Welcome to our curriculum section. At Central Primary we believe it is very important that children have access to a broad, balanced, exciting and challenging curriculum.
The curriculum at Central Primary School is based around our school values of curiosity, kindness, forgiveness, persistence and hope and follows a structure which covers the National Curriculum points of study in a way that is both carefully sequenced and makes learning interesting and engaging for our pupils. The design of the curriculum takes into account the needs of the pupils who attend Central Primary. It values their diversity and aims to build on their experiences.
- Curriculum Policy (439KB)
The curriculum is based on an annual cycle where each curriculum year is divided into 5 distinct, progressive units of work, each of which have equal weight and teaching and learning time. The Autumn Term contains two units, the Spring Term one and the Summer Term has two units. These units of work are interspersed with enrichment weeks throughout the year that extend and support the curriculum. Each year we have a Welcome Week, Art and Design Week, and Health and Fitness Week which offer pupils a diverse range of enrichment and wellbeing activities and whole school projects.
As a school we are passionate about all curriculum areas but have significant strengths in the Creative Arts and Languages.
More information about our curriculum can be found via the curriculum subject pages and the individual year group pages in the menu on the left hand side.
Phonics and Reading
At Central, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
We value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.
Each classroom has a book area which contains books of interest to the children and the topics they are studying. Pupils learn to read using a carefully banded scheme in school which is leveled according to the Little Wandle Letters and Sounds Revised stages. If you would like to know more about reading, please ask your child’s teacher who will be happy to help you.
More information about the English Curriculum from the subject curriculum page.
Oracy is an essential part of the curriculum at Central Primary School and is embedded within and across all subjects. There is substantial research to show that:
- Oracy supports learning – including developing creativity and critical thinking in pupils.
- Oracy is vital for social mobility – supporting children’s ability to fulfill their potential in later life.
- Oracy is good for social and emotional learning – helping children who may struggle to work with or play well with others.
- Oracy opens doors to opportunity – extracurricular activities such as debating, youth parliament and volunteering bring a wide variety of benefits and opportunities.
- Oracy is empowering – giving children the skills to develop a ‘voice’ and speak out about things that matter to them.
(NACE – March 2018)
Our Oracy curriculum is sequenced around the four strands of physical, linguistic, cognitive and social and emotional skills. These four strands use the oracy framework to understand successful discussion, inspiring speech and effective communication. Children are given regular opportunities to develop their oracy skills through both in-class activities and extra activities such as drama, PE and oracy assemblies.
All of our pupils’ learning is recorded in a notebook. Notebooks are different from conventional exercise books in that they are structured in such a way to encourage pupils to recall, use and reflect on their learning regularly. A notebook is a pupil’s document of their progression of learning throughout a subject and is carried across year groups. All subjects have their own notebooks and follow the same structure. Pupils do not have a new book each year but are given a new one once they are full. This is so children can revisit their previous work to help with their new learning and continually build upon their previous learning. Children are encouraged to organise their ideas using a range of strategies such as thinking maps, note-taking, and diagrams alongside more traditional-style written pieces of work. This approach encourages and develops independent thinking and study skills to prepare our pupils for learning at secondary school and beyond.
Inclusion and challenge for all
Inclusion is an encompassing belief at Central Primary and we are committed to giving all of our children every opportunity to achieve the highest of standards. We believe that every child deserves the chance to experience success; something we achieve by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.
Please read more from the Inclusion Policy.
Equalities at Central
At Central Primary School, we are committed to giving all our staff and children every opportunity to achieve the highest of standards. We do this by taking account of people’s varied experiences and needs. We offer a broad and balanced curriculum, and have high expectations of all children. This policy is intended to help to ensure that this school promotes the individuality of all children, and adults, irrespective of ethnicity, religion, attainment, age, disability, gender identity, sexual orientation or background.
Over the past couple of years, we have worked hard to ensure that our curriculum represents a wide range of identities and cultures. We encourage our children to question and challenge views and be confident about expressing themselves. We are passionate about ensuring our children are aware of the protected characteristics from the Equality Act (2010). Acceptance and awareness are at the heart of our mission for equalities to prepare our children to be kind, caring and respectful citizens. Please read more from the Equalities Policy.
Values at Central Primary
There are many ways in which our curriculum promotes and supports the British Values of Democracy, Rule of Law, Individual Liberty and Mutual Respect and Acceptance . Much of this is taught through our curriculum and the values of our school community. As this year progresses we will provide links to our provision for British Values in our curriculum overviews, which we send out to parents/ carers each half term.
Read more about British Values at Central Primary here:
- Values Policy (106KB)
As part of our active involvement in democracy each child is encouraged to have a voice about our school and its development. Pupil voice is a key element of all our subject development work and compliments our assemblies and Oracy curriculum. As of September 2021, we will be reintroducing the Pupil School Council and Eco-Warriors.
We ensure that important cultural and historical events that have led to positive change in society are marked throughout the year. For example over the last year, all children have increased their awareness and understanding of a range of events such as: School Diversity Week; LGBT+ History Month; Black History Month; International Women’s Day; Remembrance Day. We also ensure that our children are aware of key events from a range of faiths such as Passover, Christmas, Easter, Eid and Diwali. Subject leaders provide high quality resources for each year group to use to mark such events in addition to a broad range of trips and in-school visitors to provide enrichment opportunities and enhance pupil knowledge, understanding and engagement.