Curriculum Plans and Subject overviews

Please find in this section details regarding the rolling curriculum plans here at Reedham Primary and Nursery School. Click on the tabs below to view more information about each subject we learn.

EYFS – 2 Year Rolling Curriculum

KS1 Rolling Programme

LKS2 Rolling Curriculum

UKS2 – 2 year Rolling Curriculum

Maths Curriculum Intent

At Reedham Primary and Nursery School, we recognise the importance of mathematics throughout each child’s everyday and future life. It enables children to understand relationships and patterns in both number and space in the world around them. It is essential to everyday life, critical to science, technology and engineering and necessary for financial literacy and most forms of employment. We intend to give each child the self-confidence and resilience to reach their full potential by ensuring that they have the tools to calculate fluently, reason logically, problem solve and think in abstract ways.

What are we trying to achieve?

  • Children become confident, competent and independent mathematicians 
  • Build a deep conceptual understanding of maths and its interrelated content so that children can apply their learning in different situations
  • Develop children’s ability to articulate, discuss and explain their thinking using appropriate mathematical vocabulary 
  • ‘Mistake friendly’ classrooms where children see mistakes as learning tools – there is an emphasis placed upon developing the power to ‘think’ rather than just the ‘do’
  • Instil the mind-set in every child, parent and staff member that everyone can do maths and that maths is for everyone…EVERYONE CAN!
  • Children develop into resilient and inquisitive learners – skills needed to become life-long mathematicians
  • Deliver an inspiring and engaging mathematics curriculum, taught by highly-enthusiastic staff, which sparks curiosity and excitement and which nurtures confidence in maths


Implementation – How is our vision translated into practice? 

In order to improve our mastery approach and further improve the quality and consistency of our maths teaching, we have chosen to use White Rose Premium Resources – a government recommended, high-quality mastery approach.

We recognise the value of making a coherent journey through the national curriculum and each year group follows a medium term plan, where small, cumulative steps build a solid foundation of deep mathematical understanding. Formative assessment is threaded throughout each lesson and unit of work; and appropriate revisions to planning are made by the class teacher to ensure all lessons are tailored to best meet the needs of their children. 

In order to meet our aims above and the requirements set out in the EYFS framework and the Primary National Curriculum, we will implement the following:

  • Teachers reinforce an expectation that all children are capable of achieving high standards in Mathematics – EVERYONE CAN! Maths is for EVERYONE! 
  • Teachers promote positive learning characteristics
  • To develop secure and deep conceptual understanding, staff plan for the use of concrete resources, varied representations and structures (outlined and guided through White Rose) 
  • The vast majority of children progress through the curriculum content at the same pace
  • Regular and ongoing formative assessment informs teaching, as well as intervention, to support and enable the success of each child
  • Summative assessments take place at the end of a unit and termly (half-termly in Y5 and 6) and planning is adjusted accordingly
  • Children’s attainment and progress is discussed by teachers and pupil achievement leaders and if progress is not made, support is immediate and steps provided
  • Children’s attainment and progress is discussed with parents/carers during parents evenings  
  • Differentiation is achieved by emphasising deep knowledge and through individual support and intervention. It is seen through the concrete resources used, and/or the reliance on the representations and structures within a lesson to help embed a mathematical concept. All children are expected to be exposed to age related expectations and staff allow the time to plug gaps children may have in a particular area of mathematics. Staff understand what age-related expectations and mastering looks like for each objective and plan for how their children will get there. In order to meet the needs of all pupils, children working at a greater depth of understanding within an area of mathematics have ‘going deeper’ opportunities planned by staff
  • Success criteria are set out in each session in order to guide children to achieve success
  • Provision will be made for children who are not making the expected level of progress through I.E.Ps and interventions 
  • Teaching that is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge
  • Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts
  • Teachers use precise questioning in class to test conceptual and procedural knowledge and assess children regularly to identify those requiring intervention, so that all children keep up. Children’s explanations and their proficiency in articulating mathematical reasoning, with the precise use of mathematical vocabulary, are supported with teachers placing a strong emphasis on the correct use of mathematical language
  • The curriculum time for mathematics is non-negotiable and will be followed by all staff in school (15 minutes basic skills and 1 hour maths sessions daily from Y1-6; and 30 minute (Nursery) and 30 minutes (Reception) daily sessions, which are then consolidated through the enhancements in the learning environment 
  • Daily basic skills sessions recap and rehearse key skills to aid retention and support fluency (weekly arithmetic take up part of these in Upper KS2)

For further more detailed information please see our Maths Calculation Policy.

English Curriculum Intent Statement

Speaking and Listening

“The way we communicate with others and with ourselves ultimately determines the quality of our lives.” (Tony Robbins)

Our intention is for children to:

  • Express their opinions, articulate feelings and listen to and respond appropriately in a range of situations;
  • Participate with different groups of children to present ideas with confidence, valuing the views of others;
  • Speak audibly and confidently before an audience (for example when leading class and whole-school worship; when performing in school plays).


Approaches to teaching and learning encourage pupils to voice their ideas in small group and class discussions, as we recognise that sharing and explaining concepts with peers enhances learning. Staff model the use of higher level vocabulary within their speech and expanding children’s vocabulary is a key focus from EYFS. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including them in their work.

Guided Reading sessions encourage pupils to explore unfamiliar vocabulary and expand their knowledge of words. Staff model correct grammar in speech and encourage children to reflect this in their use of spoken and written language. Children are given the chance to orally rehearse ideas for writing regularly.

Drama is used across the curriculum to explore and engage children in their learning. This gives children the chance to embed vocabulary in shared activities. Each class leads worship once a year for parents, at least once a year in church and individual pupils lead class worship on a weekly basis.


In a safe and encouraging environment, children develop into confident communicators who illuminate the kindness in each other by listening, speaking with respect and empathy and explaining with clarity and confidence.  Children recognise that speaking and listening can lie at the heart of conveying character, and that through speaking and listening effectively, misunderstandings can be addressed and relationships enhanced.


