Curriculum Provision at XII Apostles


This is a one formed entry primary school which means that there is one class in each year group with one teacher and a teaching assistant. The children are organised into classes according to their age. There are 7 classes as follows: Reception, Y1, Y2, Y3, Y4, Y5 and Y6. Each class teacher in consultation with the Headteacher is responsible for organising and delivering all the subjects of the National Curriculum and Religious Education for the children in their class.

Whenever it is possible, class teachers can call on support from other teachers with specific expertise in such subjects as French, Information Technology, P.E., Music or R.E.


At XII Apostles the curriculum is designed to fulfil the aims of our mission statement. As a Catholic Primary School, the gospel values are interwoven into the curriculum and all aspects of school life. We believe that our individual pupils’ spiritual, moral, social and cultural development is at the heart of their overall education and their ability to learn and achieve. We therefore aim to provide all pupils with positive, rewarding experiences through a planned and coherent curriculum that is founded upon our Christian values.

We believe that the school curriculum should be broad, balanced, relevant and engaging for our children giving them the opportunity to achieve success in many areas therefore fulfilling their unique potential.

The children in our school develop an understanding of their community and are taught to recognise, respect and celebrate the diversity of all within it through a host of first hand experiences and enrichment activities . They benefit from the rich history and geography of our local area, by embedding our curriculum in the children’s own environment. Exciting and memorable experiences are developed for topics, such as visits and visitors to school, themed weeks and residential trips.

Please see our web site under latest and past events for many examples of enrichment activities

We believe passionately in giving children ownership of their learning and support our children in becoming ‘aspirational’ – aiming high in order to make the most of their learning opportunities. Furthermore, we also endeavor to develop our children’s attitudes and mind sets towards the challenges they face within their learning. This is achieved through the idea of learning ‘powers’. We encourage our children to focus on themselves as learners, and to realise that they can learn to be good at learning. The idea of every child having learning powers enables skills such as resourcefulness, resilience, collaboration and independence to be explored, developed and applied. We believe that developing these powers will equip our children with the ability to keep going when problems arise as well as be able to think about how they can achieve a goal and solve problems effectively. Eventually, our children will be able to transfer and develop their powers into life skills and feel confident as they face new and different situations in school and their lives beyond.

Although our curriculum is based on the National Curriculum which was introduced in September 2014 wherever possible and relevant we follow a cross curricular approach to learning.

Please go to the class pages to view each year groups termly curriculum overview.

Children proforming school play

What is the National Curriculum?

The subjects of the National Curriculum are English which includes reading, writing and speaking and listening, Mathematics, Computing, Science Art and Design, Design Technology, Geography, History, Music, Modern Foreign Language (French is taught at X11 Apostles ) , Religious Education and Physical Education.

The National Curriculum defines the programmes of study for key subjects in maintained/ state primary and secondary schools in England (Scotland, Wales and Northern Ireland have their own equivalents). Fundamentally, it sets out what your child is supposed to learn and when.

Please see the link for the full National Curriculum:

Each subject Leader has given an overview below and you can also view the Long Term Plans.

Religious Education

Religious Education- Subject Leader Mrs Featherstone

Religious Education is the core subject at our school: the gospel values of love, care and mutual respect underpin every aspect of school life. Religious Education is taught discreetly through the programme recommended by the Archdiocese called, ’Come and See.’

In addition to the R.E. lessons, the children take part in a Collective Worship session every day. This is where we give the children and staff opportunities to come together to worship God.

The Liturgical Prayer Group is a group of seven children from Year 5 and 6. These children also plan and deliver Collective Worship sessions for individual classes and for the whole school during special times.

The children also attend three whole school assemblies weekly and Mass at various times during the Liturgical year. For further information please go to the home page and click on the heading Religion.

The programme: Come and See

Term Topics to be Covered in all year groups
Autumn Family, Another faith week - Judaism, Belonging, Loving
Spring Community, Relating, Giving
Summer Serving, Inter-relating, Another faith week, World
The children getting involved in RE activites
English including Speaking and Listening

English - Subject Leader Mrs C. Marsden

"Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun." – Mary Lou Cook.

