Home / Why choose Adisham? / Our Curriculum

Curriculum Aims

We believe the core purpose of education is to develop character (the skills and dispositions to be lifelong learners) and further social justice.  Our curriculum aims to:  

  1. Instil a recognition of injustice in the world and raise awareness of this by acting.
  2. The emotional and social aspects of learning are at the heart of what we do so children understand themselves and a diverse range of others, ready to thrive in their future lives
  3. Develop innovative, critical and creative thinkers who can solve an array of problems through collaboration and a multi-disciplinary approach
  4. Create flexible learners, who thrive in a self-paced and personalised learning, where inclusion and self-worth are paramount.
  5. All children leave our school enriched through powerful experiences, which spark their own personal and meaningful response so learning stays with them for the rest of their lives.
  6. Build learners prepared for an unknown future by harnessing the learning opportunities offered through technology.
  7. Through a mastery approach, we aim for pupils to acquire a deep, long-term, secure and adaptable understanding of the curriculum.

Our curriculum is built using the Cornerstones topic-based learning model and covers the ten big ideas of:

Approach 

The topics are taught through Three ‘umbrella topics’ throughout the academic year – two History focus and one Geography.  This is taught alongside Geography skills sessions that cover an understanding of place and locational knowledge, including geographical skills and enquiry. 

Art and DT are taught through a series of mini topics, and topics linked to the umbrella topics.  Terms begin with an Art or DT mini topic to immerse the children in their learning for the term or build on key colour skills 

Children will receive a whole class input on one subject (i.e. History).  Adaptive teaching will allow all children to access the same learning objective and be on the same trajectory for outcome.   Technology is used to personalise learning where necessary. 

You can find out more about our curriculum in the tabs below. 

Curriculum Long Term Plan

Our curriculum puts high value on the locality of the schools and the county of Kent, bringing together the interesting and intriguing history with its wondrous geographical features. 

Trip Planner

Our vision in the Early Years is based on the fact that children in the early years are curious and excited therefore it is important we  create learning experiences and environments that tap into that natural curiosity and excitement. This includes not only supporting emerging skills in the specific areas of literacy, maths, UTW and Expressive arts  but also most importantly, the 21st century skills of critical thinking, collaboration, communication, creativity, technology literacy, and social-emotional development. Children need to begin to develop the early foundational skills that will help them reason, think creatively , and work collaboratively in the next stage of their education and future life.

The key drivers in achieving this are an enabling curriculum, an enabling environment inside  and outside , the characteristics of effective learning and  positive relationships .    


An enabling environment  

The pedagogical model in early years enables all children to  make progress in their learning , with the right help .All children promptly receive any extra help they need, so they can progress well in their learning. To achieve this there are a mixture of approaches to teaching and learning where children learn through play with adults observing and scaffolding ,  through guided learning and through direct teaching.

Play based learning is an essential part of the pedagogy as it is how young children learn best . Through play children, at this age , develop personal , social  and cognitive skills . We recognise  that the characteristics of effective learning  are central to developing  young children’s  self-regulation and executive function when involved in play based learning .

The role of the adult is to help young children learn, through adult-child interactions during ‘child- initiated play’, responding to children’s interests and careful planning of the ‘enabling environment’ in the continuous provision.

Continuous  provision supports children’s learning and development across all seven areas and fosters the characteristics of effective learning. It allows children to be active and independent learners .The outdoor environment offers opportunities for children to do things in different ways and on different scales when indoors . Playing outside gives children first-hand contact with the weather, seasons and the natural world , and outdoor environments offer children freedom to explore, use their senses , and be physically active and curious. 


Enabling curriculum 

We recognise that children enter early years settings with different experiences and starting points and the intent of the curriculum design is to level the playing field through closing the experience and vocabulary gap by the end of reception . The emphasis on the Prime Areas are particularly crucial and time sensitive in the early years, and their foundational nature in relation to all later learning, including the importance of communication and language skills as a basis for literacy, and in turn the importance of literacy in children’s long-term attainment and social and cultural development . The development  of children’s spoken language and vocabulary underpins all seven areas of learning delivering a rich diet of literacy experiences. 

