At St Teresa of Lisieux our curriculum is designed to be creative, inclusive, challenging and real world, that inspires our children in an immersive environment which stimulates and supports high quality learning.
At St Teresa of lisieux our curriculum is designed around REAL projects. The core principles of REAL projects are:
REAL projects engage children with subject content using key skills such as reasoning, analysis, critical thinking and problem solving. They are engaging because the children understand the purpose of their learning and authentic because the children share their work with a public audience. Finally children are motivated and driven to learn because they see the purpose.
All curriculum subjects can be taught through REAL projects and are seamlessly linked by the teachers throughout the project. The teachers use a key skills grid for each curriculum area and age group to carefully plan and track the coverage of the National Curriculum Key Skills.
Our projects enable our children to get out and about each term. They take part in regular educational visits as well as having visitors to the school to enrich their learning experience.
The project work will be complemented by the rigorous and daily teaching of the basic skills of handwriting (cursive approach), spelling, maths and reading.
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How is our curriculum supporting and inspiring the learning of children at St Teresa’s
Teachers at St Teresa’s are given the freedom to plan their timetables week by week. During the week there are a number of ‘non negotiables’ which much take place each week which include maths lessons, guided reading, handwriting practice and phonics. It also includes P.E. lessons, PSHE, Music and Spanish (Year 3 – 6). The teachers have the flexibility to teach other curriculum areas through their REAL project for varying amounts of time each week.
Children also have the opportunity to take part in a range of educational visits each term. We encourage our teachers to take our children on as many trips as possible during the school year and where this is not possible get visitors into the school. Examples of educational visits so far this year include:
Reception – a trip to Blue Planet Aquarium, a visit from some Birds of Prey and a trip to the local park.
Year 1 – a visit to Delamere forest, a minibus trip around the city, a trip to a Liverpool museum and a trip to Hope University.
Year 2 – a trip to Blue Planet Aquarium , Croxteth Park and a walk to the fire station
Year 3 – a trip to Tatton Park to look at the Stone Age expedition, African dance workshop as part of multi-culture week, visit from an author.
Year 4 – the opportunity to learn the ukulele , African dance workshop as part of multi -culture week, trip to the Cinema, Hope University Expert to work on Lego ( Coding ), visit from Local Authority Expert on E safety and Tree Planting and Big Climate Fight Back in Croxteth Park with The Mersey Forest – ParkRun in Croxteth Hall .
Year 5 – a trip to the Peace centre in Warrington , African dance workshop as part of multi -culture week, trip to the cinema, changing horizons visit and children were involved in taking photographs of the Alive charter with a professional photographer.
Year 6 – a trip to Victorian Christmas at Croxteth park, PGL Residential for a week, a group of children at trip to Hope University for writing, Crucial Crew trip
All year groups take part in various sports festivals and fixtures for sports teams through the LSSP. These include- football, dance , rugby, futsal and American Football. KS2 children also have the opportunity to take part in Primary choir of the Year and ISING
We are committed as a school to Fundraising for the Good Shepherd Fund , Cafod (dress up as something bright). NSPCC – ( Dress up as Rock stars for TT Rockstars) and Children in need
We have a number of author visits throughout the year.
This is a key approach that promotes engagement for learners. At St Teresa of Lisieux we use environmental stimuli to enrich a child’s experience by promoting the stimulation of senses: touch, sight, smell and hearing. The classrooms have a variety of flexible learning spaces, including dens and quiet spaces, which allow children to feel empowered to make daily decisions about how they would like to learn, therefore engaging them further.