At XII Apostles we endeavour to provide an exciting, balanced and creative English curriculum that makes the most of the many opportunities throughout the whole curriculum for the children to practise, develop, explore and use their skills for real and meaningful purposes. English is a core subject and is taught daily.


"The more that you read, the more things you will know. The more that you learn, the more places you’ll go." - Dr Seuss.

We believe that reading truly opens doors: doors to knowledge and understanding; doors to new worlds and experiences; to a rich variety of people, cultures, beliefs; to the past and to the future; to developing and expanding vocabulary and internalising grammatical phrasing; to understanding self and others; to creativity and fun.

At XII Apostles, it is our aim to provide a rich, comprehensive reading programme, offering children a range of opportunities to develop as fluent, enthusiastic, confident and life-long readers, who read for interest, information and enjoyment.

Learning to read involves two main sets of skills: word recognition and language comprehension. As the children begin their learning journey, the dominant focus is on developing word recognition. However, at XII Apostles, we recognise the importance of also developing the children’s language comprehension at the early stages and so we ensure that teaching includes developing a range of strategies including:

  • Phonic knowledge (visual information)
  • Grammatical knowledge (structural information)
  • Word recognition and graphic knowledge (visual information)
  • Contextual knowledge (meaning)

Teachers plan sessions to develop and practise these skills, and this can also involve the teacher reading good quality and engaging texts to the children.

We believe that reading is not only an important life skill and a way of learning new information, but is also a great source of pleasure. Therefore, many different opportunities are planned for to develop both the children’s reading skills and their enjoyment of reading across the curriculum. Many of the starting points for our termly topics are based upon exciting, good quality books.

Reading opportunities include: weekly visits to the school’s libraries, using the local library and its services; book clubs; talking about reading, discussing favourite books, recommendations, interesting plot lines and characters etc.; accessing the texts in the online Bug Club; reading as a whole class, in small groups, independently and listening to adults read aloud to name but a few. In this way, children learn to appreciate and love books and gain a real source of pleasure for life.

Reading and Phonics Schemes used in School

In Key Stage 1, the children follow the Letters and Sounds phonic programme, in line with the new National Curriculum, and are taught phonics daily. Phonically regular texts are provided at these early stages so that children have the opportunity to practise and apply their phonic knowledge and skills and their knowledge of common exception words.

For those children who need further support in phonics, Fast Track Phonics intervention programme is used.

As the children’s ability to segment and blend develops, they are presented with a wider range of reading books.

The school uses a range of schemed books for Guided Reading in KS1 and KS2 as it provides a range of engaging and stimulating fiction/non-fiction texts. These include the schemes from Oxford Reading Tree, Blue Bird, Big Cat, Dandelion, Oxford Literacy Web and Book Bands as well as the full range of guided reading books from Pearson’s Bug Club.

However, a wide range of sets of real books, chapter books and other good quality texts are available from early in KS1 and continuing throughout the school for selection by the class teacher which challenge and extend the children’s comprehension skills.

For those children in KS2 who still need specific phonics practise, phonics books in the Oxford Reading Tree ‘Jackdaw’ and ‘More Jackdaw’ books are available, as well as the Fuzz Buzz scheme for those children with specific difficulties. We also have ‘Dockside’ and Vampires Inc’ from the Rising Stars Scheme as well as the full sets of ‘Talisman’ and ‘Totem’ series from Phonics Books for those high interest, low ability readers.

We also have two schemes for non-fiction texts: ‘Ginn Science’ and ‘Star Science’ schemes for year groups in both lower and upper key stage, as well as a wide variety of individual non-fiction books covering a range of topics.


“You can make anything by writing.” – C.S. Lewis

We aim to encourage and develop our children to be confident and competent writers who genuinely enjoy writing. Throughout their time in school, the children’s basic skills in spelling, punctuation, grammar, handwriting, drafting and editing are developed, as well as their understanding of the power and influence of language and how it changes and develops over time and throughout the world.

