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Claverdon Primary

SCHOOL Curriculum

Our Curriculum

We aim to provide a broad and balanced curriculum, taking full account of the Early Years Foundation Stage Curriculum and the current statutory National Curriculum aligned to Our Vision and Our Aims.

The Curriculum comprises:

  • The formal curriculum defined by the statutory orders of the National Curriculum and the EYFS Curriculum.
  • The Religious Education Curriculum in accordance with the Warwickshire agreed syllabus (SACRE).
  • The additional curricular provision of PSHE and Citizenship (including Sex Education and ‘The Taking Care Project’) throughout the school.
  • Swimming lessons for KS2 children who cannot swim (during the summer term.)
  • A Foreign Language (French) taught in all Key Stage 2 classes.
  • A wide range of extra-curricular activities, which are voluntarily undertaken by teachers or outside providers, outside of curriculum hours.

Curriculum Approach

Our curriculum is delivered through creative termly learning themes.

These themes have been created in line with the National Curriculum content for each Key Stage.

The National Curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Details are available at:

Click here to view the National Curriculum online 

Pupil voice is an essential part of our collaborative learning and at the beginning of any learning theme, children are encouraged to share their knowledge and discuss what they would like to find out.

This is then taken into account by teachers when planning the learning theme.

Each learning theme is carefully matched to the knowledge, skills and understanding of pupils and ensures that the themed curriculum content is carefully matched to National Curriculum requirements (where appropriate).

Pupils are set weekly homework tasks which support the learning that they have been doing in school.

Alongside our learning themes, our curriculum is enriched further through Forest Schools, educational visits, school visitors, themed days/weeks and through a variety of after school clubs and activities.

Our curriculum is delivered through three cross-curricular learning themes through the year:

Click here to view our Curriculum Theme Overview 2019-20 

KS1 Phonics & Reading Schemes

Reading is taught initially by building on letter sound recognition using a combination of 'Jolly Phonics' and 'Phonics Play' phonics programmes.

The introduction of the letters and blends of letters is taught under the guidance of the Government ‘Letters and Sounds’ scheme.  Children then move onto the Oxford Reading Tree reading scheme.

Click here for more information on Letters and Sounds 

Phonics teaching is introduced in the Reception class and consolidated throughout Key Stage 1 where children have personal spelling journals as part of their homework to support the ‘Letters and Sounds’ phonics learning. Opportunities are also given during Key Stage 1 and 2 to use additional phonic programmes if necessary, for example ‘Spellwise,’ which provides for further consolidation of phonics knowledge. Some pupils undertake specific intervention programmes if they experience difficulties with reading.

Personalised Curriculum

We recognise that our pupils learn and develop at different rates and in different ways so we aim to provide a curriculum that supports, challenges and enriches each individual pupils ‘Learning Journey.’

At some point through their school career, pupils many require targeted support and challenge in order to reach their full potential. We aim to meet this individual need through personalising the curriculum whenever possible.

To support this we aim to meet individual need by:

  • Ensuring activities are scaffolded appropriately.
  • Implementing targeted interventions in line with the SEN Code of Practice.
  • Collaborating and communicating with parents and carers to support learning from an early stage.
  • Personalised target setting.
  • Utilising support staff to enhance learning.
  • Drawing on the support of external agencies when appropriate.

For further information refer to ‘Special Educational Needs Policy’ which is downloadable from the school website's Policies at:

Click here to view Special Educational Needs Policy