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Enabling every child to thrive and succeed  

Our Curriculum - Implementation

Our long-term curriculum map has been planned to meet the aims of our intent statement.  Our federation is made up of very small schools with two or three year groups in each class and our curriculum planning has taken this challenge fully into account.

Teaching in English and mathematics will follow the yearly objectives as detailed in the National Curriculum.  Reading, spelling, phonics and handwriting schemes or approaches are listed below, as are details of how mathematics are taught. Details of the RE and RHE syllabus can also be found below.  Writing opportunities are identified in the long-term plan. 

In order to ensure that no child misses or repeats learning, the map has built-in flexibility so that every child will experience both cycles of each stage (Key Stage One; Lower/Middle Key Stage Two; and Middle/Upper Key Stage Two with one enrichment year.  The two-year cycles have been carefully mapped to ensure that they can be taught equally well in either order.

Each subject has been planned in its own right so that children can effectively develop a schema of knowledge and understanding. Links are made between subjects where they are meaningful and appropriate so that they help to consolidate knowledge.  For example, where children have been studying Roman Britain in history and are learning about axles and wheels in DT, their design, make and evaluate task might be a chariot. 

Our progression maps help to ensure that children can access similar material but at an age-appropriate level within a mixed class, and the threshold concepts they include have been designed to make sure that children learn and remember what they are taught, as they are continually revisited in different contexts.  For example, in history, children might reflect on the evidence sources they used to find out about the Fire of London before they learn to use different sources to learn about the Tudors.

Alongside the National Curriculum requirements, we have planned “spines” which will deepen and broaden children’s cultural capital and enable them to access “the best that has been thought and said” and to gain “an appreciation of human creativity and achievement.” (The National Curriculum; 2014). This includes significant artists and composers from a range of periods and cultures; and the reading of and/or listening to the best children’s literature through our Passport to Reading.

An enrichment year will be taught where a cohort spends a third year in a class, or has already completed both cycles in a key stage.  These will include some optional studies from the National Curriculum; further study of the local area; and/or current national and international events (for example, the Olympic Games.)  Teaching will be planned so that it is appropriate and relevant to the age-group concerned.

Physical, mental and emotional well-being is central to all we do.  We have a values-led behaviour policy which also includes Zones of Regulations, which enables children to recognise and manage their feelings and behaviour.  We offer Forest Schools opportunities with well-trained staff, and make use of our beautiful and spacious outdoor facilities for learning in all subjects wherever possible.

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