from Reception to Year 2 thus enabling them to be taught according to their reading level not their age. Teaching is very precise and tailored to the needs of each child irrespective of year group.

Click here to hear the pure sounds that are taught.StFrancis074

Click here for more information on Read Write Inc.

To view our Phonics statement click here

We also use the Read, Write Inc spelling program from Year 2 – Year 6. This program teaches spelling rules and looks at spelling patterns. It is taught in short 10/15 minute sessions with small, fun activities that pupils work on, often with a partner.


Reading Curriculum
Intent, Implementation and Impact Statement

Reading Cover


The best primary schools in England teach virtually every child to read, regardless of their social and economic circumstances of their neighbourhoods, the ethnicity of their pupils, the language spoken at home and most special educational needs or disabilities (Reading by the age of 6).

We aim to be one of these schools. We aim to be a school that confidently meets the ‘Every Child a Reader’ standard year on year. This aspiration for each of our children is based upon the need for them to enter the world of work as articulate and literate individuals with a strong love of reading. We recognise the responsibility to send children to secondary school having mastered at least the basic components of reading.

Competence in reading is the key to independent learning and has a direct effect on progress in all other areas of the curriculum. We want our children to be ‘readers’ and not just children who can read. Meek (1993) believes that, “Readers are made when they discover the activity is worth it.”

The development of reading cannot be seen in isolation from writing, speaking and listening/drama. The best readers are the best writers – we read as writers and write as readers! Strategies for writing, speaking and listening/drama therefore form an integral part of our reading policy.

In St Francis, we strive to give pupils a stimulating environment, where reading materials are presented in an attractive and inviting way. Furthermore, within English lessons we create an environment that stimulates the generation of ideas from texts where all ideas are accepted and valued. Teachers will act as role models in their enthusiasm for both reading and writing by keeping up to date with current children’s literature. We ensure that all children have equal access to the curriculum, regardless of gender, race, religion or ability. Children with specific reading, speech and language or hearing difficulties will be identified and supported through support programmes in school and external help will be sought where necessary.


Reading Mileage

According to Arlighton et al. 2008, “Some researchers suggest beginning readers need to read 600-1000 words a week to become competent readers.”

At St Francis, every effort is made to ensure that our children gain ‘reading mileage’. This means ensuring that the children have the opportunity to read wherever possible.  Opportunities for extending reading mileage at St Francis are:

  • Individual Reading (1:1 with an adult at school)
  • Shared Reading (class texts)
  • Guided Reading lessons (timetabled lessons)
  • Reading across the curriculum (topic books etc)
  • Independent Reading (reading at home)
  • Use of library (school and town)
  • Drop everything and read
  • Peer reading opportunities

At St Francis, we recognise that reading is a personal and highly complicated process. We aim to give our children every chance of being successful readers, through actively implementing the following components into our teaching:

Concepts about print Open front cover –Turn pages appropriately – Understand that left page comes before right – Understand that we read print from left to right – Match spoken word to printed word (one to one correspondence).

Decoding and Blending & knowledge of the alphabetic code RWI Inc throughout KS1 – Sound talk words – Identify known graphemes – Segment words into chunks.

Self-monitoring and self-correctionStop if it doesn’t make sense/sound right/look right – The adult should not intervene too quickly when an error is made, but allow time for the child to self-monitor.

Rereading Reread a phrase or sentence to check, confirm, problem solve or self-correct – Have a run up to a tricky word, get mouth ready and think about what would make sense.

Phrasing and FluencyWhen children are first learning to read, they need to have control over one to one matching and pointing to the words is useful. However, this can slow reading down and children begin to think the ‘reading’ means ‘word reading’. As soon as one to one matching is secure, children should be encouraged to speed up, increasing pace and to stop pointing. We should not accept slow, staccato, word-by-word reading. When this becomes a habit it is very hard to break. An expectation of making the reading ‘sound good’ is fundamental. If reading is fluent and phrased, comprehension is easier, which allows meaning and structure to be used for problem solving.

Retrieval Locating information in a text to answer a question.

Inference and DeductionChildren should be encouraged to ask their own questions about their reading. Taught using inference training texts and activities. (ERIC) These skills do not have to be directly linked to text, but can be developed through the use of still images.

Authorial AwarenessPoint of view, linguistic choices, structural choices, context of text, style of writing are all considered here.


The impact of how we teach our children to become readers is demonstrated through standards in National Testing:

  • EYFS Reading %, Year 1 Phonics Screening, KS1 Reading Attainment: SATs, KS2 Reading Attainment: SATs

It is also shown through how our children utilise our school library, how our children talk with passion and knowledge of books, authors, poets and illustrators.

