Our Subjects

Areas covered: Reading, Writing, Grammar, Punctuation and Spelling and Phonics

Our intent for English is that our children will be fluent, confident readers; developing a love of literature, old and new and from a range of cultures and tradition. They will engage in widespread reading for enjoyment and self-motivated interest to expand their learning. Our children will speak and write confidently and with accuracy so that they can communicate their ideas and emotions to others and, through their reading and listening, others can communicate with them.

To support our writing curriculum, we use Pathways to Write which is based on high-quality texts and uses a mastery approach to writing. 

We use different approaches to the teaching of reading which include phonics, one to one reading, small group reading, shared reading, guided reading and whole class reading.  The approach used will depend on the age and stage of the individual pupil and will vary according to need.

The DfE approved phonics scheme that we use is Flying Start (Letters and Sounds).

• Writing Curriculum
• Progression in Mastery Skills

At the Kite Primary Federation, we believe that reading is at the heart and centre of children’s learning across the curriculum. Our latest Reading Newsletter can be found here.

• KPF Book Spine 23/24

Area covered: Mathematics

Our intent in maths is that – through a teaching for maths mastery approach – all children will become flexible thinkers; independent investigators and resilient mathematicians who are fluent with the unfamiliar with a strong grasp of the number system. Our mathematics curriculum follows the White Rose progression but we use Power Maths (which is fully aligned to White Rose) to enhance the provision and curriculum in mathematics.   

The children in the infant class are taught in small groups according to age.  In the juniors (years 3-6) the curriculum is better aligned for mixed year group teaching, and this will vary depending on the needs of the children and the concepts being covered.

Area covered: Science

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Primary Science curriculum.

The curriculum aims to develop a sense of excitement and curiosity about natural phenomena and an understanding of how the scientific community contributes to our past, present and future.

We want pupils to develop a complex knowledge of Biology, Chemistry and Physics, but also adopt a broad range of skills in working scientifically and beyond. The scheme of work is inclusive and meaningful, so all pupils may experience the joy of science and make associations between their science learning and their lives outside the classroom. Studying science allows children to appreciate how new knowledge and skills can be fundamental to solving arising global challenges.

Our curriculum aims to encourage critical thinking and empower pupils to question the hows and whys of the world around them.

We encourage:

• A strong focus on developing knowledge alongside scientific skills across Biology, Chemistry and Physics.
• Curiosity and excitement about familiar and unknown observations.
• Challenging misconceptions and demystifying truths.
• Continuous progression by building on practical and investigative skills across all units.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• Development of scientific literacy using wide-ranging, specialist vocabulary.

Implementation

Kapow Primary’s Science scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. A range of engaging recall activities promote frequent pupil reflection on prior learning, ensuring new learning is approached with confidence. The Science in action strand is interwoven throughout the scheme to make the concepts and skills relevant to pupils and inspiring for future application. Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Science skills to other areas of learning.

Each unit is based upon one of the key science disciplines; Biology, Chemistry and Physics and to show progression throughout the school we have grouped the National curriculum content into six key areas of science:

• Plants
• Animals, including humans
• Living things and habitats
• Materials
• Energy
• Forces, Earth and space.

Pupils explore knowledge and conceptual understanding through engaging activities and an introduction to relevant specialist vocabulary. As suggested in Ofsted’s Science research review (April 2021), the ‘working scientifically’ skills are integrated with conceptual understanding rather than taught discretely. This provides frequent, but relevant, opportunities for developing scientific enquiry skills. The scheme utilises practical activities that aid in the progression of individual skills and also provides opportunities for full investigations.

• KPF Science Overview

Areas covered: Physical Education

In PE, our intent is that children attain optimum physical and emotional development and good health, experienced in a safe and supportive environment. We intend to deliver high-quality teaching and learning opportunities that inspire all children to success in physical education and in developing life skills. We intend to teach children skills to keep them safe such as being able to swim. We intend to teach children how to cooperate and collaborate with others as part of an effective team, understanding fairness and equity of play to embed life-long values. Our curriculum aims to improve the wellbeing and fitness of all children at Welford and Wickham, not only through the sporting skills taught, but through the underpinning values and disciplines PE promotes.  

At the Kite Primary Federation, the PE curriculum is enhanced by the weekly teaching from specialists from USports.  A lunch club is also offered for any child wanting to join in.  Swimming is taught to pupils in Year 3 although pupils in Year 4 and year 5 also have the opportunity to swim.

Curriculum Design

• PE Curriculum Design

Areas Covered: PSHE and RSE

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Primary PSHE and RSE curriculum.

The scheme aims to give children the knowledge, skills, and attitudes that they need to effectively navigate the complexities of life in the 21st Century. The curriculum covers key areas which will support children to make informed choices now and in the future around their health, safety, wellbeing, relationships, and financial matters and will support them in becoming confident individuals and active members of society.

