A school’s curriculum includes everything children are taught, knowledge and skills that are learnt during the school day. This can range widely from specific phonics sounds to supporting children’s emotional development. It also includes children’s moral, spiritual and cultural development.

At Kedington we take this seriously. We believe that children are entitled to a curriculum that gives them the best possible preparation for their future life.

We believe our curriculum should have an impact on what children know, what kind people they become and the skills they develop. A helpful way we describe this is through a ‘head, heart and hands’ model.

HEAD

A knowledge-rich curriculum with clear progression and cohesion

HEART

A curriculum that helps to develop children’s character to become the best people they can be

HAND

Clearly defined skills that are carefully developed across the curriculum

Staff and governors have also identified three key drivers that will run through our curriculum design. These are areas where we want our children to have lots of experiences of so that they can excel and gain a rich, deep understanding. We will make a point of maximising opportunities to promote these across our curriculum.

APPRECIATING, UNDERSTANDING AND CELEBRATING DIVERSITY

UNDERSTANDING AND APPRECIATING

THE WORLD THEY LIVE IN, BOTH LOCALLY AND GLOBALLY

BEING RESILIENT LEARNERS WHO EMBRACE CHALLENGE AND AREN’T AFRAID TO FAIL

All these are underpinned by our school’s strap-line:

Appreciating what we have… aspiring to greater things.

In our Reception class, learning experiences are planned for children using the continuous provision model. This model encourages learning through play both indoors and out. Pupils enjoy their learning, whilst being supported and challenged by our Early Years staff when exploring through play and with adult led activities. Literacy, phonics and mathematics opportunities are specifically planned for throughout the day and children can also access a range of well activities from the wider areas of the curriculum such as art and science.

Our phonics programme follows the Letters and Sounds framework but we have our own extensive long term plans that map out how this is taught across our younger year groups. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five. We put a great deal of focus on making sure that children quickly develop the skills and knowledge that they need to be able to read fluently and confidently by the end of year 1. We math children’s reading books match the phonics they are taught. We currently use a range of reading schemes but plan to adopt one of the newly accredited phonics schemes before the end of the 2021-22 school year. Reading is taught through whole class reading lessons in Years 1 to 6. Children are also heard read individually in order to carefully assess and challenge them as well as supporting them to read widely and often.

Across all classes at the school, the mastery approach towards mathematics is followed. Reception to Year 6 follow the Ark Maths Mastery programme. The programme’s principles include high expectations for every child, ‘depth before breadth’, and a focus on problem-solving and conceptual understanding.

The Curriculum for Unity School’s Partnership is used for English, science, history and geography. Long term plans comprehensively map out what is taught across the school in all subjects See the attached documents for the content of our different subjects within the school’s curriculum.

In the wider curriculum areas, a coherent subject-specific, knowledge based curriculum has been developed with carefully planned sequences of learning that reflect the 2014 National Curriculum. How this is mapped out across the school is outlined on the Long Term Plans document on this page.