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St Thérèse of Lisieux Catholic Primary School

St Thérèse of Lisieux Catholic Primary School


Our Philosophy

We believe St. Therese of Lisieux Catholic Primary school is a safe and wonderful place where children want to be: where learning happens both within and outside of the classroom and where children are encouraged to enjoy life whilst at school and discover their fascinations, gifts and talents.

All our educational endeavours are centered on the person of Jesus Christ who is our Way, Truth and Life. Whatever their background or abilities, our pupils will learn how to shape their own futures and develop their unique capabilities, knowing they are made in the image and likeness of God.

We aim to provide the highest quality primary education, that will equip our pupils with a life-long love of learning and the knowledge and skills to be well-rounded individuals who are mentally and physically healthy and who have a genuine appreciation for and a generosity toward the people, the world and the universe around them.

Through the curriculum we provide, our pupils will learn the numeracy and literacy skills needed for life and needed to make good progress in their education, but also we will encourage our pupils to be curious and develop their thinking skills to innovate, be creative and problem solve.

"The more children know you value them, that you consider them extraordinary people, the more willing they will be to listen to you, and afford you the same esteem.  And the more appropriate the teaching is, based upon your knowledge of them, the more eager the children will be to learn from you.  And the more they learn, the more extraordinary they become."

M. Scott Peck

The Curriculum

Our vision for education is based on the truth revealed by God about ourselves, our life together in a community and our ultimate destiny with God. We aim to help everyone within our school community to grow in faith; to make the most of every opportunity they have been given; to achieve academic excellence and to prepare well for adult life in a modern and diverse society.

At St Therese of Lisieux Catholic Primary School we are dedicated to offering a broad and balanced curriculum, rich in experience and designed to meet the interests, needs and intellectual ability of all our pupils regardless of race or gender.

Our vibrant Foundation Stage offers our children a wide range of activities and experiences through practical tasks and play which are part of our planned school curriculum, following Early Learning Goals. Exciting half termly themes engage children in exciting contexts to develop all areas of learning which are: Personal, Social and Emotional Development, Communication and Language, Literacy, Mathematical Development, Creative Development, Physical Development and Understanding the World.

All pupils from Year One to Six follow the National Curriculum for England. Key Stage One programmes of study are followed in Year One and Year Two and children in Years Three to Six follow the programmes of study prescribed for Key Stage Two.

All subjects in the curriculum are treated equally as we recognise that The Arts are just as important as English and Maths. These subjects are:

  • RE
  • English
  • Science
  • Geography
  • Computing
  • Music
  • Maths
  • History
  • Design and Technology
  • Art and Design
  • PE

Modern Foreign Language (French) is taught from Year Three upwards

We review and monitor our curriculum regularly to ensure it meets all statutory demands of the National Curriculum as well ensuring progression so that all pupils can learn new facts, skills and concepts and consolidate their previous experience.


We are a one-form entry school and all classes are organised into single age groups of approximately 30 children of mixed ability.

We ensure that teaching and learning is effectively planned and organised to ensure that all pupils receive differentiated work, matched to their level of ability; including pupils identified as having special educational needs as well as the more able.

We have a dedicated team of highly skilled teaching assistants who support all teachers and pupils with learning and pastoral care both within and beyond the classroom.

Lessons are linked to the class topic theme wherever possible and the curriculum is further enhanced by themed days, visits and visitors to school. Each half-term, the whole school has a focus to explore during a themed week and lessons, experiences and projects enhance an area of the curriculum. Themed weeks have included: ‘Arts Week’, ‘Health and Fitness Week’, ‘Enterprise Week’ and ‘Outdoor Adventures Week’.

We ensure all learning experiences cater for the wide range of preferred learning styles of our pupils. Teachers plan lessons that cater for visual, kinesthetic and auditory learners within the classroom and are encouraged to take learning outside into the environment wherever possible. Our pupils are included in whole class teaching, group work, paired and individual work, depending on the nature of the activity.

Children in Reception, Year One and Year Two have over 22 hours of direct teaching time (excluding breaks, registration, assemblies). Children in Year Three to Six have 23.5 hours direct teaching time, complying with DFE recommendations.

