Curriculum Information

Our Curriculum Newsletters and Long Term Plans for the current academic year can be found on the Class Pages via the link below:

Class Pages 2024-25

Curriculum vision and intent for Abbotts Ann Church of England Primary School

The curriculum offer at Abbotts Ann Church of England School is intended to:

Be purposeful with clear outcomes
Offer appropriate pitch and challenge
Be engaging, relevant and inject a spirit of enjoyment
Have a strong sense of coherence and clear learning links and pathways
Be a creative journey where children can take risks and explore their ideas in a curious way
Be a celebration of achievement and determination
Foster self-belief and create a sense of ownership in our children
Reflect the world around us and develop a sense of global issues
Allow discussion and ‘talk’ to both build on, and challenge ideas
Build on our Christian Values of Curiosity, Compassion and Courage – we aim for these to permeate all that we do
Develop strong learning behaviours within the context of our Learning Gems:
Create a sense of independence
Foster Interdependence- team work, co-operation and collaboration
Support children in their organisational skills
Be enquiry based with problems to solve
Enable children to reflect and refine their ideas
Build resilience, ‘Bouncebackability’ and perseverance
Foster a ‘Love of Learning’

Our Curriculum Implementation

Abbotts Ann Church of England Primary School is organised into four classes: YR and 1 mixed, Y1 and 2, mixed Y3 and 4 mixed and Y5 and 6 mixed. Each Year group has an annual Long term Plan which is followed and ensures appropriate coverage and progression for mixed age classes. There is an awareness of our Christian Values and opportunities for Global Learning across the year to ensure purposeful connections. Each subject has a progression of skills document across KS1 and KS2 to ensure coverage and appropriate pitch. These documents give further detail to what is taught and how it is delivered.

At Abbotts Ann Church of England Primary School all class teachers are responsible for providing a curriculum (DfE National Curriculum on gov.uk ) that is suitable for all pupils in the class, including those with Special Educational Needs or Disabilities (SEND) with support from the SEN and Inclusion Leader. We have high expectations for all pupils and are committed to ensuring our curriculum is bespoke to meet the individual needs of all learners.

Curriculum Coherence

In order for our curriculum to meet the needs of the learners in our care, we believe it is essential for our curriculum to embody a sense of coherence. We work hard to ensure the links and threads of each learning opportunity are woven to fit together into a ‘bigger picture’ so children know what they are learning and why they are learning it. We recognise that our curriculum needs to be appropriately demanding to ensure deep learning takes place.

Subject Knowledge

It is important for children to be secure in the subject they are learning and we aim to be explicit in teaching essential and integral subject knowledge within all areas of our curriculum. The substance of our curriculum needs to provide a strong and purposeful understanding of subject knowledge, concepts and overarching and transferable skills. We therefore recognise the need to be subject specific in our purpose and aims, following the statutory guidance in the National Curriculum as our starting point. The learning behaviours and skills we aim to foster in our children do not stand alone from the knowledge they are being taught. It is therefore key that children are taught subject-specific skills and subject-specific terminology and are able to use them accurately, purposefully and with confidence. We aim to provide over learning of key concepts to enable children to achieve deeper learning and make purposeful connections and links.

Phonics and Reading Curriculum Implementation

We teach phonics through the Little Wandle Scheme and resources. In Year R and Key Stage One, phonics is taught daily for approximately twenty minutes per day. Phonic teaching is re-enforced throughout the curriculum through the use of sound mats and direct teaching. We use fully decodable books published by Collins as the school early reading scheme and we ensure a variety of both fiction and non-fiction books are available. The sequence of take home reading books children work through are designed to provide a cumulative progression in their phonic knowledge and reflect the teaching of phonics in our Early Years and Key Stage One classrooms. As the children develop their reading skills they are offered a wider selection of books from our well-stocked library. We aim to provide a rich and wide-ranging choice of texts for our children to have access to including stories, poems, rhymes and non-narrative books. Reading books are taken home and parents are encouraged to support daily reading at home. Parents are supported in this through reading and phonics workshops.