Our children should experience the magic of reading:

I opened a book and in I strode.

Now nobody can find me.

I’ve left my chair, my house, my road,

My town and my world behind me.

I’m wearing the cloak, I’ve slipped on the ring,

I’ve swallowed the magic potion.

I’ve fought with a dragon, dined with a king

And dived in a bottomless ocean.

I opened a book and made some friends.

I shared their tears and laughter

And followed their road with its bumps and bends

To the happily ever after.

I finished my book and out I came.

The cloak can no longer hide me.

My chair and my house are just the same,

But I have a book inside me. ― Julia Donaldson



Writing Curriculum
Intent, Implementation and Impact Statement

Writing Cover


Writing Curriculum Intent, Implementation and Impact Statement Intent At St Francis, writing is a key focus for 2019/2020. Following the publication of KS2 SATS and the monitoring of progress throughout the school, writing was highlighted as an area for improvement, particularly focusing on the disparity between the progress when looking specifically at gender, PPG and SEN. The intent is to address this by ensuring that children have access to a wide range of quality resources and teaching opportunities that inspire their writing. The writing curriculum is designed to: recognise children’s prior learning; provide first hand learning experiences; allow the children to develop practical writing skills; develop editing skills and become readers as writers.
Through our teaching of writing, we will provide learning opportunities that enable all pupils to make good progress. We will strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language (EAL), and we take all reasonable steps to achieve this. Throughout their writing opportunities, children will: Be inspired: • use reading to inspire their writing – improving and developing vocabulary and understanding the effectiveness and impact of the written word
• ensure that writing has a purpose
• gain enjoyment, pride and a sense of achievement
Be technical writers:
• understand that writing has a structure – understanding structure within sentences, paragraphs and whole pieces of writing
• develop spelling skills – understanding words that have spelling patterns and those that don’t
• develop an understanding of grammar and the purpose of words and punctuation
Be editors:
• develop editing skills through a series of focused editing skills inputs
• explore and apply strategies to improve their writing

We ensure that children are exposed to a wide range of fiction and non-fiction writing opportunities through planning the coverage in each year group. Within lessons, children have writing skills modelled by teachers to role model the thought process of composing written work. Children have the opportunity to assess the writing of others and understand the features of particular genres through the use of marking ladders and direct teaching on identifying key features.
We know that children write best when they have something they have experienced to write about, and therefore, every effort is taken to plan for opportunities to explore their writing through practical and experiential opportunities throughout the year.
A focus across the school is the development of key skills in spelling and handwriting in order to develop fluent writers. Children develop their spelling skills through the delivery of RWI in EYFS and KS1 (with intervention for children in KS2). A comprehensive spelling scheme is in place throughout KS2 which is progressive from the RWI phonics programme. Children in KS1 and KS2 are encouraged to learn spelling rules at school and at home and in KS2 these are tested in a weekly spelling test, which is differentiated to meet the needs of the pupils.
Children will develop their handwriting skills through a newly-acquired handwriting scheme for all years. This will be used in school and can be accessed at home. Children are taught handwriting discretely as our commitment to the teaching of the fundamental key skills, but high standards of handwriting are expected in all lessons. Teachers model the handwriting when writing on displays within the classroom environment.
Children will progressively learn grammar skills at word level, punctuation level and sentence level – these skills are taught both discretely and within lessons to provide children the opportunity to apply learning into their extended writing pieces.
Teachers use verbal and written feedback that help children to develop their written skills – making them more adventurous writers, more technical writers and writers that are keen to edit and improve their writing.
Children with learning difficulties will have access to a range of physical and online tools and resources to help them become more confident writers.
Authors will be invited in to the school to lead writing workshops to inspire children’s writing.
The impact of how we teach our children to become writers is demonstrated through standards and outcomes in the National Teacher Assessment results at the end of KS1 and KS2, recording progress from EYFS. The impact is also shown through the standards attained in the national End of Key Stage 2 Grammar, Punctuation and Spelling assessments.
However, impact is also measured by children becoming more confident writers and more willing to engage in whole class, group and independent activities. Our intended impact is that children will be inspired to write through modelled writes and writing workshops as well as wanting to write independently. Children will talk positively about their writing experiences at school, and will be able to make direct links between what they read and what they write.
We will provide children a purpose to their writing through the publication of a school book showcasing children’s work.






Maths Curriculum
Intent, Implementation and Impact Statement

Maths Cover


At St Francis School, we believe all children can achieve in mathematics. We teach the skills necessary so that children can select which mathematical approach is effective in different scenarios. We aim to deliver an inspiring and engaging mathematics curriculum through high quality teaching. This approach enables the children to be numerate, creative, independent, inquisitive, enquiring and confident. A mastery curriculum promotes a deep, long-term, secure and adaptable understanding of the subject, so that children are fluent at mathematics; possess a growing confidence to reason mathematically and the ability to apply maths to solve problems. We endeavour to ensure that children develop a positive and enthusiastic attitude towards mathematics that will stay with them throughout their lives.