Phonics (early reading and spelling)

At Reedham Primary and Nursery School, we believe that all our children can become fluent readers and writers. 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 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.

As a result, all our children are able to tackle any unfamiliar words as they read. At Reedham Primary and Nursery School, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.


At Reedham Primary and Nursery School, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. 

Because we believe teaching every child to read is so important, we have a Reading Leader  (Mrs S Bethell), who drives the early reading programme in our school. This person is highly skilled at teaching phonics and reading, and they monitor and support our reading team, so everyone teaches with fidelity to the Little Wandle Letters and Sounds Revised programme.


Foundations for phonics in Squirrel Class

We provide a balance of child-initiated and adult-led experiences for all children that meet the EYFS for ‘Communication and language’ and ‘Literacy’. These include:

  • sharing high-quality stories and poems
  • learning a range of nursery rhymes and action rhymes
  • activities that develop focused listening and attention, including oral blending and tuning into sounds
  • attention to high-quality language
  • practitioners activate curiosity and comprehension of reading

We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.

 Daily phonics lessons in Reception and Year 1

  • We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
  • Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
  • We follow the Little Wandle Letters and Sounds Revised expectations of progress:
  • Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
  • Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.

 Daily Keep-up lessons ensure every child learns to read

·       Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.

·       We timetable daily phonics lessons for any child in Year 2 and above who is not fully fluent at reading or has not passed the Phonics Screening Check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Rapid Catch-upassessments to identify the gaps in their phonic knowledge and teach these using the Rapid Catch-upresources – at pace. 

·       These short, sharp lessons last 15-20 minutes daily and have been designed to ensure children quickly catch up to age-related expectations in reading.

 Teaching reading: Reading practice sessions three times a week

·       We teach children to read through reading practice sessions three times a week. These:

  • are taught by a fully trained adult to small groups of approximately six children
  • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’.
  • are monitored by the class teacher on a regular basis.

·       Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:

  • decoding
  • prosody: teaching children to read with understanding and expression
  • comprehension: teaching children to understand the text.

·       In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.

·       In Years 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.

 Home reading

·       The decodable reading practice book is taken home to ensure success is shared with the family.

  • Reading for pleasure books also go home for parents to share and read to children. We share the research behind the importance and impact of sharing quality children’s books with parents through workshops, leaflets and the Everybody read! resources.
  • We use the Little Wandle Letters and Sounds Revised parents’ resources to engage our families and share information about phonics, the benefits of sharing books, how children learn to blend and other aspects of our provision, both online and through workshops.

 Additional reading support for vulnerable children

Children in Reception and Year 1 who are receiving additional phonics Keep-up sessions read their reading practice book to an adult daily.

 Ensuring consistency and pace of progress

  • Every teacher in our school has been trained to teach reading, so we have the same expectation of progress. We all use the same language, routines and resources to teach children to read so that we lower children’s cognitive load.
  • Weekly content grids map each element of new learning to each day, week and term for the duration of the programme.
  •  Lesson templates, Prompt cards and ‘How to’ videos ensure teachers all have a consistent approach and structure for each lesson.
  • The Reading Leader and SLT use the Audit and Prompt cards to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.

KS2 Reading plan

LKS2 – daily for 20/25 mins

UKS2 – 3 x week for 20 mins

– Schemes of Work to include 60 second reads and Ashley Booth resources

– Also use fluency approaches in foundation subjects such as choral and echo reading

– Extract based – sometimes linked to other subjects studying at the time, sometimes extracts from good quality books to encourage them to read the full book. Also video and picture comprehensions occasionally to allow equal access for all.

– Approx. 20% of texts are non-fiction, 80% fiction/poetry as these are the areas they struggle with most in assessments

– Lessons should focus on the same text for at least three sessions to build on prior knowledge.

Typical plan for extract

Session 1

  1. Pre-teach vocab – Discuss vocabulary that you think they will struggle with before reading – show pictures etc.
  2. Read the text to the children, modelling expression/fluency (ensure you read this the same every time!)
  3. Echo reading and choral reading of aspects of the text – for expression, discuss how to read specific words etc.
  4. Refer to reading strategies poster/bookmark and discuss the text
  5. Speed read – Children to mark how far they get in 1 minute of reading

Session 2

  1. Recap vocabulary from session 1
  2. Read the text to the children modelling expression/fluency (ensure you read this the same every time!)
  3. Echo reading and choral reading of aspects of the text – for expression, discuss how to read specific words etc.
  4. Speed read – Children to mark how far they get in 1 minute of reading
  5. Discuss reading comprehension style questions – main focus on word meaning, retrieval and inference (For inference = PEE/APE answers, Answer it, Prove it (Evidence from the text) and Explain (Why does your evidence support your answer) 

Session 3

  1. Recap vocabulary from session 1
  2. Read the text to the children modelling expression/fluency (ensure you read this the same every time!)
  3. Echo reading and choral reading of aspects of the text – for expression, discuss how to read specific words etc.
  4. Speed read – Children to mark how far they get in 1 minute of reading
  5. Discuss reading comprehension style questions – main focus on word meaning, retrieval and inference (For inference = APE answers, Answer it, Prove it (Evidence from the text) and Explain (Why does your evidence support your answer) 

Ensuring reading for pleasure

‘Reading for pleasure is the single most important indicator of a child’s success.’ (OECD 2002)

‘The will influences the skill and vice versa.’ (OECD 2010)

 We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.

  •  We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Reedham Primary and Nursery School and our local community as well as books that open windows into other worlds and cultures.
  • Every classroom displays books to invite and encourage children to develop a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
  • In EYFS, children have access to the reading area every day in their free-flow environment and the books are continually refreshed and carefully chosen.
  • Children from Heron Class onwards have a home reading record. The parent/carer records comments to share with the adults in school.  In school, adults record any 1 to 1 reading sessions on a school reading record which is kept in the class intervention folder. 
  • UKS2 record their views and feedback on the books they have read in a book review which is displayed to inspire others to read.  
  • The school library is made available for classes to use. Children across the school have regular opportunities to engage with a wide range of Reading for Pleasure events (book fairs, author visits, reading cafes, national events etc)
  • We use the Everybody read! resources to grow our teachers’ knowledge of current books, the most recent research and to grow our own Reading for Pleasure practice.
  • School Council have organised Peer Reading between children in EYFS/KS1 and KS2 children. 