High quality literature is used throughout the school to ‘hook’ the children into writing and provide opportunities for them to see good examples of aspects of writing in action.

Stimulating the children’s imaginations and developing their creativity is also an important aspect of writing; we endeavour to provide experiences to inspire the children’s imaginations including visitors into school, trips out of school, themed weeks. In this way, children are motivated and encouraged to be adventurous with their vocabulary and take risks with their ideas.

Throughout each school year, the children are given lots of opportunities to write for different purposes and audiences. For example, themed weeks also have a writing focus and give the children opportunities to develop and practise their skills in exciting and interesting ways. Writing is also firmly rooted across the curriculum and incorporated into topic and themed work. In this way, our children have a wide variety of opportunities to write for real purposes.

Speaking and listening skills

“Words are important. If you cannot say what you mean, you will never mean what you say. And you should always mean what you say.” - paraphrased from the film, The Last Emperor written by Mark Peploe and Bernardo Bertolucci

Speaking and listening skills are extremely important if children are to make the most of every learning opportunity and are to be good communicators. We develop the children’s skills in this area by providing regular opportunities throughout the curriculum for children to practise speaking for different purposes and to different audiences, listening carefully in a range of different situations, especially listening and collaborating with each other, and to practise both skills through a range of drama activities.


Poetry continues to be taught as part of the new curriculum and every year group focuses on poetry at least once a term. Children are given many opportunities to read, study, write and perform/recite poetry, both within class and to the whole school. Teachers use the opportunities provided by poetry to extend and deepen the children’s vocabulary and knowledge of words.

English Long Term Plan.

Picture of the children learning Literacy Picture of the children learning Literacy 2017

Maths - Subject Leader: Mrs Whitton

Maths is a core curriculum area and so it is planned and delivered with great care and attention. We feel that the use of mathematics is an essential life skill and because of this we strive to ensure that ALL children have a good understanding of mathematical processes, concepts and skills. We also feel that it is vital that children can apply their knowledge, understanding and skills in real life situations and concepts are taught with meaningful contexts.

At Twelve Apostles we want all children to feel confident and capable mathematicians and so it is taught in an interesting and enjoyable way. We encourage children to actively participate in the learning process. From fun and engaging maths activities in the areas of continuous provision at Early Years Foundation Stage to complex real life problem solving in Year 6. The children are given the opportunity to apply, consolidate and extend their understanding of Number, Shape, Measure and Data Handling.

Maths is taught through a daily lesson which follows the principles of the 2014 Curriculum. Class teachers also plan for opportunities to develop and apply key mathematical skills in other subjects throughout the year.

Picture of the children learning Numeracy

The Maths Curriculum

The Following information has been taken directly from the New National Curriculum

Purpose of study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.


The national curriculum for mathematics aims to ensure that all pupils:

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems
  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Mathematics Long Term Plan.


Science - Subject Leaders Mrs Whitton and Miss Phoenix

‘Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.’ The National Curriculum, 2014.

This quote underpins the ever evolving nature of Science and the teaching of Science within our school. Science is a core subject alongside English and Mathematics. Each child takes part in a weekly science lesson or designated science days which develops their scientific enquiry skills and also their knowledge and understanding of a range of science topics.

These are experienced through practical enquiry, development of scientific vocabulary and fun activities. The children are given many opportunities to apply their skills through their science lessons and termly themes. Regular assessment informs both child and teacher and then empowers the children to become independent, inquisitive scientists.

Pupils are also encouraged to combine interest and curiosity with a responsible attitude towards health and safety, as well as respect for living things and the physical environment.

The school has a number of habitats to act as a resource for some aspects of science teaching. These include a school garden with vegetable boxes, flower beds and wild flower areas.

Science Long Term Plan.

Picture of the children learning Science

Subject Leader - Mrs A Yates
The National Curriculum in England September 2013 states:

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

At Twelve Apostles, the Mission Statement declares that we aim to provide a caring and safe place to learn and all children are given every chance to learn more about things we are good at, and the things we want to learn more about. Computing is an exciting and interesting way for the children to celebrate and practise the skills they are good at and allow them to learn more.

