Christ the King CVA

 

our Curriculum

Our curriculum is based on the National Curriculum which can be found by clicking the link below. We have developed our curriculum over recent years to ensure we not only meet but exceed the requirements of the national curriculum in providing our pupils with a knowledge-rich education to ensure their success as they move into KS3. The National Curriculum document shows the statutory objectives for the knowledge, skills and understanding that we teach at Christ the King from Year 1 to Year 6. 

National Curriculum 

At Christ the King, we offer a broad, balanced and academically rigorous curriculum for all our learners. Children in the Early Years Foundation Stage are taught using the EYFS framework with an emphasis on developing key skills, knowledge and understanding through direct teaching and structured continuous provision. 

"We are passing on the discoveries and work of the previous generations to the next whilst empowering them to add to this body of knowledge in the future."
Mark Enser, 2019

Our curriculum is designed with knowledge at its heart to ensure that children develop a strong vocabulary base and understanding of the world.  The curriculum promotes long-term learning and we believe that progress means knowing more and remembering more.  We have developed a curriculum built on current research regarding how memory works to ensure that children not only have access to 'the best that has been thought and said' but are taught this in a way that ensures children can remember the curriculum content in future years.  We make use of knowledge organisers (which are sent home regularly) to ensure children know exactly which information is expected to be learned over the course of their study in a particular subject.  One of the central aims of the curriculum is to ensure that our pupils are both "interesting and interested". We want them to be 'interesting' to talk to, because they know a great deal about the world and 'interested' in finding out more.  We understand that knowledge is 'sticky', in other words, the more pupils know the easier it is for them to know more.  This is why we place particular emphasis on children knowing by heart and building rich webs of knowledge as they progress through the curriculum.  Parents can support this work through quizzing children on the knowledge organisers according to the revision schedule provided on the back. For more information about knowledge organisers, please click here.

The school curriculum reflects the requirements to provide a broad and balanced curriculum as per the Academies Act 2010, and the National Curriculum programmes of study which we have chosen to follow.

It also reflects requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010, and refers to curriculum-related expectations of governing boards set out in the Department for Education’s Governance Handbook.

Further information on how we achieve this can be found in our statement of equality information and objectives, and in our SEND policy and information report. 

 

Religious Education (RE)

Please click here to find out all about our RE curriculum. 

Relationships, Sex and Health Education (RSHE)

Please click here to find out all about our RSHE curriculum.

English

English is taught daily as a stand-alone subject, split into the strands of reading and writing, which underpins all other subject areas. This us to ensure that English as a core subject is given appropriate time in the timetable and is taught with rigour and practised and rehearsed in other subject areas. At Christ the King, it is vital that the English curriculum is inclusive and challenging for all pupils. Children coming into Christ the King have limited vocabulary with entry levels that are below those nationally, particularly in CLL. Therefore, teachers ensure that these experiences and resources form a part of the school’s curriculum to fill these gaps - such as Talk for Writing, novel studies, practical lessons with cross-curricular links.  As there are increased levels of pupils with EAL and language barriers, vocabulary is also given a central focus.

Christ the King follows the National Curriculum for English in all year groups to enable children to make good progress from EYFS to Year 6.  Teachers make links to knowledge acquired in previous year groups explicit and adapt lessons so that all children can participate and reach end of year expectations. Reading skills, phonics, spellings and grammar are discretely taught through Guided Reading and English lessons, respectively, with ample opportunities for children to use and apply these skills across the curriculum. Development of speaking and listening skills are deeply embedded within and across all subject areas in order for children to communicate effectively and confidently.

Our long term English plans for all year groups  can be found below:

Show list Show Grid

These are our recommended reading lists for each year group.  Why not visit the library and help your child to choose one?

 

Phonics

 At CTK, use a systematic and rigorous approach to teaching phonics. We use a  combination of 'Letters and Sounds' and 'Read, Write, Inc' delivered daily to our EYFS and Key Stage 1 children. For more phonics information, please click here.

Mathematics

Christ the King Catholic Voluntary Academy follows the National Curriculum for Mathematics. Our aim is for children to make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.

When teaching mathematics at Christ the King, we intend to provide a curriculum which caters for the needs of all individuals. All children are encouraged to believe in their ability to master mathematics and are empowered to succeed through curiosity and persistence, while tackling the same concepts at the same time and progressing together as a whole class. We ensure all learners, including rapid graspers, are challenged and stretched in each and every maths lesson, encouraging resilience and an acceptance that struggle is often a necessary step in learning.