Peer Reading

Once a week, across the school, children work with their peers to hear each other read.



Assessment is used to monitor progress and to identify any child needing additional support as soon as they need it.

o   daily within class to identify children needing Keep-up support

o   weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.

o   every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.

o   by SLT and scrutinised through the Little Wandle Letters and Sounds Revised assessment tracker, to narrow attainment gaps between different groups of children and so that any additional support for teachers can be put into place.

  • Fluency assessments measure children’s accuracy and reading speed in short one-minute assessments. They are used:

o   in Year 1, when children are reading the Phase 5 set 3, 4 and 5 books

o   with children following the Rapid Catch-up programme in Years 2 to 6, when they are reading the Phase 5 set 3, 4 and 5 books

o   to assess when children are ready to exit their programme. For Year 1 children, this is when they read the final fluency assessment at 60–70+ words per minute. Older children can exit the Rapid Catch-up programme when they read the final fluency assessment at 90+ words per minute. At these levels, children should have sufficient fluency to tackle any book at age-related expectations. After exiting their programme, children do not need to read any more fully decodable books.

  •  A placement assessment is used:

o   with any child new to the school in Reception and Year 1 to quickly identify any gaps in their phonic knowledge and plan and provide appropriate extra teaching.

o   with any child new to the school in Year 2 and above to quickly identify any gaps in their phonic knowledge and plan and provide appropriate extra teaching. 

Statutory assessment

Children in Year 1 sit the Phonics screening check. Any child not passing the check re-sits it in Year 2.

Ongoing assessment for Rapid Catch-up in Years 2 to 6

  • Children in Year 2 to 6 are assessed through:

o   the Rapid Catch-up initial assessment to quickly identify any gaps in their phonic knowledge and plan appropriate teaching

o   the Rapid Catch-up summative assessments to assess progress and inform teaching

o   the Rapid Catch-up fluency assessments when children are reading the Phase 5 set 3, 4 and 5 books for age 7+.

  • The fluency assessments measure children’s accuracy and reading speed in short one-minute assessments. They also assess when children are ready to exit the Rapid Catch-up programme, which is when they read the final fluency assessment at 90+ words per minute.

Reading in KS2

As we believe reading is a key tool for life; teaching children to move from decoding words to becoming excellent readers is a key and integral part of what we do at Reedham. We have lots of opportunities for reading exciting books and materials. Reading is taught as an integral part of our new curriculum, where it is embedded into our everyday learning, as well as being explicitly taught through the week, focussing on specific strategies to develop their reading comprehension right through to Year 6.   We have a range of high interest/ low ability and dyslexic friendly books to help those children in KS2, who find reading more challenging. These books are a hook to help interest children in reading.

Once a child can read fluently through the levels, they become a free reader and have access to a wide range of chapter books in our library. All children are encouraged to read and to answer questions about what they are reading every day and explicitly in guided reading teacher-led sessions.

Summer holiday challenges are given to children to keep them excited and engaged in reading over the summer. World Book Day is celebrated at Reedham. Throughout the year we encourage children to have a love of reading by offering book shops and borrowing. Parents are invited in, throughout the year to a number of workshops known as reading cafes. In these sessions parents are given an insight into a variety of reading areas such as vocabulary and inference. We have a strong belief that children benefit from hearing stories read to them as well as them reading to themselves. Each class has a daily timetabled story time, where a class book is shared. The teachers stress the patterns and intonation in the words during these sessions to help children understand how to read out loud and the fluency needed.

We begin making children word aware from the Early Years Foundation Stage, throughout the whole school, vocabulary is a key priority. Topic related words and those related to concepts in science, history and geography are taught explicitly. These are then revisited and used many times throughout the topic and beyond, with the hope that children will retain them in their long term memory and become part of their everyday vocabulary.

  • Strong links with our local library 
  • Teacher reading at the end of each day
  • In class reading lessons – excerpts from high quality texts, from a range of genres
  • Yearly reading challenges


At Reedham Primary and Nursery we are very proud of our pupil’s handwriting and take particular care in our handwriting style. We use Letter-Join’s on-line handwriting resource and Lesson Planners as the basis of our handwriting framework, as it covers all the requirements of the National Curriculum.


·  To develop a neat, legible, speedy handwriting style using continuous cursive letters, which leads to producing letters and words automatically in independent writing.

·  To establish and maintain high expectations for the presentation of written work.

·  For pupils to understand, by the end of Year 6, the importance of neat presentation and the need for different letterforms (cursive, printed or capital letters) to help communicate meaning clearly.


All teaching staff are encouraged to model the printed or cursive style of handwriting chosen for each year group in our school in all their handwriting, whether on whiteboards, displays or in pupils’ books.  Pupils experience coherence and continuity in the learning and teaching of handwriting across all school years and are encouraged to take pride in the presentation of their work. Our objective is to help pupils enjoy learning and developing their handwriting with a sense of achievement and pride.  Handwriting is a cross-curricular task and will be taken into consideration during all lessons. Formal teaching of handwriting will be carried out regularly and systematically to ensure Key Stage targets are met.

Progression of the teaching of Handwriting – See Appendix 3


Spelling is a high priority at Reedham. Children are given a weekly set of spellings to learn at home. Some are common exception words (tricky words where usual spelling rules or applying phonics do not apply) and others follow a spelling pattern or an element of grammar taught throughout that week. Children are given opportunities to use weekly and statutory spellings in their writing and are explicitly taught how to use them. 


At Reedham School, it is our vision that every child will learn to write by being given real and exciting materials and opportunities. At the beginning of their learning journey, in the Early Years, children are given opportunities to write in all areas of the curriculum and access this through continuous provision inside and outside. From the autumn term, the children experience many fine motor skill activities (for example, ‘funky fingers’ or ‘doh disco’) these enable the children to develop the muscles in their fingers and wrists, in order to be able to hold a writing implement effectively. 

