Our curriculum

We believe that our children deserve and need us to provide more than just the National Curriculum. Life has so much more to offer and our children have so much more to learn and experience. With this in mind we worked to prioritise the things we wanted our children to experience during their time with us and below is the document which outlines our aspirations. We use these six 'drivers' to underpin the development work we undertake in all areas of school life and to ensure our curriculum offer is enriched and personalised to our children and their families.

Phonics and Early Reading

Phonics Scheme 

We use Unlocking Letters and Sounds which was validated by the DfE in December 2021.

We begin teaching phonics in the first few weeks of term 1 in Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Children leave Reception being able to apply the phonemes taught within Phase 2, 3 and 4. 

In Year 1 through Phase 5a, b and c, they learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check. 

In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps.  

For further details please see our Unlocking Letters and Sounds progression document.   

To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact.

Reading Scheme

At High Littleton Primary School we promote a 'phonics first' approach.  The books children take home are very closely matched to a child's current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars Phonics, Floppy Phonics, Big Cat Collins and Word Sparks, to ensure complete fidelity to the Unlocking Letters and Sounds progression we follow. 

Once children progress beyond decodable texts, they move onto our Accelerated Reader book scheme so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers.

Reading

It is our intent at High Littleton Primary School to provide children with a high-quality education in reading so that they are able to read fluently and with confidence. We intend to encourage all children to read widely across both fiction and non-fiction and to develop their knowledge of themselves, the world in which they live, to establish an appreciation and love of reading, to gain knowledge across the curriculum and develop their comprehension skills.

Our reading curriculum follows the National Curriculum and aims to build on and enhance this. To ensure that pupils develop a secure knowledge and skills base that they can build on, reading is organised into a progression model that outlines the skills to be taught in a sequentially coherent way towards defined expectations at the end of each year and at the end of Year 6.

Writing

At High Littleton Primary School, we have adopted "The Write Stuff" by Jane Considine to bring clarity to the mechanics of writing.  "The Write Stuff" follows a method called "Sentence Stacking" which refers to the fact that sentences are stacked together chronologically and organised to engage children with short, intensive moments of learning that they can then immediately apply to their own writing.  An individual lesson is based on a sentence model, broken into 3 learning chunks. Each learning chunk has three sections:

Initiate section – a stimulus to capture the children’s imagination and set up a sentence.

Model section – the teacher models a sentence that outlines clear writing features and techniques.

Enable section – the children write their sentence, following the model.

Children are challenged to ‘Deepen the Moment’ which requires them to independently draw upon previously learnt skills and apply them to their writing during that chunk.

"The Write Stuff"  uses three essential components to support children in becoming great writers

The three zones of writing :-

IDEAS -  The FANTASTICs uses a child friendly acronym to represent the nine idea lenses through which children can craft their ideas.

TOOLS - The GRAMMARISTICS. The grammar rules of our language system and an accessible way to target weaknesses in pupils' grammatical and linguistic structures.

TECHNIQUES - The BOOMTASTICs which helps children capture 10 ways of adding drama and poetic devices to writing in a vivid visual.

Mathematics

We believe that mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Our high-quality mathematics education aims to develop a love of mathematics, an understanding of its relevance in 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.

We believe that all children should be challenged so that they can reach their full potential. A mastery approach to mathematics is applied to all lessons. Reasoning and problem solving is part of every lesson for every pupil no matter a child’s perceived ability. It is our belief in an ambitious ‘Quality Teach First’ approach where the class teacher supports all students especially those SEND pupils. Children should be taught the curriculum inline with their chronological age. Where this is not possible, teachers and 1 to 1 TAs should adapt the curriculum accordingly. Our curriculum is coherently planned and sequenced (based on the White Rose scheme of learning) so that children can build upon their prior learning in a cumulative way.

Science

In line with our Curriculum Drivers we want our Scientists to be:

  • Independent thinkers who ask questions about the world around us.

  • Have confidence and initiative to plan investigations to try to answer some of these questions

  • Be able to  develop as reporters by acquiring excellent Scientific knowledge and skills to present this knowledge both verbally and in written form. 

  • Be imaginative and  original 

  • Develop their cultural capital and passion for Science and its application.

Art and Design

At High Littleton Church of England Primary School, our high-quality art and design education engages, inspires and challenges pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they are able to think critically and develop a more rigorous understanding of art and design. They also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Computing

In line with our Curriculum Drivers, we want our children to:

  • develop an emotional understanding and become digitally literate

  • experience the richness of diversity in society 

  • become resilient and resourceful in their own work 

  • engage in computational experiences and express themselves

  • value everyone’s contributions to the world of computing

Design and Technology

In line with our Curriculum Drivers, we want our children to:

  • develop an emotional understanding of the world around them

  • experience the richness of diversity in society 

  • become resilient and resourceful in their own work 

  • engage in design and technology experiences and express themselves

  • value everyone’s contributions to the world of design and technology

Geography

In line with our Curriculum Drivers, we want our children to:

  • develop a curiosity and fascination of the world around them

  • experience the richness of diversity in society 

  • engage in and care about the management and sustainability of the world in which they live 

  • engage in geographical experiences and express themselves

  • value everyone’s contributions to the world of design and technology

History

In line with our Curriculum Drivers, we want our children to:

  • develop an emotional understanding of the past

  • understand and the diversity of societies

  • ask questions and think critically

  • become resilient and resourceful in their own work 

  • value everyone’s contributions to the historical world

Music

In line with our Curriculum Drivers, we want our children to:

  • develop an emotional understanding of the world around them

  • experience the richness of diversity in society 

  • become resilient and resourceful in their own work 

  • engage in music experiences and express themselves

  • value everyone’s contributions to the world of music

Religious Education

At High Littleton Church of England Primary School, our curriculum intent for R.E reflects the purpose and aims of the National Curriculum by provoking challenging questions about; meaning and purpose in life, beliefs about God, issues of right and wrong and what it means to be human.

In R.E, children learn about religions and worldviews in local, national and global contexts. They are encouraged to evaluate different sources and develop their own ideas, while at the same time respecting the rights of others to differ.

Physical Education

In line with our Curriculum Drivers, we want our children to:

  • be inspired to succeed and excel in competitive sport and other physically-demanding activities

  • become physically confident in a way which supports their health and fitness

  • build character and help to embed values such as fairness and respect

Personal Development

By enabling our children and young people to develop their own skills, knowledge and understanding of how to be who they are, understand the world they are growing up in and how to keep themselves safe in all areas of their world, we believe that we are giving each and every one of them the best chance for their lives ahead. Our curriculum has been designed with our children in mind and may vary in content to reflect the ever-changing world we live in.

Personal, Social and Health Education

At High Littleton Church of England Primary School we use a scheme called JIGSAW. This scheme brings together PSHE, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. A lesson a week helps teachers to focus on tailoring the lessons to their children’s needs and to enjoy building the relationship with their class, getting to know them better as unique human beings.