When planning our curriculum, Redhill Primary School has considered the needs and expectations of our pupils, families, and the community we serve. After consultation with all stake holders and reflecting on what our curriculum offer should provide, we have thought carefully about the experiences and expertise our children already have and how we can enhance their life experiences. Staff have drawn on each other’s expertise, the knowledge of our children and their attainment and have adapted research based pedagogical methods, set out in our curriculum implementation, that we know to be successful with our children to create our whole school curriculum.
Topics we will be learning
Click the button below to view our plan showing the topics each year group will cover and the subjects they link to.
For the Early Years Foundation Stage please go to:
Our curriculum intent is underpinned by the National Curriculum and driven by the need to prepare our children to become inquisitive, resilient, lifelong learners.
At Redhill Primary School, we offer an ambitious and vibrant curriculum which builds on the needs, interests and expertise of our pupils. We aspire for learning to be meaningful and memorable so that pupils can ‘know more, understand more and do more’. It is imperative to us that pupils are ready for the challenges they will face in their futures so that they can continue their lives with the aspiration of being the best that they can be as an individual.
We place importance on developing the whole child and recognise and understand the affect that good mental health and well-being have on our pupils’ academic abilities.
Subject leaders have selected and mapped out the necessary knowledge and skills into meaningful contexts that will build upon each other as children progress through the school to ensure that we build on foundational knowledge from the Early Years right through to Key Stage 2 - pupils are encouraged to see the links between their learning and to understand how knowledge is built upon.
Our aim is to enrich every child's school experience by creating an environment where they are encouraged to succeed and be led by their moral compass. At Redhill, our curriculum is further enhanced by our commitment to cultural capital which is woven throughout the curriculum in the form of: community events, trips and further enrichment such as forest schools which prepares children by giving them essential knowledge, skills and experiences for their future.
Curriculum Implementation How is our curriculum taught?
We develop our children through a combination of what is taught, how it is taught and all of the daily interactions we have. Staff and children are driven by our Redhill ANTLERS: ambition, never giving up, teamwork, love of learning, equality and fairness, respect and service (our school values) and staff always behave with these in mind to ensure that we are role models for our pupils.
The social and emotional needs of our children take prominence within our daily routines. Our day always begins positively, using the Pivotal approach to behaviour management with a smiley face and a greeting to ensure that the correct tone is set for the day. We believe in spreading positivity and creating a warm and safe learning environment that includes approachable adults who pupils know will nurture and support them to achieve their best. Staff develop and maintain strong relationships with children so that they know they are listened to and their opinions are respected.
Our curriculum consists of a range of planned experiences. These include: lessons, theme days, assemblies, clubs, sporting events, trips and visits, workshops, residential camps, fundraising, and community work just to name a few. Our curriculum is designed so that subject specific knowledge and skills are built upon throughout our pupils’ school experiences and woven through the whole curriculum to ensure that pupils can relate to their learning and build upon their experiences. Our curriculum has been built on cognitive science principles and the consistent retrieval of knowledge from the long-term memory into the short-term memory so that neurological connections are strengthened. We use research based pedagogical methods to embed key knowledge into our pupils’ long-term memories by taking a ‘foundational learning’ approach through the use of: memory cards, quizzing and fast learning to increase knowledge retrieval.
Within the core subjects: Reading, Writing, Maths and Science, teachers use long-term planning designs as a basis for their planning where subject leaders have mapped out essential knowledge and skills that are chronologically sequenced throughout each school phase. Staff then translate these designs into smaller units: half term, weekly and daily plans where the specific needs of the learners are addressed and adapted. Learning is carefully tailored to meet the needs of children through meticulous planning and preparation based on knowledge of outcomes and assessment. The sequence of learning has been carefully considered based on the National Curriculum. Lessons take into account prior learning to ensure that new learning builds progressively. We also know which learning comes next to ensure that the necessary knowledge and skills are taught ready to be built upon in the future. Learning is broken down into small steps, so the learning is meaningful. Prior learning continues to be revisited during both ‘Maths Meetings’ and ‘Spelling, Grammar and Punctuation Meetings’ so that pupils are able to practise and consolidate prior knowledge.