Digital Literacy has been identified as an important competence for Foundation aged children due to the growing significance of digital technology in the 21st century and its implications for early learning and development. The use of Technology is integrated into the curriculum to enhance learning opportunities and experiences around the  local community,  the wider world and the natural world . As part of the enabling environment children learn to use technology that is  developmentally appropriate and contains educational content to enhance personalised learning , digital skills , creativity , information gathering, independence , engagement and awe and wonder . 

Please see our EYFS policies below:

Early Years Policy

Early Years Curriculum Map

At the Stour Academy Trust, our priority is both the teaching of reading skills and the enjoyment of literature, enabling children to become lifelong, confident readers. We have a strong focus on speech and language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects. 

We believe that all our children can become fluent readers and writers regardless of their background, needs, abilities and age, and are determined to make this happen. Our aim is that by the end of year 6, pupils’ reading and writing is sufficiently fluent and effortless for them to manage the general demands of the curriculum in year 7, across all subjects and not just in English.  

This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, clear teacher modelling of effective reading strategies, as well as from reading and discussing a range of stories, poems and non-fiction 

We value reading as a crucial life skill. By the time children leave us we want them to read confidently for meaning and regularly enjoy reading for pleasure. Reading for pleasure is the single most important indicator of a child’s success.  

We ensure that there is a balance of teaching instruction and instilling a love of reading. At the forefront of our reading curriculum is our ‘reading for pleasure’ agenda, where we strive to provide experiences that encourage children to be intrinsically motivated to read, through ensuring they experience the rewards that reading practices bring.  All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds (2014 National Curriculum).  

We have developed a programme of reading aloud to all pupils from Reception to year 6. We read aloud to children every day and across the school day as a part of the timetabled 5 a day reading diet. Through reading aloud teachers develop children’s key listening skills and model active thinking aloud skills and teach children to be text tellers and storytellers. This enables them to ‘talk like a book’ and notice more about text. Active listeners are likely to turn into active readers who build meaning.  Teachers choose these books carefully as we want children to experience a wide range of books and genres, including books that reflect the children at the Stour Academy Trust and our local community as well as books that open windows into other worlds and cultures. In reading lessons and when reading at home, children from Reception to year 6 have access to Apps that encourage children to read for pleasure and to increase their reading mileage.  

Reading Policy

Little Wandle Letters and Sounds Resources for Parents

To find out more about Reading in the Primary English curriculum click the link below

Primary English Curriculum

It is our intent to facilitate our pupils’ development as effective communicators who can confidently use both spoken and written English. 

Our goal is for our children to develop into enthusiastic, fluent, and responsive readers, writers, and orators who can learn and gain pleasure from the written word. Our high-quality Literacy curriculum, which develops reading comprehension and writing composition, fosters a whole school love of reading and writing. By placing quality children’s literature at the heart of Literacy learning, we aim to inspire creativity and critical thinking. 

We incorporate the Centre for Literacy in Primary Education’s Power of Reading approach into our curriculum. This approach emphasises the use of high-quality texts to engage pupils, stimulate their imaginations, and develop their writing skills. Through the Power of Reading, we provide opportunities for pupils to explore diverse literature, enhancing their understanding of different genres and styles while fostering a love of storytelling. 

We strive to equip pupils with firm foundations in English, enabling them to succeed in education, employment, and to participate fully in society. 

We embrace a variety of technologies to develop English learning and to allow all children, regardless of barriers, to access and successfully achieve their full potential. 

We recognise that each child is an individual and has their own learning needs; therefore, we measure progress in line with stage rather than age, ensuring that every child can celebrate success. 

You can view our Writing Policy below:

Writing Policy

Click the link below to find out more about the English national curriculum

English national curriculum

Mathematics is a life skill.  It is an essential element of communication, widely used in society, both in everyday situations and in the world of work.  “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” (National Curriculum 2014). 
 
