A Curriculum Designed for Clayton Village Primary School
A curriculum that promotes the school’s aims:
- Aim High
- Be Respectful
- Create Happy Memories
A curriculum which drives our CVPS Super Learner’s
- Independent Idris – I can work by myself
- Curious Charlie – I want to know more
- Persistent Pascal – I keep trying
- Responsible Rita – I can take charge of myself
- Collaborative Callum – I can work in a team
- Risk Taker Rachel – I can have a go and learn from my mistakes
Our curriculum Vision:
At Clayton Village Primary School, we believe all children deserve the opportunity to have a broad range of experiences that are engaging and purposeful. We want the children of Clayton to be inspired and motivated to dream big and break through any glass ceiling. We provide our children with the chance to develop their personalities through a range of experiences, meaning not only will they be successful learners but be prepared for life after school.
Curriculum Intent – How we design our curriculum:
At Clayton Village Primary School, we design our curriculum to meet the needs of our children. It is constantly evolving to develop the skills needed for our pupils to become successful learners and empower them to achieve success in the future. Our school aims: Aim High, Be Respectful and Create Happy Memories are the main driving force behind how we design and deliver our curriculum.
Each year group has an engaging curriculum that allows children to experience big, broad topics that interest and excite learners. We believe learning is not a linear experience for children therefore our way of teaching reflects this. We have developed a curriculum that blends knowledge and skills together in a spiral of different subjects. We want children to take charge of their learning so we encourage them to lead the journey through their curiosity and inquisitive natures. At Clayton Village, we welcome wonderful questions that take us on exciting paths into the unknown. Teachers plan themes that allow children to develop a range of skills that they revisit and revise throughout the year through a range of real-life experiences.
We believe that children learn best when they have first-hand experiences that are driven by a key purpose. Each year groups’ topics have a clear ‘Hook’ to immerse children that is linked to a Grand Finale, so the children understand how their learning can be used in the ‘real world.’
Ultimately, here at Clayton Village Primary School, we strongly agree that education should be about broadening minds and enriching communities. We want our children to have the ability to make huge, positive impacts on society and we want them to feel empowered to do so.
We are committed to ensuring all children receive a rich curriculum that leaves them with the skills to succeed. We want them to be proud of their learning because it makes them feel confident and excited.
As the school is currently updating their Clayton Curriculum the LTP will be published at the end of this academic year. If you wold like to look at the MTP’s for our new topics then please take a look at the class pages.
The impact of the curriculum is evident in the outcomes for all our pupils
Mathematics is important in everyday life and equips children with the tools needed to understand the world around them. The mathematics teaching in our school is geared towards enabling children to develop positive and enthusiastic approaches to mathematics as well as enabling each child to develop within their capabilities.
We teach a range of mental strategies as well as formal and informal written calculations. We also promote cooperative learning, problem solving and investigative work so children can use and apply what they have learnt in real life contexts.
Please click here to find out more about how we teach maths.
As well as Maths Times Table practise, we have developed a new initiative called Maths Passport. This is to improve the fluency and accuracy of the children’s mathematics. The underlying core point of the Maths Passport is to develop the ‘mastery’ of basic number, place value and the four operations. Mastery is defined as having knowledge that can be quickly recalled, so that higher order problems can be solved efficiently and correctly.
Each passport has a set of targets that relate to number facts or skills which become progressively harder as they move through the passports. Each child will be given a passport as a starting point in line with their year groups National Curriculum objectives. The children will spend time each week with their teachers and peers practising the different skills associated with their passport. Within both Key Stage One and Two this occurs twice weekly. When they have shown mastery of the skills and feel ready, they will have their passport signed by their class teacher and once all objectives have been achieved the children will be tested against the whole passport. Once the entire passport is complete and the child has confidently achieved their targets, they will move onto the next passport.
An integral part of the passport progress is for the children to be practicing their skills at home as well as in school. Children will be expected to complete one piece of Maths homework each week in relation to their passport target objectives. Your child’s target objectives will be stuck into their Homework books with a range of activities for your child to complete.
For more information regarding the Maths Passport, please see letter attached here.
Within Clayton Village Primary School we are keen to encourage all of our children to learn and be confident with their times tables as this helps them with many aspects of Maths.
Every morning, each year group from Year 2 to 6 will have times table practise. Within this time children practise their target time’s tables along with developing their speed and fluency of answering times table questions.
Each week the children will take part in a Times Table Challenge in class. The children are baselined at the start of the year and this identifies their time table targets. The children are then weekly assessed on their times table knowledge of their target times table. Initially children are to complete the Bronze stage, then progress onto the Silver stage where they have a set amount of time to complete a given sheet and complete a range of calculations linked to their times table in a mixed order.