The intention of the Maths curriculum at St Francis School is for its pupils to become competent mathematicians. At St Francis School, we develop children’s enjoyment of maths and provide opportunities for children to build a conceptual understanding of maths before applying their knowledge to everyday problems and challenges. We provide challenge for all our children and provide them with the support they need to push boundaries and deepen their understanding further.


At St Francis, we recognise that children need to be confident and fluent across each yearly objective. To ensure consistent coverage, practitioners in each year group follows the White Rose Maths Hub schemes of learning to support their planning.  High quality resources are used in conjunction with White Rose, such as NRich and NCETM to support, stretch and challenge all children within the classroom.  In addition, the school’s calculation policy is used to ensure a coherent approach to teaching the operations across our school.

Our curriculum builds on the concrete, pictorial, abstract approach. By using all three, the children can explore and demonstrate their mathematical learning. Together, these elements help to cement knowledge so children truly understand what they have learnt.

All children when introduced to a new concept for the first time are encouraged to physically represent mathematical concepts. Objects and pictures are used to demonstrate and visualise abstract ideas, alongside numbers and symbols. Throughout St Francis School you will see these three methods being used:

Concrete – children have the opportunity to use concrete objects and manipulatives to help them understand and explain what they are doing.

Pictorial – children then build on this concrete approach by using these pictorial representations, which can then be used to reason and solve problems.

Abstract – with the foundations firmly laid by using the concrete and pictorial methods the children can move onto an abstract approach using numbers and key concepts with confidence.

Throughout our school, maths develops in this way:


Teaching within EYFS is aiming to nurture all children as confident, capable mathematicians for the future. Teaching focuses on developing firm mathematical foundations in ways that are engaging and appropriate for their age. Daily opportunities are carefully planned, so that children can experience ‘hands on maths’ using authentic real life resources.

Key Stage 1

Teaching throughout Key Stage 1 ensures that all children are confident to manipulate numbers up to 100. Our curriculum gives the children opportunities to develop their competency in place value and the four operations. Teaching focuses on concrete, pictorial and mental strategies that equips children with the readiness for more abstract concepts that are taught in Key Stage 2. Teachers model mathematical vocabulary and expect the children to do the same within their work.

Key Stage 2

Teaching throughout Key Stage 2 builds on the solid foundations of the previous key stages. Throughout Year 3 the children are introduced to formal calculation methods and these are built on each year in line with age related expectations. The children are given regular opportunities to reason and solve problems in real life contexts. Teachers help to develop the children’s conceptual understanding that prepares them for the statutory end of key stage assessments.


Summative assessment takes place at the end of each term and children’s progress and attainment are discussed by teachers, with members of SLT, in pupil progress meetings. Formative assessment takes place on a daily basis and teachers adjust planning accordingly to meet the needs of their class. A range of ‘cold’ and ‘hot’ assessments are used at the beginning and end of units of learning throughout the school to ensure understanding and progression within units. In addition, we place a strong emphasis on the power of questioning at St. Francis: this enables us both to explore topics together as a class as well as verbally develop reasoning skills during our lessons. Leaders monitor the effectiveness of teaching frequently through lesson observations, book scrutinies and pupil interviews.




Science Curriculum
Intent, Implementation and Impact Statement

Science Cover


In our rapidly evolving world, science is a vital part of our curriculum intention. Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies their curiosity with knowledge. Because science links direct practical experience with ideas, it can engage learners at many levels. Scientific method is about developing and evaluating explanations through experimental evidence and modelling. Pupils learn to question and discuss science-based issues that may affect their own lives, the direction of society and the future of the world.


At St. Francis we implement a progressive Science curriculum that builds on prior skills and knowledge year on year. The science curriculum will be taught in response to driving questions which are aimed to be challenging, inspiring, creative, nurturing and encourage active learning.  As far as possible, each topic must have an element which challenges the “Thinking Scientifically” element of the curriculum and focuses on building different aspects of enquiry skills.

At Key Stage 1 pupils observe, explore and ask questions about living things, materials and physical phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They begin to evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share ideas and communicate them using scientific language, drawings, charts and tables with the help of ICT if it is appropriate.

At Key Stage 2 pupils learn about a wider range of living things, materials and physical phenomena. They make links between ideas and explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They think about the effects of scientific and technological developments on the environment and in other contexts. They carry out more systematic investigations, working on their own and with others. They use a range of reference sources in their work. They talk about their work and its significance, using a wide range of scientific language, conventional diagrams, charts, graphs and ICT.

