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Curriculum
Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning. We are truly inclusive; children are grouped in fluid and flexible progress groups to ensure no child is left behind. We believe that all children are entitled to the arts and the outdoors. Oracy wraps around our knowledge - rich curriculum; we explicitly teach the physical, linguistic, cognitive, social and emotional strands throughout our curriculum. We believe that children deserve and education rich in wonder and memorable experience. Where creativity and curiosity flourish, alongside the purposeful acquisition of knowledge and skills. We believe this helps children become well rounded, happy individuals, ready to succeed in an ever-changing world.
We launch our projects with a memorable experience which ignites a passion for learning.
Key Stage 1 - Year 1
During year 1, teachers will build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers will also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words. This includes common words containing unusual GPCs. The term ‘common exception words’ is used throughout the programmes of study for such words.
Alongside this knowledge of GPCs, pupils need to develop the skill of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words. This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high quality books to develop a love of reading and broaden their vocabulary.
Pupils will be helped to read words without overt sounding and blending after a few encounters. Those who are slow to develop this skill should have extra practice.
Pupils’ writing during year 1 will generally develop at a slower pace than their reading. This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing.
Pupils entering year 1 who have not yet met the early learning goals for literacy should continue to follow their school’s curriculum for the Early Years Foundation Stage to develop their word reading, spelling and language skills. However, these pupils should follow the year 1 programme of study in terms of the books they listen to and discuss, so that they develop their vocabulary and understanding of grammar, as well as their knowledge more generally across the curriculum. If they are still struggling to decode and spell, they need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly.
Teachers will ensure that their teaching develops pupils’ oral vocabulary as well as their ability to understand and use a variety of grammatical structures, giving particular support to pupils whose oral language skills are insufficiently developed.
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| Curriculum statement |
| EYFS and KS1 curriculum |
| KS2 Curriculum |