Intent 
By the time children leave our Trust, all children will have number sense, be fluent, be able to reason and problem solve. Our maths curriculum, supported by White Rose Mathematics and Power Maths, follows elements of Mastery teaching. At the centre of our maths vision is the belief that all children have the potential to succeed, and learning should be accessible to all within an inclusive approach. Technology will be used to enhance this and to support the removal of any barriers to learning. We will begin our maths topics throughout the year with a review of the previous year’s objectives, pre-requisite skills and mathematical vocabulary. We believe that all children, where possible, should have access to the same curriculum content and should deepen their conceptual understanding by tackling challenging and varied problems.  
“Power Maths rejects the notion that some people simply ‘can’t’ do maths. Instead, it develops growth mindsets and encourages hard work, practice and a willingness to see mistakes as learning tools.” (Power Maths 2022) 
 
Implementation 
  • In EYFS pupils experience mathematics daily, through teacher directed and adult initiated tasks and child-initiated play. Opportunities for mathematics should be developed through daily routines and all areas of learning. The White Rose Education Mathematics scheme of work is used felxibly to support planning.  
  • A daily mathematics lesson is taught in Year 1 and Year 2. The White Rose Education Mathematics scheme is also used. 
  •  In KS2 a daily mathematics lesson is also taught, for some classes at various points in the day. Arithmetic/KIRF sessions take place in the afternoons. The Power Maths scheme of work is used flexibly to support planning. 
  • Extra arithmetic sessions are taught from Year 1. White Rose Fluency Bee is used from Year 1 to Year 4. 
  • Children in KS2 will practice their times tables, often using apps such as Times Table Rock Starts outside of the Maths Lasson at least 3x a week and for homework.  
  • Problem solving and reasoning activities will take place regularly, enhanced by the use of technology to help remove any communication barriers, Including: Immersive reader to make problems accessible to all, collaborations space, Flip to pose and respond to questions, White Rose or teacher-made video (a demonstration of your knowledge using screen record, manipulatives etc), audio. 
  • Pupils are taught within their classrooms and the outside areas. Mathematics Collaboration spaces are available in each classroom, which includes, group whiteboards, manipulatives, flexible seating and technology. This will ensure resources are accessible for all children if they require it and children can independently choose which ones are appropriate to use. 
  • The skills acquired in the maths lesson are applied across the curriculum.  
  • A CPA approach is utilised in all year groups, all classes have access to a range of mathematical manipulatives to support learning and understanding. A CPA calculation policy is followed by all year groups. 
Teachers will use the Trust’s Long-Term planning which is based on the White Rose/Power Maths resources, which are fully aligned.  Mathematical topics will be taught in blocks so that children can master each mathematical concept and apply it across a range of contexts. 
 
‘Ready to progress’ objectives from the previous year group will be used to support assessment prior to moving onto the current year group objective. This will be achieved through formative assessment throughout the lesson and through the use of Power Maths materials. The DfE document “Teaching Mathematics in Primary Schools” https://www.gov.uk/government/publications/teaching-mathematics-in-primary-schools will also support this process, as it identifies priority areas of the primary maths National Curriculum that form the essential building blocks necessary for pupils to progress smoothly from Year 1 to Year 6. For each of these areas, the document also identifies what it calls ‘ready-to-progress criteria’ which are the concepts children need to master before they progress to the next year group. NCETM progression grids may also to be used to support at this stage of planning. 
 
Impact 
Assessment takes place at three connected levels: short-term, medium-term and long-term. These assessments are used to inform teaching in a continuous cycle of planning, teaching and assessment.   
Teachers will assess children’s understanding, achievement and progress in mathematics using daily assessments, these are based on observations, questioning, quizzes and the marking and evaluation of work.   
Teachers will make use of diagnostic questioning at different stages of pupil’s learning, including prior to a unit beginning to identify misconceptions, during a unit of work to check these have been addressed and at the end.  
 
Maths Intervention programmes 
Before thinking about maths catch up and/or intervention, what will be taken into account first and foremost is children’s mathematical well-being for future learning, including:  
  • building young children’s confidence,  
  • their willingness to have a go,  
  • their mathematical self-esteem and enjoyment; and 
  • establishing firm relationships with the adults in school and with their families
 
The Leuven scale may be used for any children who we are concerned about. 
 
The school operates a flexible approach to intervention programmes based on weaknesses identified in termly pupil progress meetings and through ongoing data analysis by the senior leadership and maths teams.  Teachers use guided groups led by themselves and teaching assistants to tackle children’s misconceptions in maths.   
 
Dynamo Maths
Children may be screened using a Dynamo Maths assessment should there be any concerns with their progress in mathematics. If required, this will be followed up with the use of the Dynamo Maths intervention,  which engages children through fun and interactive online activities, ready-made lesson plans, and dynamic worksheets to strengthen multiple skills. Further information can be found on the Dynamo Maths website: https://dynamomaths.co.uk/dynamo-maths/
 
Pre-teaching and assigning competence is used with those children who are on the cusp or experiencing a degree of maths anxiety at least 3 times a week.  
A structured early maths intervention will be used in EYFS, Years 1 and 2. This is called Becoming 1st Class @ Number and  1st Class @ Number. The impact of this intervention will be tracked using the Sandwell assessments. 
 