We want every child to see themselves as a scientist and never stop being amazed by the wonders our world has to offer; to carry on asking questions and explore the possibilities open to them.

Every person matters, every person succeeds, every person helps.


The impact of our Science curriculum is that our learners are equipped with the scientific skills and knowledge that will enable then to be ready for the secondary curriculum and for life as an adult in the world outside the classroom.

Children will be able to demonstrate their ability to interpret scientific thinking and suggest ways in which they might explore a scientific principle.

Children’s learning is assessed against the age-related expectations for science.


Religious Education

Religious Education Curriculum
Intent, Implementation and Impact Statement

RE Cover


The Church of England’s Vision for Education leads our whole school curriculum intent: Wisdom, Hope, Dignity and Community, which is deeply Christian with the promise by Jesus of “life in all its fullness” at its heart. This is achieved through a ‘challenging, inspiring, creative, active and nurturing curriculum,’ which promotes the spiritual, moral, social and cultural development of children.

The intent of teaching Religious Education at St Francis, is to support and challenge pupils to reflect upon, develop and affirm their own beliefs, values and attitudes and those of others through an exploration of shared human experience and to understand the place and significance of religion in the contemporary world.

Our scheme of work is in accordance with the Cornwall Agreed Syllabus alongside the programme, ‘Understanding Christianity,’ which progressively builds their understanding of significant theological concepts within Christianity with their own self-understanding and understanding of the world as part of their wider religious literacy.


The Implementation of the School’s programme of study for RE is in accordance with ‘The Agreed Syllabus for Religious Education in Cornwall 2014.’

All religions and their communities are treated with respect and sensitivity and we value the links that can be made between home, school and a faith community. We acknowledge that each religion studied can contribute to the education of all our pupils. We promote teaching in Religious Education that stresses open enquiry and first-hand experiences wherever possible for both staff and children. Our Religious Education Curriculum is high quality, well thought out and is planned to demonstrate progression. The syllabus is implemented in school through a sensory approach, where children may look at and handle religious artefacts, hear religious music or taste food from a religious tradition. Work in Religious Education builds on the pupils’ own experiences and uses contemporary issues to stimulate discussion. Reflection on learning is a key aspect to each RE lesson and we build in Spirituality through adopting the Self, Others, Beauty and Beyond template which encourages pupils to think deeply.


Religious Education provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other worldviews that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures.

Religious Education encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyse, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses.

The importance of Religious Education is that it encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. Religious Education has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice.



Geography Curriculum
Intent, Implementation and Impact Statement


At St Francis, our geography curriculum is designed to develop pupils’ curiosity and fascination about the world and its people that will remain with them throughout their lives.

Learners will investigate a range of places, both in Britain and abroad to help develop knowledge and understanding of the Earth’s physical and human processes.  We provide opportunities to investigate and enquire about our local area, this will support children to develop an understanding of who they are, their heritage and what makes our local area so unique and special.

We aim to give our learners strong geographical knowledge, good enquiry skills, the ability to use a range of maps, the skills to collect and analyse data and the ability to communicate information in a variety of ways.

We want the children to have a love of geographical learning, gaining knowledge and skills through high quality teaching both inside and outside the classroom.  As the future generation responsible for our planet, we want our children to have a sense of respect for the world around them in line with our St Francis mission statement where:

Every person matters, every person succeeds, every person helps.


At St Francis, we implement a progressive geography curriculum that builds on prior knowledge and skills year on year.  The geography curriculum will be taught in response to driving questions which are aimed to be challenging, inspiring, creative, nurturing and encourage active learning. The learners will revisit geographical skills and knowledge in order to embed and deepen understanding.  The lessons are carefully planned to ensure that all children are well supported in their learning and that opportunities for depth is planned for.  We ensure that trips and visiting experts enhance the learning experiences for the children.


The impact of our geography curriculum is that our learners are equipped with the geographical skills and knowledge that will enable them to be ready for the secondary curriculum and for life as an adult in the wider world.  The children will be able to discuss their learning and demonstrate their knowledge and understanding through a range of activities.

The children’s learning is assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for Geography.


History Curriculum
Intent, Implementation and Impact Statement

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At St. Francis, we aim for a high quality expansive history curriculum which should inspire in pupils a curiosity and captivation about the Britain’s past and that of the wider world. Our teaching throughout the year groups, equips pupils with knowledge about the history of Britain and how it has influenced and too, been influenced by the wider world. Pupils will recognise and understand about significant aspects of the history of the ancient civilisations and empires in addition to changes in living memory and beyond living memory. Pupils will learn about the lives of significant individuals of the past and in doing so, understand the methods of historical enquiry and be able to ask and answer variety of skills and knowledge based questions. At St. Francis, we want our pupils to relish and love learning about history. Pupils will gain knowledge and skills, not just through experiences within the classroom, but also with the use of fieldwork and educational visits, enabling then to deepen their understanding of who and what has shaped our world today.