In Reception, from the first half of the Autumn Term the children have a daily 20 minute phonics input, this includes children forming letters correctly and giving meaning to the marks they make.

Writing is an integral part of lessons at Reedham and children are taught to write for a range of purposes, by linking all our writing to topics, through our wider curriculum. At Reedham, we consistently use new research and ideas, staff take CPD opportunities to support teaching and learning and to help improve the quality of our writing. Children are taught to write imaginatively and articulate texts using the ‘Talk for Writing’ approach. This involves immersing children in powerful writing which they can learn and perform. To ensure progress is ongoing, we also use a ‘slow writing’ initiative that teaches the children the basics of sentence structure. As part of this, the children edit and improve the quality of their sentences. To ensure they are secure in a variety of age appropriate writing techniques, we have put in place a progression document which details the different sentence types to be taught in each year group. The sentence types are designed to help the children write exciting, sophisticated pieces of writing that use the right tone for their purpose. Children are explicitly taught age appropriate grammar and punctuation and encouraged to utilise these in their writing in line with the National Curriculum objectives for writing.

English Writing Overview across Year R to Year 6

Science Curriculum


At Reedham Primary and Nursery School, we believe that our curriculum should encourage a love of learning, raise aspirations and prepare them for the future by providing them with the opportunities and experiences they need to be successful in later life. Science at Reedham is very much a practical part of the curriculum that enables our children to be ‘Scientists’: make sense of the world around them through exploration, investigation and discovery. Through practical and meaningful experiences, we seek to develop the key scientific knowledge and the skills of observation, questioning, exploration and investigation to prepare our children for life in an increasingly scientific and technological world. Scientific enquiry skills are embedded in each topic the children study and these topics are revisited and developed throughout their time at school. Our curriculum documents, based on the EYFS Statutory framework, Development Matters and the National Curriculum, are designed to ensure that the knowledge, skills and vocabulary are mapped out and children’s understanding and learning is built on each year. The aim is for our children to leave KS2 ready to take on the challenge of a subject-based timetable at secondary level and with a passion for learning and knowledge.


Early Years Foundation Stage

During the EYFS, science is introduced indirectly through activities that encourage every child to problem solve, observe, predict, think, make decisions and talk about the world around them. They have opportunities to

  • Learn healthy choices about food, drink, activity and toothbrushing.
  • Use all their senses in hands-on exploration of natural materials.
  • Explore collections of materials with similar and/or different properties.
  • Explore how things work.
  • Plant seeds and care for growing plants.
  • Understand the key features of the life cycle of a plant and an animal.
  • Begin to understand the need to respect and care for the natural environment and all living things.
  • Explore and talk about different forces they can feel.
  • Describe what they see, hear and feel while they are outside.
  • Recognise some environments that are different to the one in which they live.
  • Understand the effect of changing seasons on the natural world around them
  • Explore the natural world around them, making observations and drawing pictures of animals and plants.
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

Children are encouraged to ask questions about why things happen and how things work. For example, they may increase the incline of a slope to observe how fast a vehicle travels. Children are asked about what they think will happen to help them communicate, plan, investigate, record and evaluate findings.

KS1 and KS2

We teach the National Curriculum and ensure that scientific enquiry skills and knowledge are built on as they move through the school and sequenced appropriately to maximise learning for all children. The National Curriculum is implemented through:

  • A well thought out, rolling two-year cycle. Each class has a long-term plan which allows meaningful links to be made across subjects during a half term. This provides children with the opportunity to apply their knowledge in different contexts which will help them to remember more.
  • Well planned and resourced units that provide children with hands-on and enriching experiences wherever possible
  • Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the child’s school career. To enable children to conduct practical investigations, science lessons are timetabled as 90 minutes once a week. Teachers demonstrate how to use scientific equipment and Working Scientifically skills in order to embed scientific understanding
  • All science lessons begin with a recap, allowing children to recall previous knowledge to help them learn more and remember more
  • Children are encouraged to ask questions and curiosity is celebrated within the classroom
  • Long Term and Medium Term Plans are reviewed at the end of each term with a view to making any adjustments as necessary before the next cycle


We measure the impact of our curriculum through pupil voice surveys, AfL and summative assessment. Every science unit begins with a pre-unit assessment to see what pupils already know– this may be in the form of a whole class or individual mind map or quiz – and end with an independently completed quiz to measure progress and attainment against the learning objectives taught. The pre-unit assessment also informs planning. Teachers will be aware of the learning journeys that their children are on and be able to provide examples of where they have adapted or deviated from plans to meet needs and addressed misconceptions.

Subject specific vocabulary will be evident in children’s work. Where children find it difficult to record their thoughts in written format, alternative recording methods (e.g. video / voice recordings on Seesaw; use of an adult as a scribe) will capture their progress in a subject.

Pupil voice interviews will reveal children who enjoy science lessons and are able to talk confidently about what they have learned.

By the time children at Reedham Primary and Nursery leave our school, they will be ready to take on the challenge of a subject-based timetable at secondary level and have developed:

  • An enjoyment of scientific learning and a love of science.
  • Have an understanding and knowledge of scientific processes and developed the skills of investigation – including planning, observing, measuring, predicting, hypothesising, experimenting, communicating, interpreting, explaining and evaluating, with the use of scientific language.
  • They will have developed the skills of working cooperatively with others and be able to tackle problems confidently and resiliently.
  • They will have developed a respect for living and non-living things, building upon their own natural curiosity of the world around them and ask questions.
  • They will have high aspirations, which will see them through to further study, work and a successful adult life.