Number talks may be used across the school- either as a maths starter, within the maths lesson or a few times a week outside the maths lesson with a small group of children. This may be used as a maths intervention as well, for example, a group of girls to boost confidence. 
 
Maths games are utilised across the school in order to enable children to investigate and play with numbers, develop their own understanding and resilience without any pressure. 
 
Parental Involvement
We encourage parents to support their children in developing their basic Mathematical skills; particularly to support their fluency and mental ability.  This can be achieved in a number of different ways:
  • Counting basic objects within the home environment
  • Telling the time at home
  • Using money in real life situations
  • Helping weigh materials on scales
  • Learning times tables and number bonds to 5, 10, 20, 50 and 100.
When supporting your child with their homework, it is most beneficial if you continue using the methods which are used in class; this avoids any confusion. 
 
Click below to find our Calculation Policy, which outlines how we teach key concepts in all year groups which you can also use to help support your child’s learning at home.
 
Click the links below for a guide for supporting your child with their mathematics
 
Long Term Plans
Maths Long Term Plan
 
National Curriculum Programme of Study:
 
Progression
 
Policies
Mathematics Policy 
 
Click the link below to find out more about the Primary Mathematics curriculum 
 
At the Stour Academy Trust, we envision a holistic science education that fosters interconnected learning by integrating scientific concepts with other subjects to address real-world issues. Our inquiry-based approach encourages pupils to engage in scientific exploration, nurturing their curiosity and critical thinking skills. Utilising the Cornerstones framework, we emphasise hands-on experiments and practical applications, making science lessons relevant while tackling global challenges like climate change and health issues. Our curriculum builds cumulatively sufficient knowledge and skills, allowing pupils to progress through a structured sequence that reinforces understanding of key scientific concepts. 
 
We prioritise developing a robust scientific vocabulary, empowering pupils to articulate their understanding effectively. Inclusivity and adaptation are central to our vision, ensuring tailored support for all pupils, including those with SEND. Ongoing formative assessment strategies enable teachers to gauge understanding and adapt their teaching, providing timely feedback to enhance learning. 
 
We celebrate pupils’ scientific achievements, fostering a positive environment that encourages exploration and enthusiasm for science. By combining these elements, we aim to create an engaging, inclusive, and effective science education experience that equips pupils with the knowledge and skills to navigate and contribute meaningfully to the world around them.

Science Policy

You can find out more about the Science curriculum below:

National curriculum in England: science programmes of study – GOV.UK

It is how we as humans behave that shapes the very world we live in.  Therefore, human geography makes up the heart and soul of our geography curriculum.  We strive to make them aware of the moral, social, cultural dilemmas within their locality, the world and amongst its diverse range of inhabitants.  Our curriculum enables a personal response to the local and global issues of our world, a response, which we hope drive children to act and be the champions of a fair and flourishing future.  To do this, we aim to nurture compassionate and skilled problem solvers, working collaboratively and creatively. Map work and fieldwork skills are rooted in real world experiences and an abundance of problem-solving opportunities, taking advantage of all the rich physical and human geography that our local areas provide. Kent is abundant with geography waiting to be discovered by our children and used as a foundation to compare and make sense of places throughout the globe.  It is through understanding Kent that our children can better connect to the wider world, respect it, embrace it and help shape it.

Geography Policy

You can find out more about the Geography curriculum below:

National curriculum in England: geography programmes of study – GOV.UK (www.gov.uk)

History unlocks the secrets of the past and leads into a world of powerful stories about the wonders and horrors of humankind. Through history, children will understand how the past threads together and has shaped lives and places throughout time to the present day, gaining a coherent understanding of Britain’s past and that of the wider world. Children will be inspired by the innovation and courage of a diverse range of others and learn from difficulties to do better as citizens of the world. This takes children beyond their own experience to broaden minds and inspire their curiosity to know more about the past. Here they become detectives of time, sifting through their knowledge and a range of sources, discovering and connecting clues that the past reveals.  It equips children to regularly address and devise historically valid questions to seek answers and fuel their hunger for learning.  This will enhance their love and appreciation of the footsteps of history that surround them.  