In ensuring high standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History is taught as part of a half-termly topic, focusing on knowledge and skills stated in the National Curriculum measured by key milestones which are often revisited, to ensure retention of both skills and knowledge and stimulate pupils’ thoughts and allow for reflection. At St. Francis, we ensure that within the teaching of history, it is important to empower all children to gain a ‘real-life’ hands on experience, encompassing as many local points of interest in Cornwall and reflecting on our heritage (such as local museums, castles and points of interest) – right through to immersion days, in which pupils are thrown into differing time periods, enabling them to gain first-hand knowledge that equip their historian skill set.


The impact and measure of this is to ensure that children at St Francis are equipped with historical enquiry skills, knowledge and concepts, in addition to guiding their attitude to historical events which will enable them to be reflective learners ready for the curriculum at Key Stage 3. Whilst doing this, we aim to implement a buzz across the school, fuelling excitement year upon year across year groups when studying a new historical events. We aim for our pupils to be passionate for history readying them as well-informed lifelong learners in the wider world.

We want our children to have thoroughly adored learning about history, highlighting the importance of studying events from the past and bringing them to our pupils present, will shape their futures.


Art and Design

Art Curriculum
Intent, Implementation and Impact Statement

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At St Francis, we provide a positive and caring environment that ensures every child has the opportunity to reach their full potential. We are committed to providing all children with learning opportunities to engage in Art and believe that every child within our school should have full access to the Art provision as laid down in the National Curriculum regardless of age, gender or ability. The intent of our Art education is to give pupils the skills, concepts and knowledge necessary for them to express their responses to ideas and experiences in a visual or tactile form. It fires their imagination and is a fundamental means of personal expression. While it is essentially a practical subject, art should provide opportunities for reflection and, with increasing sensitivity, pupils should acquire the ability to make informed, critical responses of their own work and that of others. There is great pleasure to be derived from Art learning and, through deeper understanding; pupils can gain access to cultural richness and diversity. The appreciation and enjoyment of the visual arts enriches all our lives. At St Francis we believe that the learning of Art provides a valuable educational, as well as social and cultural experiences for children of all ages. Pupils develop life skills and have the chance to extend their knowledge of a practitioner’s works.


Our whole school curriculum provides children with opportunities to develop their skills in art using a range of media and materials. Children have the opportunity to explore and evaluate different creative ideas developing skills in drawing, painting, printing, collage, textiles, 3D work and digital art.

Children study a range of works by famous artists to develop knowledge of styles. The skills they acquire during their EX day art lessons are linked to their PSHE, allowing children to use their art skills to reflect on and explore topics in greater depth; for example, using art as a medium to express emotion and thoughts to enhance their personal, social and emotional development; as well as through cross-curricular opportunities in the classroom.

As well as the EX day teacher and art co-ordinator teaching art skills during Ex days, teachers also use art to enrich their topic curriculums.  Lessons follow the Chris Quigley milestones for each media, which plans for progression and depth. Art is displayed to motivate and inspire others and to celebrate the pupils’ artwork in their class.


Our Art Curriculum is planned to demonstrate progression and to stimulate creativity. Pupils are clear about what the intended outcomes are and have a means to measure their own work against this, as a means of expression or to explore the styles of other artists that inspire our own work.

In Art, children are reflective and evaluate their own and each other’s work, thinking about how they can make changes to keep improving. This is meaningful and continuous throughout the process, with evidence of age-related verbal and written reflection. Children are encouraged to take risks, experiment, and then reflect on why some ideas and techniques are successful or not for a particular project.



Modern Foreign Language Curriculum
Intent, Implementation and Impact Statement

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At St Francis, the MfL 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 confident reading and speaking another language.

The curriculum ensurse that children access two foreign languages (French and Spanish) which will prepare them for choices that they will have to make on entering Secondary School.

Throughout their MFL learning children will:

  • foster an interest in learning another language
  • become aware that language has a structure, and that this structure differs from one language to another
  • develop speaking and listening skills
  • gain confidence by trying and by asking
  • gain enjoyment, pride and a sense of achievement
  • explore and apply strategies to improve their learning
  • explore their own cultural identities and those of others
  • use their knowledge with growing confidence to understand what they hear and read and to express themselves in speech and in writing.