We believe that reading is the key to unlocking a child’s full potential – if a child can read, they are able to access all other curriculum areas; therefore, reading is at the heart of everything we do. Starting in the Early Years, all pupils are provided with picture books, phonetically decodable books and books targeted at their reading age to take home to practise with the family. Pupils also begin their ‘Read Write Inc’ journey where they learn to read initial sounds and segment and blend sounds into words.
As pupils move into Key Stage 1, we provide daily reading interventions for all pupils so that they have the opportunity to practise their oral fluency and comprehension skills on a regular basis with a highly skilled member of the team. We also provide guided reading opportunities through the use of Read Write Inc Ditty books in year 1 and ‘Reading Rocketeers’ in year 2 where pupils develop their reading and comprehension skills even further.
We use Accelerated Reader and MyOn to carefully track progress and practice at home in years 2-6. These programmes also provide pupils with the opportunity to choose their own books linking to their interests based on their personal reading ages. We invest ample time into our reading interventions that are carefully planned based on individual reading ages. These interventions take place either daily, 3 days a week or 1 day a week depending on a pupil’s attainment or progress or their opportunity to read at home and practise. Guided reading is taught daily and reading projects are set based upon comprehension, retrieval, inference and deduction skills taught though these lessons.
We have designed our curriculum rich with language and literature which builds on prior learning from the Early Years and Foundation Stage to the end of Key Stage 2 ensuring consistency and progression across the whole school. Specific vocabulary is taught within all subjects and pupils discover both the synonyms and antonyms of new words to broaden their language knowledge even further. The application of new language is applied during discussions or activities and modelled by staff in both written and oral form. Books are used as a stimulus to provide knowledge in different subjects and contexts for vocabulary already taught.
We provide our pupils with a themed based curriculum that is implemented on a two-year cycle. As we are a one form entry primary school, we believe that collaborative working is the best way to provide our pupils with a broad curriculum that incorporates the proposals of a team with varying expertise to provide the best opportunities. Teachers work closely in phases: Early Years & Foundation Stage, Key Stage 1, Lower Key Stage 2 and upper Key Stage 2 to plan and resource. Subject leaders of History, Geography, Design and Technology and Art have worked to provide a knowledge and skills rich curriculum that is linked to the themes designed to excite and motivate our pupils. Knowledge is built upon throughout our school phases and there are opportunities to learn about our surrounding areas such as a Cannock Chase study in years 3 and 4 and the study of how school and the community has changed over time in a variety of phases are embedded to build upon our pupils’ knowledge of their local heritage.
If you require further information about the curriculum, this can be found within our subject specific or year group specific sections of our website.
We use rigorous triangulated monitoring throughout the year to gauge the impact of the curriculum design. Senior leaders work alongside our middle leaders and our school improvement partners to monitor and review individual subjects. By investing time in reviewing learning, evaluating pupil voice, providing individual feedback to move practice forward, celebrating successes and highlighting areas of development, we are able to support and coach our staff to maintain high standards and promote adaptability to improve practice. Our whole school team strengthen our curriculum vision as we work together to reflect upon our curriculum and share outcomes driving forward next steps during reflection time in phase meeting and Achievement Team Meetings.
The impact of our School’s curriculum can be seen through the outcomes of our pupils, the work they produce and the values and behaviours they uphold.
We expect that Pupils will leave Redhill Primary School
- with a secure understanding of the academic content;
- with the understanding of how to be socially, morally, spiritually and culturally responsible and globally aware;
- knowing how to make positive contributions to the local community and how to endeavour to be the best that they can be;
- and wearing their ANTLERS and demonstrating their embedded values
- and with the skills set out within our intent diagram below.