The use of computers and computer systems is an important part of the National Curriculum and knowing how they work is a key life skill. In an increasingly digital world there now exists a wide range of software, tools and technologies that can be used to communicate, work together, share ideas and create digital content. At Twelve Apostles, we give the children a broad and balanced computing education that allows the children to learn how computer systems work, the use of Information Technology and the skills necessary to access a range of digital device and participate fully in the modern world.

In school, the children have access to:

  • iPads
  • Apps
  • Laptops
  • PCs
  • Networked software
  • Controllable devices
  • Online programmes

Take a look at the long term plan to see how these electronic devices and software are used within the curriculum. The children are also taught and encouraged to use these devices in other areas of the curriculum.

Throughout computing lessons and when using electronic devices within school the children are taught how use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about things they seen and people they are in contact with. At Twelve Apostles, we are committed to ensuring that the children know how to keep themselves safe when using devices and in particular when they are online. There are links on this website to help parents continue this message at home.

Picture of the children learning Computing

The children are taught word processing skills throughout their school life and apply their skills in other subjects.

Picture of the children learning Computing

The children are given the opportunity to do some programming in each year group.

Picture of the children learning Computing

The children use tablets regularly for programming, research and accessing educational apps.

Picture of the children learning Computing

The SMART letters are displayed in school to remind children of the online safety rules they are taught to follow. These were made by the children during Safer Internet Week and they are decorated with pieces of computer hardware.

Computing Long Term Plan.

Physical Education

Physical Education; Subject Leader Miss S. Hope

Our sporting aims are to provide children with a wide and balanced range of activities and the opportunity to develop these in more specialist clubs. Each week our children work on at least one area of the physical curriculum in accordance to the 2014 National Curriculum.

During key stage 1 our children develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They are given opportunities to engage in competitive and co-operative physical activities, in a range of increasingly challenging situations.

During key stage 2 our children continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Gymnastics and Dance both take place in the hall and involve all the children following various themes. Through Dance and movement, our children learn how to express themselves whilst being able to work at their own level. Whereas Gymnastics involves learning how to use equipment safely and acquire, develop and gain new skills. Games, Outdoors and Adventurous Activities usually take place outside and children learn a variety of skills that are developed into small games and team building situations.

Our year three children attend swimming lessons once a week which take place at the local swimming pool Howe Bridge. We aim for all our children to swim competently, confidently and proficiently over a distance of at least 25 metres, use a range of strokes effectively and perform safe self-rescue in different water-based situations. If they do not achieve this by the end of Year 3, then they will be given additional opportunities in Year 5.

Sports are continued in a variety of lunchtime and after-school clubs, which run throughout the year including rugby, football and netball in preparation for, inter school competitions and events.

In addition, we target the children who do not take part in physical activity out of school and these children take part in a lunch time club each week.

Picture of the children learning Physical Education

Picture of the children learning Physical Education 1 Picture of the children learning Physical Education 2

Picture of the children learning Physical Education 3 Picture of the children learning Physical Education 4

Picture of the children learning Physical Education 5 Picture of the children learning Physical Education 6

Physical Education Long Term Plan.

Physical Education skills coverage and progression.


History Subject Leader: Mrs D Parry

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time’. The National Curriculum 2014.

This quote underpins our school’s vision for a high quality history curriculum. We encourage and create opportunities for our children to explore the past by looking at evidence and considering informed opinion by using primary sources. We aim to bring history to life and to instil a desire to find out about our predecessors. We organise a number of visits to places of interest, invite historical workshops into school and have a wide range of historical artefacts that we use with the children.

We help our children to understand that history means everything that has happened in the past, and also our actual record of what has happened. We are proud of the rich history that our local area holds and use this to good effect in school by each class studying a local history topic each year. Trips and visitors are organised so that the children can develop a deeper understanding as to how our local area has changed.

Picture of the children learning History 1

The children visited Chester and pretended to be Roman Soldiers.