Religious Education Curriculum Intent

RE is an important curriculum subject. It is important in its own right and also makes a unique contribution to the spiritual, moral, social and cultural development of pupils and supports wider community cohesion. The Government is keen to ensure all pupils receive high-quality RE. We follow their educational guidance to ensure increased emphasis on personalisation and on the development of the whole child in social and emotional as well as cognitive terms. With this in mind Reedham Primary and Nursery School intends to explore R.E through cross-curricular dimensions such as identity, cultural diversity and community cohesion to provide important unifying themes that help our young people make sense of the world and give education relevance. This will reflect the major ideas and challenges that face individuals and society and will provide a focus for work within and between subjects and across the curriculum as a whole.

The key values at the centre of our children’s learning, explored throughout their education with us are the foundations for religious education. These values are: humility, aspiration, thanks, hope, courage, creativity, truth (honesty), creativity, justice (law), forgiveness, peace, friendship, trust, generosity, compassion, reverence (respect), love, tolerance, service, wisdom, democracy, individual liberty (Freedom) and cooperation. A respect for all, open-mindedness, appreciation, wonder and self-awareness are fully embedded into all aspects of our beliefs and values teaching and learning across the curriculum.

At Reedham Primary we aim to ensure high quality teaching, which explores concepts as well as information. We are committed to our children being aware of the different beliefs and values people hold in their local environment and the wider world, with a special focus on a deep understanding of the many faiths in a variety of expressions. They gather information and encounter people who are different from them in order to develop a respectful attitude and enjoy the variety of different cultures.


Through their journey through the phases: Engage, Enquire, Explore, Evaluate, Express, children are encouraged to ask questions and work in a range of creative ways to learn new information, develop empathy, ask powerful questions and reflect on their own beliefs and values. Children explore Christianity, Islam and Judaism as the three ‘Abrahamic’ faiths which have strong similarities and comparisons to be drawn. They also explore Sikhism, Buddhism and Hindusim to broaden their understanding of world faiths.

We follow the Norfolk Agreed Syllabus, this curriculum caters for Early Years up to Year 6, in order to give a cohesive learning pathway for all children and prepare them to be welcoming and tolerant citizens of the UK, as well as being excited about travel opportunities in the future. It also gives time and space for their own spiritual development and shapes their sense of identity.

Music Curriculum Intent

Music is considered a key part of learning for the children at Reedham Primary and Nursery School; it is taught through Charanga an online music platform for primary schools. Music is taught as a separate subject and in addition to this as a means to showcase at Reedham School in the form of plays and shows. Music is supported by Norfolk County Council, which provides subscription to Charanga and offers support to teachers with CPD of the subject.

Musical and singing assemblies are taught every week and are values ethos linked. They often use actions to engage the children and to make them accessible to all the ages to remember the words. The school has a wide song bank for the teachers to choose from that are linked to values and topics explored.

The school takes part in arts-based extra-curricular activities e.g. country dancing and theatre trips and the Open Song and Dance Festival showcasing our talent to our cluster schools. We are the smallest school but are definitely the loudest on stage. Children are also encouraged to showcase their musical talents in our Christmas and summer music concerts and our annual talent show, ‘Reedham’s Got Talent’; all this provides the children with rehearsal and performance skills and enables a time to showcase their singing and musical skills.


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

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

Charanga lessons enable children to build on their musical skills over time, showing clear progression in listening, performing and composing. Lessons are well delivered by passionate and enthusiastic teachers, including: warm-up/cool down activities, activities to encourage tone, pitch, volume and rhythm.

PSHE & RSE Curriculum Intent

Personal, Social, Health and Economic Education (PSHE) is a fundamental cornerstone to children’s learning at Reedham Primary and Nursery School. Our program of learning supports children to acquire the values, skills and knowledge they need to live healthy and happy lives at school and in the future. Through PSHE education children develop and build on ‘Life Skills’ that they need to succeed as individuals and as a member of society. Through PSHE we explore and counter any ‘Barriers to Learning’ that children may have. We believe that children need to feel, safe and happy to be able to learn effectively. We follow statutory guidance to deliver Relationships and Sex Education (SRE). We will ensure the content is carefully designed to safeguard and support pupils. Nevertheless, we are clear on the themes and issues they should cover, in an age-appropriate way, to achieve this. Relationships and RSE will be age-appropriate, building knowledge and life skills over time in a way that prepares pupils for issues they will face.

Parents will be notified when children in year 5 and 6 what the syllabus contains and will have the right to opt their child out.

Our main focus of study is based on three core learning themes

1. Health and Wellbeing

2. Relationships

3. Living in the wider world


We teach the core areas through our PSHE curriculum and through our termly values-led assemblies and events as holding specific PSHE learning days each half term.

The curriculum caters for Early Years up to Year 6, in order to give a cohesive learning journey for all children and prepare them to be welcoming and tolerant citizens of the UK, as well as being excited about future opportunities. It gives time and space for their own emotional and spiritual development and shapes their sense of identity. It enables them to become more independent, free thinking and compassionate individuals with respects for themselves and others.

The aims of our PSHE education are:

  • To provide children with the knowledge and skills they need to live healthy, safe, responsible and balanced lives.
  • Mitigate ‘Barriers to Learning’
  • Provide children with opportunities to explore their own needs, beliefs and values and appreciate differences in others.
  • Ensure all children become positive and active members of society.

Children explore the following themes throughout their learning journey on a two-year rolling curriculum:

Team, It’s My Body, Britain, Be Yourself, Aiming High, Money Matters VIPs, Safety First, Respecting Rights, Growing UP, Think Positive, One World

These themes enable children to learn through independent enquiry, creative thinking, reflective learning, teamwork, and responsibility, to promote motivation, resilience, and aspiration in all children, enabling them to effectively participate and engage with lifelong learning. They are given opportunities to engage in a positive community ethos, to listen, engage and adapt a can-do attitude in order to prepare for their future lives, enabling and enjoying learning within the context of our rapidly changing technological society. We aim to ‘bring out the best’ in every child so they can all be the best they can be.