Teachers deliver daily lessons that are both creative and engaging using White Rose Maths Small Steps teaching sequences as a basis for Long Term Planning. Children are given time to develop a deep understanding of the mathematical concepts they are studying through unit-based learning sequences. Throughout a maths unit, teachers use Teaching for Mastery principles which enable pupils to make connections between prior knowledge and new concepts, leading to greater depth learning.

A wide range of mathematical resources are used when delivering the mathematics curriculum and pupils are taught to use practical equipment and pictorial representations before moving to more formal written methods.

Rich discussion during Maths lessons enhance the children’s vocabulary and ensures they become confident mathematicians who can explain both their reasoning and methodology when tackling problems.

We intend for our pupils to be able to apply their mathematical knowledge across the curriculum. We want children to realise that mathematics has been developed over centuries, providing the solution to some of history’s most intriguing problems. Through real life contexts and cross curricular learning opportunities, we aim to ensure pupils understand that mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.

As our pupils progress, we intend for them to develop an appreciation of the beauty and power of mathematics in the world around us, and a sense of enjoyment and curiosity about the subject.

The long term plans for all year groups in Maths can be found here:

 

History

History is taught as a stand alone subject split into 5 themes taken from the National Curriculum; Within/Beyond living memory, Local History, Significant people and places, British chronology and international civilisations. The skills required for working as a historian are taught throughout each unit of work, allowing the children to understand the disciplinary knowledge needed to be a good historian. 

Children coming into Christ the King have limited access to museums, local history areas and literature, so teachers ensure that these experiences and resources form a part of the school’s curriculum to fill these gaps - such as a visit to the King Richard III visitors centre in Year 3 and learning about school life in the Victorian times at Beaumanor Hall in Year 2.  Key vocabulary for the topics is explicitly taught. 

The History long term plan for all year groups can be found here.

 

 

Geography

Geography is taught as a stand alone subject split into 5 themes taken from the National Curriculum; Transport, Environment and Sustainability, Culture and Leisure, Infrastructure, Trade and Industry and People, families and communities. The skills required for working as a geographer are taught throughout each unit of work, allowing the children to understand the disciplinary knowledge needed to be a good geographer. 

The children will be able to explore the local area from the perspective of a geographer to explore the areas linked to the River Soar (Year 4), to map routes and risk assess (Year 2) and explore street names and addresses (Year 1). There are ample opportunities for children to use their reading skills in research and their mathematical skills when recording and analysing data, reading maps and when using compasses and coordinates.


The Geography long term plan for all year groups can be found here.

Science

Science is taught as a stand alone subject, split into the strands of biology, chemistry and physics, with links being made to other areas of the curriculum where those links are strong.  Children coming into Christ the King have limited access to animal parks, science museums and science books, so teachers ensure that these experiences and resources form a part of the school’s curriculum to fill these gaps - such as a visit to the Space Centre.  Vocabulary is also given a central focus due to the low literacy entry points of the children to the school.

Christ the King follows the National Curriculum for science in all year groups to enable children to make good progress from EYFS to Year 6.  Teachers make links to knowledge acquired in previous year groups explicit and adapt lessons so that all children can participate and reach end of year expectations.  Working scientifically is taught throughout each unit of work with ample opportunities for children to use their reading skills in research and their mathematical skills when measuring, recording and analysing data.

The Science long term plan for all year groups can be found here.

 

Languages

French is taught as a stand-alone subject, split into the strands of speaking and listening, writing and reading, with links being made to other areas of the curriculum where those links are strong.  Children coming into Christ the King have limited access French as a language, so teachers ensure that exposure to French, and information about France, forms a part of the school’s curriculum to fill these gaps.  Vocabulary is also given a central focus due to the low literacy entry points of the children to the school.

Christ the King follows the National Curriculum for French in all year groups in KS2 to enable children to make good progress from Year 3 to Year 6.  Teachers make links to knowledge acquired in previous year groups explicit and adapt lessons so that all children can participate and reach end of year expectations.  Speaking, listening and vocabulary is taught throughout each unit of work with ample opportunities for children to use their French skills verbally whilst developing written skills in upper KS2.

The French long term plan for KS2 can be found here.

Art 

Art is taught as an enhancer subject through a thematic approach with links being made to other areas of the curriculum where those links are strong. Some discrete lessons are then taught to ensure curriculum coverage and progression. Children coming into Christ the King have varying prior experiences and lower physical development so teachers ensure that these experiences and resources form a part of the school’s curriculum to fill these gaps - such as EDM (a programme to develop gross and fine motor skills). In EYFS, children are provided with a wide range of opportunities to explore media and materials and develop their creative skills. This is built on throughout KS1 and KS2 via a more structured approach.  Vocabulary is also given a central focus due to the low literacy and EAL entry points of the children to the school.