History Policy

You can find out more about the History curriculum below:

National curriculum in England: history programmes of study – GOV.UK (www.gov.uk)

Design and technology are an inspiring, practical subject, that uses creativity and imagination. Pupil’s design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing, and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising, and capable citizens. Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. Here, children will be developed as collaborative and resourceful learners. They should work in a range of relevant contexts linked to improving the local area where possible. As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating.

DT Policy

You can find out more about the Design and Technology curriculum below:

National curriculum in England: design and technology programmes of study – GOV.UK (www.gov.uk)

It is through the arts where children express and understand themselves – a gateway into a world of emotion, imagination, and self-reflection.  We want children empowered with the language needed to engage with art and learn from a diverse range of artists so children can view life through the eyes of many and deepen their perspectives of what is possible. Art and design both reflect and shape our history and contributes to the culture, creativity, and wealth of our nation. Here then, we empower children with the cultural capital needed to make sense of the world they will inhabit. We want children to take risks in art and muster the confidence to experiment and explore a wide pallet of possibilities.  

Art Policy

You can find out more about the Art curriculum below:

National curriculum in England: art and design programmes of study – GOV.UK (www.gov.uk)

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

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

Children are encouraged to communicate ideas and information in a variety of forms using equipment and computer software to enhance their learning. While all classrooms in the school are equipped with a desktop computer connected to the internet and a smartboard, the staff and children also use a range of technology like laptops, digital cameras, iPads and other IT devices throughout the school.

The Computing Curriculum can be divided into three inter-related strands:

  • Computer Science
  • Information Technology
  • Digital Literacy

Computer Science

At The Stour Academy Trust, we believe that understanding algorithms is the foundation for learning to code. Through hands-on activities and real-life scenarios, students learn computational thinking concepts, including decomposition, pattern recognition, and debugging. Using the Teach Computing curriculum, pupils develop their programming skills by experimenting with age-appropriate tools like Scratch. Beyond programming, students also explore how networks function and how search algorithms retrieve information online.

Information Technology

Our curriculum emphasizes that technology is embedded in every aspect of daily life. From creating and editing digital content such as images, videos, and music to organizing data with spreadsheets and databases, students develop practical skills to support their learning in other subjects. The Teach Computing scheme ensures that students encounter various digital tools, fostering decision-making about which tools are most appropriate for different tasks. Additionally, pupils are introduced to best practices for file organization and storage, using cloud services and local devices.

Digital Literacy

Ensuring students are safe and responsible digital citizens is a key focus. We use Project Evolve to provide comprehensive online safety lessons from Nursery to Year 6. Students are taught about safeguarding their personal data, maintaining respectful online behaviour, and understanding the legal implications of copyright and intellectual property. The curriculum also highlights risks related to content, contact, and conduct, equipping pupils with strategies to navigate the digital world securely and ethically.

Resources You Can Use at Home

To continue their learning outside the classroom, students can access resources like Teach Computing activities and Scratch for developing their programming skills. Parents are encouraged to explore these resources with their children, promoting engagement and reinforcing classroom lessons at home.

Scratch

During some of our lessons we may also make use of a computer program called Scratch; this program enables pupils to develop knowledge, understanding and skills in computer programming. It is a programming language where children can create interactive programs such as stories, games, and animation. As children create with Scratch, they learn to think creatively, work collaboratively and reason systematically. Scratch is designed and maintained by the well-established and respected Massachusetts Institute of Technology: MIT in the USA.

The program is available to anyone as a free download and can be found at the following address: http://scratch.mit.edu/scratch_1.4/

Scratch provides a structured and open-ended means to develop computer programming skills across all abilities.

You can view our Long Term Plan for Computing below

Computing Long Term Plan 25/26

Computing Long Term Plan 26/27

 

To find out more about Computing in the Primary curriculum click the link below

Primary Computing Curriculum

At Adisham, we follow the schemes of work for Church schools in the Diocese of Canterbury.  You can find an overview of the scheme of work for all years below.

Scheme of work

Find out more about the Primary RE curriculum here:

Primary RE curriculum

Read our RE Policy below:

RE Policy

We feel that it is essential for our children to have knowledge and some understanding of foreign languages. During their time in KS2, your child will have the opportunity to study Spanish in regular weekly language lessons.

