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, children are taught using the continuous provision model. Child-initiated learning encourages learning through play, pupils enjoy their learning, whilst being supported and challenged by our Early Years staff. Literacy and mathematics opportunities are specifically planned for during these sessions.

Our chosen phonics programme is Letters and Sounds, and is used across our younger year groups. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven. No-Nonsense spelling is used to support the teaching of spelling from Years 1-2. Reading is supported through the use of the Oxford Reading Tree in KS1 and Accelerated Reader in KS2. Reading is taught mainly through whole class reading lessons. Children are also heard read individually in order to carefully assess and challenge them as well as supporting them to read widely and often. As we further develop our wider curriculum, reading is beginning to be carefully threaded throughout the curriculum.

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. 

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.