Christ the King follows the National Curriculum for Art in all year groups to enable children to make good progress from EYFS to Year 6.  Teachers make links to knowledge acquired in previous year groups explicit and adapt lessons so that all children can participate and reach end of year expectations.  An Art progression chart has been devised to provide teachers with a more detailed breakdown of the National Curriculum skills for Art in order to support their planning. Working creatively is taught throughout each unit of work with opportunities for children to use their reading skills in research and their mathematical skills when looking at shapes and patterns.

Design and Technology

Design and Technology is taught as an enhancer subject, split into the two strands of design and technology, and cooking and nutrition, with many links being made to other areas of the curriculum where those links are strong.  Children coming into Christ the King have limited access to activities and experiences which promote and develop skills used within cooking and Design and Technology. On entry, children tend to have underdeveloped fine motor skills, which are significantly improved through the carefully planned and facilitated provision within the EYFS. This development is supported through many other subjects in a cross curricular manner throughout KS1 and KS2. From EYFS all the way through to year 6, all children experience high quality cooking days which are often planned thematically and lend themselves to the children’s interests.


The  Design and Technology long term plan for all year groups can be found here.

Computing

Computing is taught as a stand-alone subject, split into the strands of computer science, digital literacy and information technology, with links being made to other areas of the curriculum where those links are strong.  Children coming into Christ the King generally have a strong grasp of how to access and use electronic devices, though they often have minimal understanding of the processes involved and the appropriate use of equipment. Staff ensure that children have a sound understanding of how to stay safe online and the impact of their digital selves.  Children from EYFS to Year 6 have the opportunity to take part in engaging, relevant, and relatable lessons that they will be able to utilise in real life scenarios, from using spreadsheets to word processing. This ensures that firm foundations are in place so that the children are well-equipped to handle the evolving digital world. Computer sciences, programming and coding are taught throughout each year group and there are ample opportunities for children to build upon prior knowledge.

Physical Education (PE)

Physical Education is taught as a stand-alone subject, with a specific focus on the development of fine/gross motor skills and general movement, and balance skills throughout Key Stage 1. This progresses to the application of these skills to team games which support the improvement of fitness and well-being in Key Stage 2. Children coming into Christ the King have limited balance and coordination skills with a lack of core strength and stamina. This impacts on children’s ability to participate fully in day to day learning so teachers ensure that their schemes, coaching and outdoor resources form a part of the school’s curriculum to fill these gaps.

Christ the King follows the National Curriculum for physical education in EYFS and both key stages to enable children to make good progress throughout their time at Christ the King. Teachers build upon the skills acquired in previous year groups and adapt lessons so that all children can participate and reach end of key stage expectations.  Physical Education is embedded within the school day with many opportunities for movement and physical activity provided across the school. This includes two weekly PE sessions for all pupils, some led by experienced coaches as well as use of outdoor learning, time for free play in the outdoors and use of the resources within school.

The Computing long term plan for all year groups can be found here.

Music

Music is taught as a stand-alone subject with links being made to other areas of the curriculum where those links are strong.  Children coming into Christ the King have limited access to instruments, live music and a wide variety of music genres, so teachers ensure that these experiences and resources form a part of the school’s curriculum to fill these gaps - such as whole-class lessons in a musical instrument taught by a professional.  Vocabulary is also given a central focus due to the low literacy entry points of the children to the school.

Christ the King follows the National Curriculum for music in all year groups to enable children to make good progress from EYFS to Year 6.  Teachers make links to knowledge acquired in previous year groups explicit and adapt lessons so that all children can participate and reach end of year expectations.  Performance and appreciation are taught throughout each unit of work with ample opportunities for children to use their reading skills in research.

The Music long term plan for all year groups can be found here.

Preparing for SATs tests

Children in Year 2 and Year 6 take SAT tests in the Pentecost term to check how they are progressing with their learning. SATs include tests of reading, grammar and mathematics. At CTK, we want all our children to achieve good results in these tests as they are good indicators of their general ability in Maths and English. While we value the tests, we believe that a broad curriculum helps children to succeed rather than narrowing teaching to focus on English and Maths. We pride ourselves on ensuring that Year 6 children have access to the full range of subjects in the lead up to the tests in May.

The CTK Experience

 

 

Please see the downloadable PDF documents below for a broad overview of our curriculum in each year group for each subject. 

For further information on our curriculum please contact school to make an appointment to speak to our curriculum leaders (Miss Hurren and Ms Knight).

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