The focus of study in Spanish will be on practical communication. The teaching will provide an appropriate balance of spoken and written language.

In the younger classes, we introduce children to a variety of modern foreign languages through games and fun activities.

Find an overview of what we study in Spanish below:

Overview Year group by year group/progression of skills

Click the link below to find out more information about the MFL curriculum.

MFL National Curriculum

Our school aims for each child to:

  • develop their fundamental skills
  • enhance their skills so that they can excel at a wide range of sports
  • engage in a range of competitive and engaging activities, allowing them to develop tactical awareness and a healthy competitive nature
  • lead an active and healthy lifestyle
  • find enjoyment and engagement in physical activity
  • work collaboratively and develop a fair-play nature through refereeing and leading sessions with their peers.

To see an overview of the areas that we cover in PE and what your child will be learning about term by term, please view the document below:

PE Long Term Plan

PE Policy

To find out more about the national curriculum for Physical Education, click here.

As part of our on-going commitment to your children’s well-being, we follow a PSHE curriculum.

We use the Jigsaw Approach to PSHE/Health and Well-being

This is a programme of study clearly showing where statutory health and relationships are covered and highlighted relationships and sex education (RSE) lessons.  It provides a clear and progressive PSHE curriculum with 6 puzzles over the year; from Nursery to Year 6:

Curriculum Overview

PSHE guidance for parents

RSE guidance for parents

You can find out more about PSHE below:

Personal, social, health and economic (PSHE) education

You can read our PSHE Policy (including Health, Relationships and Sex Education) below:

PSHE Policy

Relationships, sex and health education (RSHE) should play a vital role in the curricula of all schools and academies. Goodness and Mercy gives a structure and framework for schools to plan and implement RSHE in ways that are most effective in their own contexts.

How does Goodness and Mercy approach RSHE?

Goodness and Mercy offers an opportunity to ground the RSHE curriculum in an acknowledgment of the worth and dignity of all people, rooted in the Christian belief that all are divinely created and eternally loved. This offers an ethos that supports our sense of individual and communitarian value, affirms that relationships (including intimate relationships) should and can be life-giving and offers resounding reasons for looking after ourselves and others.

What is the Church’s ‘Vision for Education’?

The resource aims to fully support the Church of England vision for education: “I come that they may have life in all its fullness” (John 10:10). This scripture grounds us in the recognition that having a positive relationship with ourselves and with others is foundational for a complete and fulfilled life.

RSHE Progression maps:

Health Education:

Relationships education:

Sex education:

Teaching resources:

Music flows through the fabric of our lives and our school, compelling us to move, feel and think in ways other mediums do not. It speaks to all when words can fail. Our music curriculum inspires pupils to develop a love of music and discover their talent as musicians.  It is adapted from Music Express, building a foundation of listening, singing, movement and playful exploration and manipulation of sounds. At the heart of it, is exploration and composition, as it’s here where creativity and collaboration flourish, with children taking ownership and leading the music making process for a range of purposes and audiences.  It is planned in a sequence where knowledge of pitch, duration, dynamics, tempo, timbre, texture, structure and notation are built upon across the school, leading to confident music makers. Musical events are embraced so children can experience music beyond their classroom and hone their performance skills, taking part in music workshops, performing to the wider community or in live concerts such as Young Voices as the O2 in London. The sheer joy of music making can feed the soul of our school community, enriching each child and adult, further nourishing their social, cultural, emotional and spiritual growth.   

Subject End Points   

  1. Sing: Perform in solo and ensemble contexts, using their voices with increasing accuracy, fluency, control and expression  
  2. Listen: Listen with attention, detail and with increasing aural memory, evaluating and appreciating a wide range of high-quality music made by themselves and from a diversity of traditions, times and people. 
  3. Composition: Create music for a range of purposes and audiences, exploring, organising and manipulating interrelated dimensions of music, embracing a collaborative and creative process  
  4. Instrumental Performance: Play and perform in solo and ensemble contexts, playing musical instruments with increasing accuracy, fluency, control and expression.  

Music Progression

Music Development Plan

Music Policy

You can find out more about the Music curriculum below:

National curriculum in England: music programmes of study – GOV.UK (www.gov.uk)