Relationship and Sex Education (RSE) is integrated into these themes and covers the following concepts, which are age appropriate:

  • different types of relationships, including friendships, family relationships, dealing with strangers and, at secondary school, intimate relationships;
  • how to recognise, understand and build healthy relationships, including self-respect and respect for others, commitment, tolerance, boundaries and consent, and how to manage conflict, and also how to recognise unhealthy relationships;
  • how relationships may affect health and wellbeing, including mental health;
  • healthy relationships and safety online; and 
  • factual knowledge, around sex, sexual health and sexuality, set firmly within the context of relationships at an age-appropriate level.


All children understand the importance of PSHE, RSE and British Values; the effects it can have on life in and out of school. This is evident through analysis of low stake quizzes which demonstrates children have learnt key skills and show they have knowledge to be confident, independent thinkers and doers. PSHE monitoring is carried out by the subject leader (Miss Spaul) using bi-annually pupil voice and learning walks with the PSHE governor (Mrs Isla McFadden). By teaching pupils to stay safe and healthy, and by building self-esteem, resilience and empathy, an effective PSHE programme tackles barriers to learning, raises aspirations, and improves the life chances of the most vulnerable and disadvantaged pupils. The skills and attributes developed through our PSHE education are also shown to increase academic attainment and attendance rates, particularly among pupils eligible for free school meals, as well as improve employability and boost social mobility. 

By the time they leave our setting, personal, social and health education (PSHE) enables our learners to become self-aware, healthy, independent and responsible members of a society. It helps them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. Our curriculum allows pupils to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. 

Design and Technology Curriculum


Design and Technology is an inspiring, rigorous and practical subject which has a vital role in contributing to a balanced curriculum and creating the problem solvers of the future. It is a subject that encourages children to ‘learn to think’ creatively to solve practical problems both as individuals and through teamwork. At Reedham Primary and Nursery School, our aim is to encourage children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, computing and art. We want Design and Technology to prepare our children, to give them the opportunities and experiences they need to be successful in later life.


Early Years Foundation Stage

During the EYFS, pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to:

• Explore how things work.

• Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park. 

• Explore different materials freely, in order to develop their ideas about how to use them and what to make.

•  Make plans and construct with a purpose in mind using a variety of resources 

• Select appropriate resources for a product and adapt their work where necessary 

• Develop skills to use simple tools and techniques appropriately, effectively and safely 

• Cook and prepare food adhering to good health and hygiene routines 

KS1 and KS2

As a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through:

• A well thought out, rolling two-year cycle overview of the DT curriculum which allows for progression across KS1, lower KS2 and upper KS2 in all areas of DT (textiles, mechanisms, structures, food and electrical systems) 

 • Well planned and resourced projects providing children with a hands-on and enriching experience 

 • A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken

• Teachers being given ownership and flexibility to plan for Design and Technology; usually teaching DT as a block of lessons to allow the time needed for the children to be critical, inventive and reflective on their work

•Planning guided by the DT Association ‘Projects on a Page’ schemes of work which are based on universal principles of effective teaching and learning in D&T. They ensure progression of skills from KS1 to lower KS2 to upper KS2, and coverage of the Design and Technology national curriculum. Each project follows the process of designing, making, and evaluating and incorporates relevant technical vocabulary

and understanding in relevant contexts. Where possible and appropriate, projects are linked to other curriculum areas. For example, in Y3/4, children complete an electrical systems project after studying electricity in science so they can apply what they’ve learnt to a real life context. 

•In addition to the 3 DT projects children undertake a year, each class also undertakes a Lego Education unit which enables children to build and design models for a specific purpose, and apply their understanding of computing to program, monitor and control them.


Children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum. Through carefully planned and implemented learning activities, the pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They gain a firm foundation of knowledge and skills to see them equipped to take on further learning in High School. Pupil’s skills and knowledge are assessed ongoingly by the class teacher, throughout lessons. This informs the Design and Technology subject leader of any further areas for curriculum development, pupil support and/or training requirements for staff. EYFS pupils’ progress and attainment tells us whether each individual child is below expected, at expected or above expected attainment for their age.

Humanities Curriculum Intent

At Reedham Primary and Nursery School history and geography learning teaches children about the world in which they live and how it has changed over time. Our history and geography curriculum focuses on acquiring facts and knowledge as well as developing historical and geographical skills through enquiry and exploration of themes and topics. We teach children about larger global concepts such as humankind, place, significance, processes and change.  We endeavour to develop the following skills: independent enquiry, creative thinking, reflective learning, teamwork, responsibility, enabling them to effectively participate and engage with lifelong learning.


The teaching of history and geography at Reedham follows the National Curriculum and is integrated within our topics as part of our curriculum. Great emphasis is placed upon acquiring historical and geographical knowledge and vocabulary through investigations and explorations in both geographical and historical contexts.

History aims to help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world and inspire pupils’ curiosity to know more about the past. As our pupils progress they will become equipped to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. We want pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Our history curriculum provides identity, improves decision making and judgement, alongside developing a sense of chronology. Our history curriculum is enhanced through the addition of visitors to the school, drama, use of artefacts, day trips and visits.

The geography element of our school curriculum aims to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Our geography curriculum enables children to develop a sense of place, whilst exploring, investigating and understanding the manmade and natural processes that impact on our planet. We aim to equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. We want our children to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. We achieve this through a variety of day trips, residential trips and local field work, exploring the immediate vicinity of the school.

At Reedham Primary and Nursery School, through a positive community ethos we listen, engage and nurture a can-do attitude in order to prepare all learners for their future lives, enabling and enjoying learning within the context of a rapidly changing technological society. This is particularly important in the teaching of computing. Technology is an integral part of everyday life. At Reedham, we aim to prepare our children for a future in an environment, which is shaped by technology. Our main priority of computing is to engage children with cross-curricular learning through interacting with a variety of technology; we see technology as enriching learning opportunities. Therefore, we endeavour to provide computing opportunities throughout each area of the curriculum, this includes the use of Google Classroom to facilitate homework and to hand in classwork. ICT is also taught as a subject following a carefully chosen curriculum to meet the aims of the National Curriculum.