Below are some useful webpages to help your child at home:
Times Table Rockstars:
Give your Brain a Workout:
Hit the Button:
Times Table Practise:
Helpful revision sites:
At Clayton Village Primary we teach vocabulary to children using the 7 step approach (developed by Beck, McKeown, Kucan ). The importance of children’s understanding of vocabulary is crucial to their learning and progress across the whole curriculum. When teaching vocabulary it is essential that it is taught actively, building on pupils’ current knowledge. Links should be made between words children already know and the new vocabulary they are learning. This leads to children using a wider range of vocabulary choices when speaking and writing. A good understanding of vocabulary also aids children’s reading comprehension and they will have a deeper understanding of what they have read. When choosing the vocabulary we teach, words are chosen from a variety of different places: a book being read in class, a guided reading text, the text being used in English or from somewhere that the children will hear the words often and be able to use them in context. It is also important introduce children to subject specific vocabulary such as during maths or science sessions, but this is in addition to the vocabulary words chosen to teach.
Teaching of Phonics
At Clayton Village Primary, we use a synthetic phonics approach to teach reading. This is based on the ‘Letters and Sounds’ programme. It is based on children learning that individual letters or letter strings make different sounds which, when blended, create complete words. Phonics is taught daily in Reception and Year 1. In Year 2, phonics is still taught but it is supported by the teaching of spellings and their rules. When children move into KS2, their phonics knowledge is secure enough for them to move onto focusing on more complex spelling rules and patterns.
Phonics sessions are fun, active, have a lot of games involved and ensure children can learn, practise and apply their knowledge when both reading and writing. Teachers use a variety of interactive games on the computer, the iPads and practical resources in the classroom.
There are 6 phases in the Letters and Sounds programme. Each phase builds upon skills and knowledge already learned. This includes sounds that individual letters make (s, p, t), sounds that letter strings make (ai, ee, ch), alternative sounds (a, ai, ay all make the same sound) and tricky words. Tricky words are spellings that cannot be sounds out such as said, to, he and the. Children need to learn to recognise these by sight in order to read them.
When reading, children should be using their phonics knowledge to sound out unknown words. As children become more confident with phonics, they will start to blend words quickly and in their head. This leads to children becoming more fluent readers and then spellers.
Please click here for our teaching phonics document.
High Frequency Words
Reception and Key Stage 1 children have to learn to read, write and spell a considerable number of High Frequency Words. The teaching of the high frequency words is linked to the teaching of phonics. We would greatly appreciate parental support with the learning of these words.
At Clayton Village Primary, we strive to develop our children into creative, confident and accurate authors. We have developed our own approach to the teaching and learning of writing that progressively builds confidence, knowledge and creativity. In every year group, a writing unit of work is focused around a high quality text that is usually linked to the class topic and the children’s interests. Through a range of techniques, such as talk for writing, drama and vocabulary lessons, the children become very familiar with the text and genre. They then move onto learning the rules of writing such as grammar and spelling specific to the genre they are learning. We also challenge the children to deepen their understanding of the structure of writing through reasoning and explaining tasks, such as creating tutorials for other children (and some adults!) and open ended questioning. Finally, the children move on to planning, redrafting, rehearsing, composing and editing!
The use of ICT to enhance children’s understanding and give purpose to their writing is important at CVPS. Children regularly use apps such as Chatterkids, Book Creator and Green Screen to empathise with characters and to publish and perform their work. Please see below for some examples.
Handwriting and good gross and motor skills are important as they enable children to become fluent, legible writers. We use 2 handwriting schemes, ‘Flying with Phonics’ and ‘Letterjoin’. Cursive handwriting is taught daily in EYFS, KS1 and lower KS2 and as an intervention in years 5 and 6.
At Clayton Village Primary we teach vocabulary to children using the 7 step approach (developed by Beck, McKeown, Kucan ). The importance of children’s understanding of vocabulary is crucial to their learning and progress across the whole curriculum. When teaching vocabulary it is essential that it is taught actively, building on pupils’ current knowledge. Links should be made between words children already know and the new vocabulary they are learning. This leads to children using a wider range of vocabulary choices when speaking and writing. A good understanding of vocabulary also aids children’s reading comprehension and they will have a deeper understanding of what they have read. When choosing the vocabulary we teach, words are chosen from a variety of different places: a book being read in class, a guided reading text, the text being used in English or from somewhere the children will hear the words often and be able to use them in context.
It is also important introduce children to subject specific vocabulary such as during maths or science sessions, but this is in addition to the vocabulary words chosen to teach.
Using the 7 step approach, we teach 5 new words a week to each class from reception to year 6. This will ensure children learn around 190 new words per year. These words are chosen from a variety of different places: your current class reader, a guided reading text currently being used, a WAGOLL you have written, class text being used in English or from somewhere else where children will see and hear the word.