Our MFL curriculum, using the Wakefield language scheme ‘La Jolie Ronde’, is designed to progressively develop children’s skills in languages, through regular taught lessons. Children progressively acquire, use and apply a growing bank of vocabulary organised around topics. All of these approaches help to equip our children with the skills to be confident global citizens.

Children will learn Spanish in Years 3 and 5 and learn French in Years 4 and 6.  They will a wide range of vocabulary in each of these languages, ensuring that they have the building blocks in place to take them on to their next school.

The MFL curriculum allows for constant repetition of vocabulary and phrases and will be taught in short, 15 minute lessons at least twice a week.  Learning will incorporate a range of active, verbal lessons with a smaller focus on written work.  Children will be encouraged to engage in games and activities to ingrain their learning.

Comparisons will be made between the two languages and children will complete written work in a single book which will move through the school with them.  This will allow them to make these comparisons more easily.


Children will become more confident speaking a foreign language  and become more willing to engage in whole class, group and independent activities.

In all classes children have a wide range of abilities, and we seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. MFL is a highly inclusive subject, however, and despite our principal aim of developing children’s knowledge, skills, and understanding, the initial focus will be on enjoyment.

At our school we will teach MFL to all KS2 children, whatever their ability and individual needs. MFL forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our MFL teaching, we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language (EAL), and we take all reasonable steps to achieve this.

Children are assessed informally during lessons to evaluate what they have learned. For each year group there are some learning objectives to reach. Children will have at the end of each term the opportunity to reflect on their own progress by self-assessing their work. The learning objectives are based on the KS2 framework for languages and focused particularly on three main objectives: Oracy (O), Literacy (L) and intercultural understanding (IU).



Computing Curriculum
Intent, Implementation and Impact Statement

Computing Cover


The computing curriculum at St Francis aims to provide the children with the skills and knowledge necessary to use technologies safely and creatively. Over time, the children will become increasingly more independent using technologies, be able to work collaboratively when solving complex problems and develop resilience when finding solutions by learning from mistakes. Children will embrace and enjoy technology, understand its importance in their everday lives and recognise that there are exciting career opportunities to be had in computing technologies. It is the intention to develop every child’s computing abilities and technical knowledge during their time at St Francis, in order that they leave primary school with a solid foundation in 21st century skills.


Implementation of the computing curriculum will build on the subject leader evaluation completed during the previous academic year. It will seek to ensure consistency in the teaching of computing and the experiences of the children across the year groups. The following measures will help ensure the curriculum is thoroughly implemented and the intent is achieved.

  • Computing lessons taught at least once a week using Knowsley Primary Computing Scheme of Work.
  • Standalone lessons provided using Barefoot Computing Resources to tie in with wider curriculum and ensure computing is not taught in isolation.
  • Scheme of work progession-grid available to track progress across the school.
  • Yearly overviews provided to teachers in order to highlight teaching requirements for academic year.
  • Teachers to gather proof-of-progress evidence for 3 children of mixed abiity termly.
  • Pupil voice to be completed in autumn 2, spring 2 and summer 2 in order to ascertain progress and
  • Learning walk / work scrutiny to be completed by subject leader in autumn 1, spring 1 and summer 1.
  • Self-assessment sheets to be used by children at the end of every learning outcome to ascertain understanding.
  • Links with Falmouth secondary school to be strengthened and inter-school initiatives (e.g. middle-school internet safety sessions) to be developed.
  • Links with technology professionals in and around Falmouth to be developed in order to bring inspirational speakers into school.
  • Safer internet week to be promoted and school to participate in nation-wide initiative.
  • Internet safety issues continue to be addressed through parent workshops, provision of reading materials and regular updates of current issues through the school facebook page.


A thorough implementation of the computing curriculum will have the following impact for the children in St Francis:

  • The children will have been taught, understand and can apply the subject content as laid out in the computing programme of study.
  • The children are able to articulate their understanding of computing science, digital literacy and information technology. They are able to give examples of ways to stay safe on-line and recognise acceptable/unacceptable behaviour.
  • There is consistency across the year groups in the quality and frequency of learning using technologies and in the progress made by the children.
  • The children can cite examples of times technology has allowed them to access a lesson in the wider curriculum.
  • The children can talk enthusiastically about technologies and suggest ways that the digital age differs from that of older generations.
  • The children enjoy using technologies, can do so safely and creatively and are receptive to new or unfamiliar technologies, viewing them as a natural development in the modern world.