Picture of the children learning History 1

The children visited Tatton Park to learn about how children’s lives were different in the past.

Picture of the children learning History 1

Year 4 really enjoyed being Anglo-Saxon soldiers during a recent workshop in school.

History Long Term Plan.


Geography - Subject Leader ; Mrs D. Parry

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.’ National Curriculum 2014.

At Twelve Apostles, through Geography lessons, children are encouraged to develop geographical skills whilst undertaking fieldwork trips, using geographical sources, including maps (both paper and digital), diagrams, globes, aerial photographs and Geographical Information Systems (GIS). We are also keen to develop our children’s ability to compare and contrast different landscapes and environments and for them to develop a deeper understanding as to how different areas are shaped.

Children are also encouraged to learn about their locality, the United Kingdom and the wider world. In line with the curriculum Key Stage 1 children will be learning to name and locate the world’s seven continents and five oceans. Additionally, children will undertake work on locating and identifying characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Throughout Key Stage 2, children will learn how to locate the world’s countries, using maps to focus on Europe (including Russia) and North and South America. Additionally, children will name and locate counties and cities of the United Kingdom.

To further enhance our Geography curriculum, we also have Geography themed weeks. Every year each class undertake a combined local geography and history topic as we believe that it is essential or our children to develop an understanding as to how the local area has changed, and for them to understand the reasons behind for this.

Picture of the children learning Geography 1

Reception Class visited Formby to look at how Formby is different to Leigh.

Picture of the children learning Geography 2

During their lakes and mountains topic, the children visited the Lake District and took part in orienteering and shelter building activities.

Picture of the children learning Geography 3

During their local area study, Year 5 undertook surveys of features of the local environment. E.g. houses.

Geography Long Term Plan.

Design and Technology

Design Technology

“I think one of the big challenges is actually cultivating beginners’ minds and making sure you’re still open to the world and continue to see new things… Those are the things an entrepreneur needs—an open mind and the ability to see the world with new eyes.”- Caterina Fake: an American entrepreneur and businesswoman who co-founded the websites Flickr and Hunch

At Twelve Apostle, our vision for Design Technology is just that: cultivating beginner’s minds.

Design and technology is a subject that is inspiring and practical. Pupils use their creativity and imagination to help them design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Their abilities and knowledge in mathematics, science, engineering, computing and art all help them to be successful designers, as well as be given the opportunity to develop an understanding of cooking and nutrition as part of a healthy lifestyle. Pupils learn how to take risks in order to become resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation and at Twelve Apostles every child gets to be a part of that in their own unique way.

Picture of the children learning Design and Technology

As part of the Las Vegas fund raising afternoon, Year 6 children designed, made and evaluated games which were suitable for different age ranges throughout school.

Design and Technology Long Term Plan.

Art and Design

Art; Subject Leader Mr Rowlands

Our art curriculum looks to engage, inspire and challenge pupils, equipping them with the knowledge and skills to confidently and openly produce their own works of art, craft and design.

In Key Stage 1, children are taught to use a wide variety of materials to help them creatively design products. Whilst doing this, the children will begin to develop their use of artistic technique such as: colour, texture, shape and space. The children will then be expected to begin using this vocabulary to compare the works of famous artists, craft makers and designers.

In Key Stage 2, the children have the opportunity to keep a sketch book in which they can keep plans, sketches and examples of the skills they will be using that year. The sketch books will also be used cross curricular as a planning and observation tool. Throughout Key Stage 2, the children will continue to master the skills previously covered whilst using a wider variety of materials for example, pencil, charcoal, paint, clay.