Kapow Primary’s RSE/PSHE scheme of work covers the Relationships and Health Education statutory guidance (as set out by the Department for Education), including the non-statutory sex education.

The scheme covers wider PSHE learning, in line with the requirement of the National curriculum (2014) that schools ‘should make provision for personal, social, health and economic education (PSHE).’ Children’s learning through this scheme would significantly contribute to their personal development and promotes the four fundamental British values which reflect life in modern Britain: democracy; rule of law; respect and tolerance and individual liberty.

Quality PSHE and RSE teaching is an important element in helping schools to carry out their duty of care with regards to safeguarding. Our curriculum introduces and revisits ideas of personal boundaries, consent and communicating our boundaries with others. This prepares pupils for the challenges and responsibilities they will face in the future.

Implementation

The Kapow Primary scheme is a whole school approach that consists of three areas of learning in EYFS: Reception (to match the EYFS Personal, social and emotional development prime area) and five areas of learning across Key stages 1 and 2.

EYFS:

•  Self-regulation
•  Building relationships
•  Managing self

Key stage 1 and 2:

•  Families and relationships
•  Health and wellbeing
•  Safety and the changing body
•  Citizenship
•  Economic wellbeing

Each area is revisited to allow children to build on prior learning. The lessons also provide a progressive programme.

The lessons are based upon the statutory requirements for Relationships and Health education, but where our lessons go beyond these requirements (primarily in the Citizenship and Economic wellbeing areas) they refer to the PSHE Association Programme of Study which is recommended by the DfE.

Sex education has been included in line with the DfE recommendations and is covered in Year 6.

The scheme supports the requirements of the Equality Act through direct teaching, for example learning about different families, the negative effect of stereotypes and celebrating differences, in addition to the inclusion of diverse teaching resources throughout the lessons.

Curriculum Overview

• PSHE and RSE Curriculum Overview

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Primary Computing curriculum.

The scheme aims to instil a sense of enjoyment around using technology and to develop pupil’s appreciation of its capabilities and the opportunities technology offer to, create, manage, organise and collaborate.  Tinker with software and programs forms a part of the ethos of the scheme as we want to develop pupils confidence when encountering new technology, which is a vital skill in the ever evolving and changing landscape of technology.  Through our curriculum, we intend for pupils to not only to be digitally competent and have a range of transferable skills at a suitable level for the future workplace, but also to be responsible online citizens. 

Implementation

The scheme is organised into five key areas, creating a cyclical route through which pupils can develop their computing knowledge and skills by revisiting and building on previous learning:

• Computer systems and networks
• Programming
• Creating media
• Data handling
• Online safety

The implementation of Kapow Primary Computing ensures a broad and balanced coverage of the National Curriculum requirement, and our ‘Skills Showcase’ units provide pupils with the opportunity to learn and apply transferable skills.

Curriculum Overview

• Computing Curriculum Overview

Areas covered: History

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Primary History curriculum.

Our aims to inspire pupils to be curious and creative thinkers who develop a complex knowledge of local and national history and the history of the wider world. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence.

Through our scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time. History will support children to appreciate the complexity of people’s lives, the diversity of societies and the relationships between different groups. Studying History allows children to appreciate the many reasons why people may behave in the way they do, supporting children to develop empathy for others while providing an opportunity to learn from mankind’s past mistakes. Kapow Primary’s History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History.

We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries.

In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.

Implementation

In order to meet the aims of the National curriculum for History and in response to the Ofsted Research review into History, we have identified the following key strands:

The Kapow Primary scheme emphasises the importance of historical knowledge being shaped by disciplinary approaches, as shown in the diagram above. These strands are interwoven through all our History units to create engaging and enriching learning experiences which allow the children to investigate history as historians do.

Curriculum Overview

• History Curriculum Overview

Areas covered: Geography

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Primary Geography curriculum.

The aim is to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our scheme of work, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

Our scheme encourages:

• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.
• A growing understanding of geographical concepts, terms and vocabulary.

Implementation

The National curriculum organises the Geography attainment targets under four subheadings or strands:

• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

Kapow Primary’s Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. Geographical key concepts are woven across all units rather than being taught discretely.

The Kapow Primary scheme is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography.

Curriculum Overview

• Geography Curriculum Overview

Areas covered: Art and Design

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Art and Design curriculum.

The aim is to inspire pupils to develop their confidence to experiment and invent their own works of art.  The scheme is designed to give pupils every opportunity to develop their ability, nurture their talents and interests, express their ideas and thoughts about the world, as well as learning about art and artists across cultures and through history. 