Physical Education Curriculum
Intent, Implementation and Impact Statement

PE Cover


PE at St Francis aims to develop confidence in physical abilities, skills acquisition and sporting knowledge, to allow all of our children to establish strong mental, emotional, social and physical wellbeing. Our PE curriculum underpins all of the ABC’s – agility, balance and coordination that is taught and instilled within the foundation stages. By teaching physical literacy, this teaches children about leading a healthier lifestyle and ultimately, this can transformation attitudes towards sport and exercise. Teachers encourage, reassure and support during every PE lesson to increase resilience within the children, dedication, determination and confidence to succeed.

Our intent is to teach all children from Reception to Year 6 the skills needed to progress within sport and physical activity. Our intention is for PE lessons to positively influence children’s primary years and allow them to move into secondary and further education with a healthy attitude towards exercise. We want PE lessons to embed all of the lifelong cooperative skills needed; working in a team, communication, leadership and fair play.


At St Francis, we implement a thrilling and stimulating curriculum, integrating popular games along with unfamiliar sports. We teach skills, mini games and full matches that lead to the understanding of rules and regulations, team officials and sportsmanship. We recognise that all children have diverse abilities and ensure that all lessons are differentiated to promote an inclusive approach, which endeavours to encourage not only physical development but also well-being. We regularly give our children the opportunity to coach their peers and run events for younger children; this gives confidence, self-belief and determination. We offer many extra-curricular clubs, allowing children to try new sports and activities. St Francis are participators in the Falmouth and Penryn sporting calendar, attending all events with mixed gender and mixed ability teams.


Our curriculum provides children with 2 hours of stimulating activity per week, which has an advantageous impact on their wellbeing. Children will learn about the impact and importance of healthy body, healthy mind. PE lessons will give children a platform and concrete understanding of how sport and exercise can, and should be sustained throughout their lives. Our impact is therefore to motivate children to employ these underpinning skills in an independent and effective way in order to live a happy and healthy life.



Music Curriculum
Intent, Implementation and Impact Statement



Music Cover


At St Francis, we believe that music should not only be taught and experienced in our classrooms, but achieve ubiquity within an enriched and engaging wider curriculum. At our school, we progressively promote the musical concepts of performance, composition, transcription and description; applying these through practical and purposeful cross-curricular performance opportunities such as weekly class-led worship assemblies and bi-annual school musical productions. Extra-curricular provision such as care home outreach visits and a commitment to regular participation in local festivals and celebrations, ensures that acquired musical knowledge and understanding is not confined to the school grounds; permeating our local community and providing children with the valuable performance experience that they require, in order to realise their potential as young musicians.


Music at St Francis is taught by classroom teachers through use of the ‘Active Music Digital’ scheme, which further subdivides children’s musical learning and experiences into four key, progressive skill areas. These are taught consistently throughout the key stages and ensure the provision of a rich and holistic musical education:

Rhythm & Pulse

Taken from the inspired musical approach derived by Zoltan Kodaly, the children first learn and play songs and games repeatedly. They then use the rhythm patterns from chants and songs they already know to begin to learn the rhythms and their names.


Children are taken on a journey from learning one-note songs to songs with all five notes of the pentatonic scale. The scheme is designed to include plenty of repetitive singing, while the game-playing element keeps children’s motivation levels high. Many games feature solo singing, thus allowing the monitoring of children’s pitch-matching ability. The songs and games are interactive and highly motivating.

Singing Games

These are a kinaesthetic way to learn, involving simultaneous sound and movement. They help children develop important thinking skills including memory, sequencing and concentration; physical skills such as motor skills and coordination; and they encourage friendships through interaction and turn-taking. The games are very inclusive by nature.

Instrumental Activities

Children often think that music means instruments but although instruments are a fantastic means of musical expression, they are not the first step in the process, which is why we teach this as the final unit after ‘Rhythm and Pulse’, ‘Pitch’ and ‘Singing Games’ have been completed. We believe that children need to first vocalise sounds, then show their understanding of pulse and rhythm through body percussion before playing instruments. In this way, children have fully internalised the music before they play it. Instruments can be seen as an extension of children’s hands, so once they can clap a rhythm accurately they can go on to play it accurately. The children’s inner musicality is then extended by progressing to thinking the words and playing their instruments, in unison and in 2 parts.


Through the implementation of our music curriculum, we endeavour to produce passionate and skilled young musicians who possess:

  • a rapidly widening repertoire which they use to create original, imaginative, fluent and distinctive composing and performance work.
  • a musical understanding underpinned by high levels of aural perception, internalisation and knowledge of music, including high or rapidly developing levels of technical expertise.
  • a very good awareness and appreciation of different musical traditions and genres.
  • an excellent understanding of how musical provenance – the historical, social and cultural origins of music – contributes to the diversity of musical styles.
  • the ability to give precise written and verbal explanations, using musical terminology effectively, accurately and appropriately.
  • a passion for and commitment to a diverse range of musical activities.