We aim to develop confident, independent learners who are able to plan, design, create, program and evaluate information through the use of ICT. As well as the benefits of ICT, we are also aware of the risks. This is why we prepare our children to stay safe online through the use of e-safety awareness sessions and safer internet days. The teaching of computing is also taught as a discrete subject to ensure the breadth of the National Curriculum is taught effectively. All three areas of the Computing National Curriculum: Digital literacy, Computer Science and Information Technology are taught throughout school. 

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

Staff are encouraged to tailor the curriculum using the range of resources available to them through ‘Teach Computing’, our chosen scheme of learning, in order to best suit the children in our school and their varying needs. With this approach, our children are provided with the best opportunities to become familiar with a range of digital platforms, software and apps, preparing them best for the real world. 

Having discrete lessons means that the children are able to develop depth in their knowledge and skills over the duration of each of their computing topics. Where appropriate, meaningful links will be made between the computing curriculum and the wider curriculum. In computing lessons, the children will use either IPads or laptops in order to access a range of apps and software. Children are also taught vocabulary linked to computing and key skills for life.

Online safety is taught regularly at an age appropriate level and forms the basis of all Computing learning. Each year, as a school we tailor lessons around ‘Safer Internet Day,’ where children complete activities linked to the theme in a range of curriculum areas. During these lessons, there is concentrated focus on Digital Literacy, with PSHE objectives intertwined where possible.

 At Reedham, we use a mixture of formative and summative assessment (based on the objectives in the 2014 National Curriculum) to determine children’s understanding and inform teachers’ planning. Children will be given feedback and ways to improve their work. The subject leader regularly reviews each part of the Computing curriculum and Learning Walks and observations are carried out throughout the year.

Miss Spaul is subject lead

Anups De Silva is the governor responsible for monitoring computing


By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

  • Children will be prepared for both future education and jobs, with a bank of computing skills and knowledge.
  • Children will be confident when using technology and be able to achieve their desired goals.
  • Children will be able to use their computational thinking and apply this to their everyday lives.
  • Children will have a secure and comprehensive knowledge of digital systems and technology.
  • Children will be able to apply the British values (democracy, tolerance, mutual respect, rule of law and liberty) when using different systems and technology.

Art  Curriculum Intent Statement

Art is valued greatly and taught throughout topics as part of our curriculum. These subjects are considered a key part of learning for the children at Reedham Primary and Nursery School, and are explored through various topics and events throughout the school year. Children enjoy expressing creativity and there have been many successful topics with children so far, such as KS2 taking part in the ‘Broad in a Box’ and ‘Art on the Line’ competitions with the ‘Water, Mills and Marches Project’. 

We have strong links with local culture in the village e.g. the annual art competitions at our village summer fair. We enjoy large-scale collaborative artwork created and display these regularly in the school and at Reedham church.

Teachers plan broad and varied activities for the children to take part in, to explore the many different genres and mediums used in artistic expression, in accordance with guidance from Development Matters: Expressive Arts and Design and the National Curriculum. Children learn fundamental artistic skills and values through their work to promote a lifelong love and appreciation of art and design.


National Curriculum:  KS1 Art and Design 

To produce creative work, exploring their ideas and recording experiences. Children start collecting and developing ideas using sketchbooks. They continue to build up resilience, making mistakes and suggesting improvements to improve their work. Children practise and share their learning and skills with others, giving and receiving feedback to improve.

National Curriculum:  KS2 Art and Design National Curriculum

Pupils should be taught to develop their techniques with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

The national curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

At Reedham Primary School, through a positive community ethos we listen, engage and nurture a can-do attitude in order to prepare all learners for their future lives, enabling and enjoying learning within the context of a rapidly changing technological society.

We aim to ‘bring out the best’ in every child so they can all be the best they can be. Together, we endeavour to develop the following skills: Independent Enquiry, Creative Thinking, Reflective Learning, Teamwork, Responsibility to promote motivation, resilience, and aspiration in all children, enabling them to effectively participate and engage with lifelong learning.

Our vision for Physical Education and Sport is that every child should have the opportunity to take part in physical activity on a regular basis and become more physically confident and competent. We hope that, through all the sporting opportunities and physical activities we offer, children will develop a love and passion for sport and continue this into their later lives.


Physical education at Reedham Primary School is an imperative part of the curriculum, which develops the knowledge of the need for healthy life styles, a balanced diet, positive growth mind-set and resilience to persevere with activities that may have once felt too difficult. We are passionate about the need to teach children how to cooperate and collaborate with others, as part of a team, understanding fairness and equity of play to embed life-long values.

We aim to provide the children with at least 2 hours of fun, exciting and active PE lessons every week and to keep the children healthy and active every day with at least 30 minutes of physical activity a day. At Reedham Primary School we strive to give as many children as possible the opportunities to compete in a variety of sporting competitions, during school time and by representing the school in our cluster events. In this way, children will develop greater confidence, team work and learn to win or lose with grace and sportsmanship. It is also of paramount importance that we create sporting leaders during the children’s time at Reedham. We aim to offer lots of children the opportunity to lead sporting activities, organise games and events and learn to lead by example. By emphasising leadership, we hope the children learn the importance of communication, organisation, team work, resilience, perseverance and a respect for rules.


1. To develop physically competent learners

2. To develop engaged learners

3. To develop healthy and active learners

4. To develop reflective learners

5. To promote the skills and values of communication, organisation, team work, growth mindset, resilience, perseverance and a respect for rules

School Sports Premium Funding:

The Government provides each primary school throughout England with additional funding, which is to be spent on improving the sports provision within schools. At Reedham Primary School, we believe a high-quality PE curriculum should be an integral part of the whole school curriculum and one that staff, pupils and parents understand and can contribute to.  Our school recognises the values that a high-quality PE and school sport curriculum gives pupils. As such we use Sports Premium funds to support and provide opportunities for all children, supplying high-quality equipment and specialist coaches and opportunities to facilitate this.

School Games and competitions:

Children are offered opportunities to take part in our cluster school sporting events on a regular basis throughout the school year. These events include: cross country running, athletics meetings netball, basketball, rugby, cricket and football tournaments. In addition to these events children in KS1 have the opportunity to take part in a multi-skills day.