Spelling is a vital part of the curriculum. Spelling is taught within phonics during Reception and Year 1. Year 2 then begin to have separate spelling sessions and as children move into Key Stage 2, spelling is still underpinned by phonics but children are not explicitly taught phonics. In each year group form year 1 to 6, there are spelling rules that need to be taught and a statutory word list (called Common Exception Words in KS1). Statutory words lists are words that the government have said children must know by the end of their year group. They are a mixture of words frequently use and words that are often misspelt. During spelling sessions, children are taught spelling strategies to help them with unfamiliar words, spelling rules and conventions, investigation to spot rules and time to practise and apply new rules, recap previously learnt rules and practise the statutory words in a variety of ways.
Each half term, children are sent a list of words from their year group that they need to know by the end of the year. Your child’s spelling homework for that half term will be linked to these words. This is to ensure they get a deeper understanding and the word is embedded in their writing. Children will be assessed on their knowledge of rules and statutory words from their own year group and previous year groups.
At Clayton Village Primary School we believe science is the key to developing childrens curiosity and want our children to work as scientists to develop their understanding of the world around them. This starts in our Early Years classroom where our children learn about science first hand; through carefully planned play based activities both inside and utilising our garden space outside. We seek to keep children naturally inquisitive and excited about the world around them. Our science curriculum in key stages 1 and 2 builds upon these principles and aims to promote the skills needed for scientific enquiry. Through practical lessons children are encouraged to think about their own understanding of the world, to ask questions and to explore ways in which these questions can be answered through investigations. Children are taught how to make predictions, plan investigations, keep tests fair, use equipment safely, measure and record their results, draw conclusions and present their results.
At Clayton Village Primary we want our children to be competent digital learners. We keep up to date with the most recent technologies and use these cross-curricular across school.
In school, children have access to an ICT suite and a set of iPads per key stage. The children understand how digital media is used to enhance their learning and to present it in different ways. Children are also taught about computer science, this is where children learn how the internet works and how to code using simple programs. In key stage 2 this is taught by an external company Junior Jam.
A major part of computing, at Clayton Village Primary, is to ensure children know how to be digitally literate and how to stay safe online. They are taught about reliable sites, and how to check information is correct, and how to ensure they do not break copyright whilst online. They understand the impact of their behavior online and know how to report any inappropriate activity they see.
Our exciting Art curriculum offers our children the opportunity to develop their visual awareness and to work creatively and imaginatively using a variety of skills, techniques and materials. We ensure that the children are able to explore works of art from a variety of periods and cultures, and that artists from the past and present are explored making references to contemporary craftspeople.
The national curriculum for art 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; and
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
We are dedicated to giving the children creative opportunities to be responsible for their own learning, not only through discrete teaching of art, but through the wider curriculum. Lessons are planned around an overall theme and are taught in conjunction with other subject areas, giving the children a wider understanding of the historical and social context of their art studies.
During the Spring term we completed a whole school art project with the theme – ‘Unique Me’. Each year group were given one of the 7 elements of art (line, form, colour, space, texture, shape and value). This linked to Children’s Mental Health Week where each child produced a self-portrait.
Each half-term a different year group takes part in an Art Week. With a little help from our resident artist Mrs Waterman, each year group produces a large scale piece of art, based on their current topic. Parents are invited into school to help with the creative process.
We also offer an after-school art club to help encourage our mini artists.
Our whole school Art LTP can be viewed here.
Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians. Music is highly valued at Clayton Village Primary and has many benefits including increased self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to a wide variety of different styles of music.
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.
The music curriculum at Clayton Village Primary is based on the National Curriculum and supported by Charanga, an online scheme of work which provides resources to support teachers in delivering high quality and engaging music lessons. These lessons ensure that children develop the skills to perform, listen to, review, create and compose a variety of music. Children will also understand musical terms such as pitch and tempo and understand some musical notation. Every child from Reception to Year 6 receives a weekly music lesson from either their class teacher or specialist music teacher.
In the early Years, music is incorporated consistently into daily routines and is used to enhance teaching of the core curriculum in addition to being taught as a stand-alone subject.
All children take part in a major performance each year: Reception, Year 1 and Year 2 at Christmas, Years 3 and 4 in the spring term, Year 5 and Year 6 in the summer term. Pupils are encouraged to sing, act, play instruments, dance, create and perform their own music. The children have lots of different opportunities to sing and play at school assemblies, class assemblies and perform at special events.
We have specialist music teachers’ teaching children throughout KS2 samba drumming (Years 4 and 5) on Monday afternoons and choir and singing assembly (whole school) on Wednesday mornings. The impact of the whole school singing assemblies was noticed during the Christmas Nativities. They have been significantly enhanced.