Personal, Social, Health Education Curriculum
Intent, Implementation and Impact Statement

PHSE Cover


At St Francis School, personal, social and health education enables our children to become healthy, independent and responsible members of society. It aims to help them understand how they are developing personally, emotionally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community through opportunities such as school council, friendship ambassadors, worship ambassadors, learning ambassadors, sports ambassadors and peer buddies and mentors.


We have developed a bespoke PSHE curriculum, which meets the current needs of our children. In developing this curriculum, we have utilised components of published PSHE materials including PSHE Association resources. The curriculum focuses on the three core learning themes: health and wellbeing, relationships and living in the wider world and builds in opportunities to link British Values and SMSC. The curriculum is constantly reviewed and updated according to the Governments advice, building on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle. We are a TIS school and as such, every member of staff understands the importance of relationships.

Teaching SRE with Confidence – Reception – Scheme of work

Teaching SRE with Confidence – Year 1 – Scheme of work

Teaching SRE with Confidence – Year 2 – Scheme of work

Teaching SRE with Confidence – Year 3 – Scheme of work

Teaching SRE with Confidence – Year 4 – Scheme of work

Teaching SRE with Confidence – Year 5 – Scheme of work

Teaching SRE with Confidence – Year 6 – Scheme of work

Understanding Relationships and Health Education in your child’s primary school: a guide for parents

PSHE is taught both as a discreet subject in EX days by the pastoral lead, as well as through whole class teaching and assemblies. Children are provided with frequent opportunities to have their voice heard and because of this; they play an active part in school life. Children are able to express their opinions and views through a variety of mediums including suggestion boxes questionnaires, school council discussions, and comments on various correspondence throughout the year e.g. reports, SEND support profiles, focused reviews, annual questionnaires, work and homework. Children have the opportunities to meet and work with members of the community, such as health workers, firefighters, police, and representatives from the local church and community. We also develop PSHE through activities and whole-school events e.g. the school council representatives from each class meet regularly to discuss school matters. We offer residential trips to various year groups, where there is a particular focus on developing pupils’ self-esteem, self-confidence, self-belief and giving them opportunities to develop leadership and co-operation skills through team building, as we want all children to aim high to achieve their maximum potential.


Children are resilient learners and excellent communicators and are able to discuss personal matters with appropriate adults, as well as sharing in emotional literacy and discussion. Children demonstrate and apply the British Values of Democracy, Tolerance, and Mutual respect, Rule of law and Liberty. All of our children demonstrate a healthy outlook towards themselves and school and all behaviour is good so that all children can achieve their age related expectations across the wider curriculum.


Collective Worship

At St Francis, school worship forms that part of the curriculum designed to promote and support the spiritual and moral development of children and to give them opportunities to be aware of the presence of God and to explore and develop their own beliefs.









  • To encourage children’s natural sense of wonder and awe in Gods creation and to develop the qualities of curiosity, celebration, mystery and gratitude which are the cornerstones of worship.
  • To provide children with experiences which have an individual and personal meaning, but also foster the sense of belonging to a worshipping community.
  • Provide learning experience which will enable those children with a Christian commitment to express it.
  • Provide a means for all children regardless of faith backgrounds to explore their inner feelings and spiritual experiences.
  • Promote a community of positive relationships based on love, care and commitment reflecting the community of the Holy Trinity.
  • Promote shared experiences of both joyful and sad occasions.
  • Provide stimulating activities based on Biblical knowledge, historical and Christian living in the world today.
  • Draw on the life and teachings of Christ as a model for education, recalling that He posed challenging and probing questions and demanded responses.
  • Provide children with a variety of worship styles and settings within the traditions and doctrines of the Church of England.
  • Follow the pattern of Anglican worship through the seasons of the Anglican calendar, observing Advent, Christmas, Epiphany, Lent, Easter and Pentecost. Observe major festivals and Saint’s Days.
  • Invite visitors to lead worship, both clergy and lay people from Anglican and other denominations.
  • Encourage pupils to participate in leading worship and so throughout the year, each class will lead a Friday worship session.

Withdrawal of children from Religious Education Section 25 of the 1944 Education Act relates to the right of parents to exercise their rights in relation to their child’s attendance at religious worship or instruction. A parent has the right to withdraw a pupil from attendance at religious worship or instruction at any county or voluntary school. No reason need be given for such a withdrawal. Schools remain responsible for the supervision of pupils so withdrawn. If the school cannot provide suitable alternative instruction, then the parent may provide it elsewhere and the pupil may be released from school for that purpose. It should be noted that when a pupil is released in this way, the arrangements must not interfere with his/her regular education programme and therefore the absence must either be at the start or end of school session.


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