Extra-Curricular Activities and clubs:

Children in KS2 have two opportunities to take part in residential trips, activities include: canoeing, climbing and orienteering.

Children can also take part in various sports clubs run throughout the school year, including gymnastics, multisports, football and tennis.

Children have the opportunity, throughout their time at Reedham, to learn to swim in our solar-heated swimming pool. Children are taught by a qualified L2 swimming teacher, according to the Swim England curriculum. At Reedham children are provided with opportunities to join in sporting events, like our annual sports day, and fundraising events to support national and local charities, such as Sports relief. They also take part in sponsored walks and are encouraged to be active when raising money.


At Reedham Primary and Nursery School we believe that the learning of a foreign language provides a valuable educational, social and cultural experience for our pupils. It helps them to develop communication skills, including the key skills of speaking and listening, and extends their knowledge of how language works. Learning another language gives children a new perspective on the world, encouraging them to understand their own cultures and those of others. The focus language taught in our school is French.

Reedham Primary and Nursery School intends to use the Language Angels scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will feel willing and able to continue studying languages beyond key stage 2.

The intent is that all content will be continuously updated and reviewed annually, creating a dynamic programme of study that will be clearly outlined in both long-term and short-term planning. This will ensure that the foreign language knowledge of our pupils progresses within each academic year and is extended year upon year throughout the primary phase and, in so doing, will always be relevant and in line with meeting or exceeding national DfE requirements. 

The four key language learning skills; listening, speaking, reading and writing will be taught and all necessary grammar will be covered in an age-appropriate way across the primary phase. This will enable pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. In addition, the children will be taught how to look up and research language they are unsure of and they will have a bank of reference materials to help them with their spoken and written tasks going forward. This bank of reference materials will develop into a reference library to help pupils recall and build on previous knowledge throughout their primary school language learning journey.

The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.


All classes will have access to a very high-quality foreign languages curriculum using the Language Angels scheme of work and resources. This will progressively develop pupil skills in French through regularly taught and well-planned 30 minute weekly lessons in KS1 and KS2.

Children will progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes – building blocks of language into more complex, fluent and authentic language.

The planning of different levels of challenge (as demonstrated in the various Language Angels Teaching Type categories) and which units to teach at each stage of the academic year will be addressed dynamically and will be reviewed in detail annually as units are updated and added to the scheme. Lessons offering appropriate levels of challenge and stretch will be taught at all times to ensure pupils learn effectively, continuously building their knowledge of and enthusiasm for the language(s) they are learning.

Language Angels are categorised by ‘Teaching Type’ to make it easier for teachers to choose units that will offer the appropriate level of challenge and stretch for the classes they are teaching.

Early Language units are entry level units and are most appropriate for KS1 and Year 3 pupils or pupils with little or no previous foreign language learning. Intermediate units increase the level of challenge by increasing the amount and complexity (including foreign language grammar concepts) of the foreign language presented to pupils. Intermediate units are suitable for Year 4-5 pupils or pupils with embedded basic knowledge of the foreign language. Progressive and Creative Curriculum units are the most challenging units and are suitable for Year 6 pupils or pupils with a good understanding of the basics of the language they are learning. Grouping units into these Teaching Type categories ensures that the language taught is appropriate to the level of the class and introduced when the children are ready. Children will be taught how to listen and read longer pieces of text gradually in the foreign language and they will have ample opportunities to speak, listen to, read and write the language being taught with and without scaffolds, frames and varying levels of support.

Units, where possible and appropriate, will be linked to class topics and cross curricular themes.

Children will build on previous knowledge gradually as their foreign language lessons continue to recycle, revise and consolidate previously learnt language whilst building on all four language skills: listening, speaking, reading and writing. Grammar is integrated and taught discreetly throughout all appropriate units.

The Progression Map shows precisely how pupil foreign language learning across the key skills of speaking, listening, reading, writing and grammar progresses within each Language Angels ‘Teaching Type’ and also how the level of learning and progression of each pupil is increased as pupils move across each subsequently more challenging Language Angels ‘Teaching Type’. It is a visual demonstration of the progression that takes place WITHIN a ‘Teaching Type’ and also ACROSS each ‘Teaching Type’.  

The school has a unit planner in place which will serve as an overall ‘teaching map’ outlining for all teachers within the school what each class in each year group will be taught and when it will be taught. Each class will have an overview of units to be taught during the academic year to ensure substantial progress and learning is achieved. Each teaching unit is divided into 6 fully planned lessons.

  • Each unit and lesson will have clearly defined objectives and aims.
  • Each lesson will incorporate interactive whiteboard materials to include ample speaking and listening tasks within a lesson.
  • Reading and writing activities will be offered in all units.
  • Every unit will include a grammar concept which will increase in complexity as pupils move from Early Language units, through Intermediate units and into Progressive units.
  • Extending writing activities are provided to ensure that pupils are recalling previously learnt language and, by reusing it, will be able to recall it and use it with greater ease and accuracy. These tasks will help to link units together and show that pupils are retaining and recalling the language taught with increased fluency and ease.

Units are progressive within themselves as subsequent lessons within a unit build on the language and knowledge taught in previous lessons. As pupils progress though the lessons in a unit they will build their knowledge and develop the complexity of the language they use. We think of the progression within the 6 lessons in a unit as ‘language Lego’. We provide blocks of language knowledge and, over the course of a 6-week unit, encourage pupils to build more complex and sophisticated language structures with their blocks of language knowledge.


Pupil learning and progression in the key language skills (speaking, listening, reading and writing) and against the 12 DfE Languages Programme of Study for Key Stage 2 attainment targets is assessed at the end of each 6-week teaching unit in Key Stage 2.

Children are expected to make good or better than good progress in their foreign language learning and their individual progress is tracked and reported to pupils and parents/carers annually.

Pupil voice interviews will reveal children who enjoy French lessons and are able to talk confidently about what they have learned. They will feel willing and able to continue studying languages beyond key stage 2.