Implementation

There are four strands that run throughout the curriculum. These are:

• Generating ideas
• Using sketchbooks
• Makings skills, including formal elements (line, shape, tone, texture, pattern, colour)
• Knowledge of artists
• Evaluation and analysing

Units of lessons are sequential, allowing children to build their skills and knowledge, applying then to a range of outcomes.  The formal elements, a key part of the national curriculum, are also woven throughout units.  Key stills are revisited again and again with increasing complexity in a spiral curriculum model.  This allows pupils to revise and build on their previous learning.  Units in each year group are organised into four key areas:

• Drawing
• Paining and mixed-media
• Sculpture and 3D
• Craft and design

Curriculum Overview

• Art and Design Overview

Areas covered: Design and Technology

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Design and Technology curriculum.

The aim is to inspire pupils to be innovative and creative thinkers who have an appreciation for the product design cycle through ideation, creation, and evaluation. We want pupils to develop the confidence to take risks, through drafting design concepts, modelling, and testing and to be reflective learners who evaluate their work and the work of others. The curriculum aims to build an awareness of the impact of design and technology on our lives and encourage pupils to become resourceful, enterprising citizens who will have the skills to contribute to future design advancements.

Implementation

The Design and technology National curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses the contextual, historical, and technical understanding required for each strand.

The National curriculum organises the Design and technology attainment targets under four subheadings:

• Design
• Make
• Evaluate
• Technical knowledge

Cooking and nutrition has a focus on specific principles, skills and techniques in food, including where food comes from, diet and seasonality. Cooking and nutrition is given a particular focus in the National curriculum and this one of our six key areas that pupils revisit throughout their time in the Kite Primary Federation:

•  Cooking and nutrition
•  Mechanisms/ Mechanical systems
•  Structures
• Textiles
• Electrical systems (KS2 only)
• Digital world (KS2 only)

The Design and technology scheme has a clear progression of skills and knowledge within these strands and key areas across each year group.

Curriculum Overview

• Design and Technology Overview

Areas covered: Music

To support our delivery of the curriculum, at the Kite Primary Federation, we follow the Kapow Music curriculum.

Our Intent for Music is that we want children to recognise that music is a universal language which embodies one of the highest forms of creativity. We should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement.

We do this by weekly class or year group music lessons taught by a music specialist from Good Vibes Music Academy (formally Hogan Music).  In addition to this we offer whole class musical instrument lessons (currently in 3/4) for a term. 

Both schools are fortunate to offer a range of peripatetic instrument lessons to pupils which currently include drums, guitar, piano, oboe and recorders.  Please contact the school office for more information about the peripatetic music lessons available.  

Curriculum Overview

• Music Curriculum Overview

Areas covered: Languages

To support the delivery of our curriculum at the Kite Primary Federation, we use the Early Start languages resources. These are high quality audio, visual and written resources that take the children through topics. There are clips of children at schools in France and Spain and a handbook that suggests many activities (including cross-curricular links) and details of cultural points linked to each topic.  

The aim is to instil a love of language learning and an awareness of other cultures.  The languages curriculum is designed to ensure that pupils are equipped with knowledge and skills relating to languages.

The structure of the curriculum encourages:

• Understanding of the written and spoken word
• Speaking with increasing confidence and fluency
• Writing showing knowledge and understanding of both vocabulary and grammar

Implementation

Language teaching follows the attached overview document. Due to mixed year groups at the Kite Primary Federation the teaching follows a two year cycle ( A and B) where French is taught in Cycle A and Spanish in Cycle B.  This ensures that the class can be taught as a whole and affords many opportunities for exploring links and similarities between the languages as well as differences.  Pupils are encouraged to communicate for practical purposes around familiar subjects and routines. In LKS2 the focus is on speaking and listening and becoming confident to ‘have a go’.  The written word is only introduced after this. Lessons incorporate a range of strategies to enable children to feel secure and confident.  These teaching strategies include role play, games, paired and group work and independent work.  Grammar in languages is not taught discretely but is discussed when appropriate.  For example, adjectives agreeing with the gender of a noun might arise when a pupil questions this. 

The expectations for each LKS and UKS2 are detailed below for reference.

Year 3 and 4 (Lower KS2)

Year 5 and 6 (Upper KS2)

Curriculum Overview

• Languages Curriculum Overview

Areas covered: Early Years Foundation Stage

In EYFS our intent is to inspire a love of learning and to ignite a spark of curiosity within each child. We believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning. We want children to experience a practical, playful approach to learning, based on their needs and interests.  All the learning experiences we plan for the children should allow them to utilise and develop the key skills of playing and learning, active learning and thinking critically. Throughout their time in EYFS, the children develop a sense of belonging to our school community, ready to transition to year 1 the following academic year.  They will have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners. 

Curriculum Design

• EYFS Curriculum Design
• EYFS Curriculum Map
• EYFS Progression of Knowledge