As a Catholic school community, prayer and worship is threaded through our daily life and 10% of curriculum time is dedicated to the teaching of RE. We believe Religious Education is not one subject among many, but the foundation for the entire educational process; the beliefs and values it communicates inspires and unifies every aspect of our school life.


Through our curriculum we aim to build the characteristics of successful writers, mathematicians, historians, scientist…etc. which are outlined below.

Religious Education

• An outstanding level of religious understanding and knowledge.

• A thorough engagement with a range of ultimate questions about the meaning and significance of existence.

• The ability to ask significant and highly reflective questions about religion and demonstrate an excellent understanding of issues related to the nature, truth and value of religion.

• A strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.

• Exceptional independence; the ability to think for themselves and take the initiative in, for example, asking questions, carrying out investigations, evaluating ideas and working constructively with others.

• Significant levels of originality, imagination or creativity, which are shown in their responses to their learning in RE.

• The ability to link the study of religion and belief to personal reflections on meaning and purpose.

• A wide knowledge and deep understanding across a wide range of religions and beliefs. 


• The ability to write fluently and with interesting detail on a number of topics throughout the curriculum.

• A vivid imagination which makes readers engage with and enjoy their writing.

• A highly developed vocabulary and an excellent knowledge of writing techniques to extend details or description.

• Well-organised and structured writing, which includes a variety of sentence structures.

• Excellent transcription skills that ensure their writing is well presented and punctuated, spelled correctly and neat.

• A love of writing and an appreciation of its educational, cultural and entertainment values.


Excellent phonic knowledge and skills.

• Fluency and accuracy in reading across a wide range of contexts throughout the curriculum.

• Knowledge of an extensive and rich vocabulary.

• An excellent comprehension of texts.

• The motivation to read for both study and for pleasure.

• Extensive knowledge through having read a rich and varied range of texts.


• An exceptional talent for listening attentively so as to understand what is being said. 

• A rich and varied vocabulary that gives clarity and interest to conversations.

• Clear speech that can be easily understood by a range of audiences.

• An excellent grasp of the rules used in English conversation, such as tenses and the grammatical structure of sentences.

• A highly developed ability to tell stories that capture the interest and imagination of the audience.

• A delight in initiating and joining in conversations.

• Respect for others when communicating, even when views differ.


• An understanding of the important concepts and an ability to make connections within mathematics.

• A broad range of skills in using and applying mathematics.

• Fluent knowledge and recall of number facts and the number system.

• The ability to show initiative in solving problems in a wide range of contexts, including the new or unusual.

• The ability to think independently and to persevere when faced with challenges, showing a confidence of success.

• The ability to embrace the value of learning from mistakes and false starts.

• The ability to reason, generalise and make sense of solutions.

• Fluency in performing written and mental calculations and mathematical techniques.

• A wide range of mathematical vocabulary.

• A commitment to and passion for the subject. 


• The ability to think independently and raise questions about working scientifically and the knowledge and skills that it brings. 

• Confidence and competence in the full range of practical skills, taking the initiative in, for example, planning and carrying out scientific investigations. 

• Excellent scientific knowledge and understanding which is demonstrated in written and verbal explanations, solving challenging problems and reporting scientific findings.

• High levels of originality, imagination or innovation in the application of skills.

• The ability to undertake practical work in a variety of contexts, including fieldwork.

• A passion for science and its application in past, present and future technologies.


• Competence in coding for a variety of practical and inventive purposes, including the application of ideas within other subjects.

• The ability to connect with others safely and respectfully, understanding the need to act within the law and with moral and ethical integrity.

• An understanding of the connected nature of devices.

• The ability to communicate ideas well by using applications and devices throughout the curriculum.

• The ability to collect, organise and manipulate data effectively.


• An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes.

• The ability to think critically about history and communicate ideas very confidently in styles appropriate to a range of audiences.

• The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources.

• The ability to think, reflect, debate, discuss and evaluate the past, formulating and refining questions and lines of enquiry. 

• A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. 

• A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements.

• A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics.


• An excellent knowledge of where places are and what they are like.

• An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.

• An extensive base of geographical knowledge and vocabulary.

• Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.

• The ability to reach clear conclusions and develop a reasoned argument to explain findings.

• Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.

• Highly developed and frequently utilised fieldwork and other geographical skills and techniques.

• A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.

• The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Art & Design 

• The ability to use visual language skillfully and convincingly (for example, line, shape, pattern, colour, texture, form) to express emotions, interpret observations, convey insights and accentuate their individuality.

• The ability to communicate fluently in visual and tactile form.

• The ability to draw confidently and adventurously from observation, memory and imagination.

• The ability to explore and invent marks, develop and deconstruct ideas and communicate perceptively and powerfully through purposeful drawing in 2D, 3D or digital media.

• An impressive knowledge and understanding of other artists, craftmakers and designers.

• The ability to think and act like creative practitioners by using their knowledge and understanding to inform, inspire and interpret ideas, observations and feelings.

• Independence, initiative and originality which they can use to develop their creativity.

• The ability to select and use materials, processes and techniques skillfully and inventively to realise intentions and capitalise on the unexpected.

• The ability to reflect on, analyse and critically evaluate their own work and that of others.

• A passion for and a commitment to the subject.

Design & Technology 

• Significant levels of originality and the willingness to take creative risks to produce innovative ideas and prototypes.

• An excellent attitude to learning and independent working.

• The ability to use time efficiently and work constructively and productively with others.

• The ability to carry out thorough research, show initiative and ask questions to develop an exceptionally detailed knowledge of users’ needs.

• The ability to act as responsible designers and makers, working ethically, using finite materials carefully and working safely.

• A thorough knowledge of which tools, equipment and materials to use to make their products.

• The ability to apply mathematical knowledge.

• The ability to manage risks exceptionally well to manufacture products safely and hygienically.

• A passion for the subject and knowledge of, up-to-date technological innovations in materials, products and s


• 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. 

• 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.

Physical Education

• The ability to acquire new knowledge and skills exceptionally well and develop an in-depth understanding of PE.

• The willingness to practise skills in a wide range of different activities and situations, alone, in small groups and in teams and to apply these skills in chosen activities to achieve exceptionally high levels of performance.

• High levels of physical fitness.

• A healthy lifestyle, achieved by eating sensibly, avoiding smoking, drugs and alcohol and exercising regularly.

• The ability to remain physically active for sustained periods of time and an understanding of the importance of this in promoting long-term health and well-being. 

• The ability to take the initiative and become excellent young leaders, organising and officiating, and evaluating what needs to be done to improve, and motivating and instilling excellent sporting attitudes in others. 

• Exceptional levels of originality, imagination and creativity in their techniques, tactics and choreography, knowledge of how to improve their own and others’ performance and the ability to work independently for extended periods of time without the need of guidance or support.

• A keen interest in PE. A willingness to participate eagerly in every lesson, highly positive attitudes and the ability to make informed choices about engaging fully in extra-curricular sport.

• The ability to swim at least 25 metres before the end of Year 6 and knowledge of how to remain safe in and around water.

Modern Foreign Languages

• The confidence to speak with good intonation and pronunciation.

• Fluency in reading.

• Fluency and imagination in writing.

• A strong awareness of the culture of the countries where the language is spoken.

• A passion for languages and a commitment to the subject.

• The ability to use language creatively and spontaneously.

• An independence in their studies and the ability to draw upon a wide range of resources.

Learning Journey 

The Leaning Journey is the way in which we describe our progress and learning at St Therese of Lisieux. All children understand that they are each on their own personal “Learning Journey” and during lessons we have a shared vocabulary linked to the theme of a journey which supports children’s progress. 

Every lesson begins with a destination, children know what the purpose of the lesson is and the context for the learning. The objective of every lesson is to move forward along the route and make progress towards the destination from various starting points.

Children are encouraged to drive their own learning and follow the signposts along the way which are relevant tips and expectations in order to be successful.

Children are encouraged to ask questions to ensure understanding. There may be times when children may need to go around the ‘roundabout’ to recap, they may have hit ‘roadworks’ which can block learning and we need to remove them.

Traffic lights are used to assess our understanding and when we have reached our destination we plan our next ‘route’

Attitudes to learning are the fuel for the journey, children know they will move faster and accelerate along the route if they have plenty of fuel in their tank.