At Clayton Village Primary, physical education is not limited to the sporting domain. A conscious effort is made, not only in the area of sporting endeavour, but in everyday classroom activities. We aim to give every child opportunity to develop manual dexterity, co-ordination skills, games skills and a sense of “team spirit”. We regularly take part in community sporting events. e.g. “Football in the community” - cycling proficiency, Rugby.. All these activities are open to every child in the appropriate age group.
We regularly take part in sporting competitions which gives our children a sense of pride and teamwork. Healthy competition gives us a direct link to our super learners of Clayton Village Primary School who relate to persistence, risk taking, responsibility, independence, curiosity and collaboration.
In recent years we have been part of ‘’School Games’’ who organise many sporting events throughout the school year. We have progressed from achieving our first bronze grading in 2013/14 to currently holding a Gold grade in recognition of our sporting involvement.
Alongside the ‘’School Games’’ we now work closely with local schools and always strive to offer additional sporting events in order to increase participation in physical activity.
Organised activities are in place for break/dinner time which offers a broad and inclusive chance for our children to engage in physical activity. Children have the opportunity to suggest new activities through the school council who helped raise funds to purchase such equipment.
At Clayton Village Primary Religious Education contributes dynamically to the children’s education by posing challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human. In RE pupils learn about and from religions and worldviews in local, national and global contexts to discover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express their insights in response and to agree or disagree respectfully.
RE enables our pupils to understand and explain the human values which are shared between religious and other worldviews. We promote a wide range of knowledge and deep understanding across a wide range of religions and beliefs. We encourage our children to ask significant and reflective questions about religion and demonstrate a strong understanding of how the beliefs, values, practices and ways of life within any religion cohere together.
If you would like to find out more about the teaching of R.E. please do not hesitate to contact the Head teacher who will be pleased to discuss the matter with you. Parents may withdraw their children from Religious Education or worship as laid down by law. If you wish to do so please fill in the form at the back of this booklet, and return it to school.
Worship is a focal point for meeting together as a school family and reflects the broad traditions of Christian belief. We also celebrate other faiths, traditions and cultures to help develop an understanding of faiths other than Christianity.
Our PHSE programme helps pupils to develop the knowledge, understanding, skills and attitudes they need to live confident, healthy, independent lives now and in the future, as individuals, parents/carers, workers and members of society. It is embedded within the wider learning offered by the school to ensure that pupils experience positive relationships with adults and with each other and feel valued, and that those who are most vulnerable are identified and supported. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of our school and community. Our PHSE programme has a positive influence on the ethos, learning and relationships throughout the school. It is central to our values and to achieving our school’s stated aims and objectives and it is implicitly threaded through the learning challenges and is central to the school day eg. through the work of the School Council, Prefects, Digital Leaders, Monitoring Team, School Council of Food, Play Leaders and the Peace Pals.
Our whole school PHSE LTP can be viewed here.
Our school also the Stonewall programme to embed tolerance and acceptance for others. Please view the attached document here.
Spiritual, Moral, Social and Cultural
At Clayton Village Primary School, we recognise that the personal development of pupils, spiritually, morally, socially and culturally plays an important part in their ability to learn and achieve.
Within these four aspects, children will be encouraged to;
- Explore beliefs, respect faiths and show consideration for other’s feelings and values.
- Enjoy learning about oneself, others and the surrounding world.
- Show imagination and creativity along with the ability to reflect upon this.
We strive to provide an education that enables our children opportunities to explore and develop. Children at Clayton Village Primary school are encouraged to; develop their own beliefs, spiritual awareness, display high standards of personal behaviour and take ownership of this, demonstrate a positive and caring attitude towards others, show an understanding of their cultural traditions and an appreciation of the diversity and richness of other cultures.
Clayton Village Primary School works hard to ensure this is embedded throughout all aspects of school life for all children.
Personal Development is taught through our CVPS Super Learners as we believe these are the essential characteristics our children need for excellent personal development. Bronze, Silver and Gold are used to describe attainment in personal development. This is because, even as adults, these traits need to be constantly practised and kept in balance and they are therefore not age-related expectations. Please see the attached document for further information about our Personal Development curriculum.
At Clayton Village Primary, we deliver a creative curriculum which is driven by a topic. These are chosen to capture the interests of our children and include subjects like; The Vikings, Evolution, Under the Sea, Castles, The Rainforest and many more exciting themes. These topics are often introduced by an exciting hook to really engage the children’s attention and build their excitement for the subject matter. We understand the great value of the foundation subjects; they allow for children to delve into certain interests and expand their knowledge range. It also enables children to consolidate basic skills that have been learnt in the core subjects. History and Geography are delivered in an integrated way. Teachers make use of any natural links between subjects and ideas which makes the learning more real and meaningful for the children; allowing them to have a greater understanding of the skills being taught.