Art is taught through a 3 stage process. We call this the ‘creative process’:

1. Exploring and Developing
In this stage, children are given opportunities to explore and discuss the work of other artists and find out more about him/her or the artistic period. Children collect ideas/research the topic and showcase this in either individual or whole class theme board/collage. Children then explore initial ideas through drawing and sketching. This should take place even if the children are working in 2D or 3D for their final piece.
2. Investigating and Making
Children are given the opportunity to develop their ideas further and plan what they want to create. Children are encouraged to try out different techniques and to apply them to materials and processes. They then create their final piece of work – either individually or collaboratively – evaluating and adapting/changing as they go.
3. Evaluating and Developing Work
Children are given time to review what they have achieved, and the work of others, and comment on it saying what they think or feel about it. Children are given opportunities to identify what they might change about their final piece or the process they have been through and what they could do to improve and develop future work.

Art and Design Long Term Plan.

Art class in 12 Apostles Primary

Music - Subject Leader: Mr Rowlands

Music is an integral part of the curriculum, not just because it enhances other areas of learning but because it deepens the child's sense of humanity, providing them with a universal language that embodies one of the highest forms of creativity. The three main strands to music are appreciation, performance and composition.

In Key Stage 1, children are taught a wide repertory of songs appropriate to their year group and are encouraged to listen to music to develop an awareness of different types of music. They are presented with opportunities to use both tuned and untuned instruments to create, experiment combine and explore them.

In Key Stage 2, children are taught how to use a wide variety of instruments and are encouraged to appraise performances in a thoughtful and sensitive manner. They are taught to recognise and discriminate between various musical elements such as pitch and rhythm as well as recognising and writing scale notations.

In years 3-6, children are encouraged to join the school choir. During the school year, choir prepare for many performances e.g. Phones 4U Arena, Carol services, local care homes entertainment, and summer performances.

Year 5 – Brass instruments Wider Opportunities Programme

The main aim of this programme is to create opportunities for every Key Stage 2 pupil to receive a sustained period of tuition on a musical instrument. The learning experience will allow every child to have first-hand experience of live music, group singing, ensemble playing, performance and composing.

The programme in schools should look to 'normalise' instrumental learning – so that every child considers him or herself to be a musician. The Wider Opportunities Programme allows every child to have first-hand experience of live music, group singing, ensemble playing, performance and composing.

This also provides the Year 5 class teacher with an opportunity to teach curriculum music weekly alongside the wider opportunities programme. Through this, all of the music skills from the national curriculum are taught by over the course of year with additional specialist support.

As a result of these sessions, selected children are annually afforded the opportunity to attend gifted and talented youth ensembles ran by the music service.

Additional Small Group Music Tuition

Small group and individual instrumental tuition is available (for children in years 3 to 6) at an additional cost. This tuition is provided by visiting tutors from the Wigan Music Service. This entitles children to attend Area Music Centres and take part in bands, orchestras and ensembles at no extra cost.

Music Long Term Plan.

Music trip and class at 12 Apostles Primary
Primary Languages - French

Subject Leader – Miss Ryan

French is taught throughout KS2 on a weekly basis. The time allocated is approximately 45 minutes.

The scheme of work followed closely matches the requirements of the National Curriculum. Throughout the units taught, children are assessed on the four skills of listening, speaking, reading and writing. As the children progress through KS2 they build up their language skills year on year.

Our children are enthusiastic language learners. They particularly enjoy learning songs and rhymes and developing their conversational skills. Throughout the school year, children from various classes are invited to attend an “After School” French club which proves very popular.

Picture of the children learning Primary Languages


Primary Languages Long Term Plan.


Personal, Social and Health Education; Subject Leader Mrs A. Nelson Pastoral Manager

A great deal of this aspect of the curriculum is done through the work in R.E. However, this is not subject based but based rather on the whole school ethos and atmosphere of the school. We aim to be a Health Promoting school; we have our Healthy Schools Status, and have achieved the mental health standards. Aspects of Health Education and Health promotion appear in several different subject areas.

The emphasis on Personal Relationships and Health Promotion helps to provide the background for the schools Relationship and Sex Education and the Drug and Alcohol Policy, elements of this remain statutory within the Science curriculum.

We have a counsellor in school that children can be referred to if they are personal difficulties and we can also receive advice from the School Nurses if families have any medical concerns.

PHSE Long Term Plan 2019-20

Picture of the children learning PSHE
Relationship and Sex Education (RSE)

Relationship and Sex Education

The Governors at XII Apostles RCPS have adopted the 'Journey in Love' programme to support the non statutory Relationships and Sex Education in a Christian context. This will be introduced in the 2017-18 academic year and will taught in all year groups. It will replace the current scheme taught in year 5 and 6 ‘All that I am ‘.

The programme is authentic to the teaching of the Catholic Church and is intended to support teachers and parents in Catholic schools to enable the holistic growth of children. We acknowledge that parents and carers are the key persons for children learning about sex and relationships, the foremost educators. Our programme should complement their role in nurturing their children’s human wholeness.

As part of our commitment to you, we will hold a meeting annually for the parents and carers of children in Years 5 and 6 to discuss the programme's contents. You have the right to withdraw your child from this aspect of the curriculum however, this is not to be confused with curriculum Science which is statutory.

The Secretary of State for Education confirms the Government’s ambition to support all young people to stay safe and prepare for life in modern Britain by making Relationships Education (Primary), Relationships and Sex Education (RSE - Secondary) and, subject to the outcome of a thorough consideration of the subject, Personal, Social, Health and Economic Education (PSHE - both) statutory in all schools. The government laid an amendment1 to the Children and Social Work Bill on 1 March 2017 which they iintend to come into effect from September 2019 Relationship and Sex Education Policy Statement

A Journey in Love ; A brief outline of the programme

A Journey in Love has as its foundational premise in the belief that we are made in the image and likeness of God and, as a consequence, gender and sexuality are God’s gift, reflect God’s beauty and share in the divine creativity.

In order that children may grow and develop healthily and holistically towards an understanding of their gender and its implications for successful relationships, they must be at ease with themselves and grow in self- knowledge.

  • YR: God loves each of us in our uniqueness
  • Y1: We meet God’s love in our family
  • Y2: We meet God’s love in the community
  • Y3: How we live in love
  • Y4: God loves us in our differences
  • Y5: God loves me in my changing and development
  • Y6: The wonder of God’s love in creating new life

‘Love is the light – and in the end, the only light – that can always illuminate a world grown dim and give us the courage needed to keep living and working. Love is possible, and we are able to practise it because we are created in the image of God.’ Deus Caritas Est 39


Class teachers are responsible for the assessment and recording of achievement of their children in line with the schools’ policy on Assessment.

In the Early Years Foundation Stage (EYFS), children will be assessed against statements in the EYFS profile on entry to the Reception class and summatively at the end of the Reception year. Please see link below for more information about the EYFS profile.

In line with the expectations of the National Curriculum, children will be summatively assessed at the end of each year against the objectives for that year group. At the end of Key Stage 1/Y2, the children will complete Standardised Assessment Tests (SATs). The results of these, along with the teacher’s assessments, will be used to judge whether the children have met the age related expectations, are working towards them or are working at greater depth in Reading, Writing and Mathematics. Please see link below for more information about the age related expectations and assessment processes at the end of Key Stage 1.

At the end of Key Stage 2/Y6, the children will also sit the Standard Assessment Tests in Reading, SPaG (spelling, punctuation and grammar) and Mathematics. The results of these will be used to judge whether the children have met the age related expectations for that key stage, are working towards them or are working at greater depth. These tests are externally marked.

Children’s attainment in writing will be judged by the teacher using the children’s written work across the curriculum, in line with the interim assessment framework. Teacher’s assessment judgements are moderated internally and within external cluster groups to ensure consistency and accuracy.

Please see the link below for more information about Key Stage 2 assessments.

Extra-Curricular Activities

We have many after school sporting activities including football, rugby, cricket, badminton, table tennis and netball .Many of these are seasonal . There is also a French Club, a Choir and an Eco Club.Also there is a Cookery club and storybook sports for key stage 1. Children who are interested in music can take lessons in a variety of instruments. This year we have had children learning to play the keyboard, the guitar and the violin and brass instruments. Each year, several musical plays or concerts are produced and these provide great fun for both children and parents.