Curriculum

The National Curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. If you require further information, please feel free to email the school office at office@castlewoodprimary.co.uk

National Curriculum Framework - Click here to download

Our Vision

Art at Castlewood Primary School provides children with the opportunity to experiment, explore and express themselves through a range of media and techniques, using innovative, diverse artists and designers as inspiration to develop their own creative ideas. Our curriculum is coherently planned and sequenced so that pupils build knowledge and skills cumulatively from EYFS through to Year 6, developing their artistic vocabulary and techniques in drawing, painting, sculpture, printmaking and other art forms. Children learn to observe carefully, think critically and create confidently, exploring the work of artists from different times, cultures and backgrounds to develop their own artistic voice. We believe that art education develops the whole child, building resilience, creativity and self-expression whilst celebrating individuality and cultural diversity, so that by the time children leave, they have a rich understanding of art and design, the confidence to experiment with different media, and the skills to communicate their ideas visually.

Big Ideas

Techniques - To develop a wide range of techniques exploring colour, pattern, texture, shape, movement and form.

Materials - To work with a range of materials with increasing confidence and control, developing each individual’s creativity and experimentation.

Artists - Learn about a broad range of innovative artists and designers, making clear links to their own ideas and work.

Castlewood Learning Powers - Make explicit links to CLPs, helping children make connections to their own ideas and work and the ideas and work of others.

Knowledge, Skills, Vocabulary and Understanding

By experimenting with colour, pattern, texture, shape, space and form and using the related vocabulary, children will be equipped with the skills and language to assess their own and other’s work, thoughts and feelings, developing a deeper understanding of art and design and the people who create it.

The children will use their Castlewood Learning Powers to be:

Critical, analytical, expressive, independent, reflective, creative, inventive, thoughtful and productive (Brain) Curious, engaged, keen to try ideas, brave, resilient, inspired, positive. (Soul) Expressive, encouraging, thoughtful, passionate and creative. (Heart)

Content, Coverage and Interleaving

Reception - Use media and tools through exploration and play to express ideas and feelings. Develop small motor skills so that they can use a range of tools competently, safely and accurately. Return to and build on previous learning, refining ideas and developing their ability to represent them. Create collaboratively, sharing ideas, resources and skills.

Key Stage 1 - Use a range of materials creatively to design and make products. Use tools with increasing precision. Develop techniques using colour, pattern, texture, line, shape, form and space. A broad range of artists will be studied. Children will make links between artists and their own work.

Key Stage 2 - Use sketchbooks to review and revisit ideas. Improve mastery of techniques. Work will include, textiles, painting, sculpture and drawing. Study innovative artists who represent a broad, diverse society.

Cross-curricular Links

Art is used to support many areas of the curriculum including geography, history, computing, D.T and English. Art is also used to support learning during Black History month, Remembrance Day, LGBTQ+ History month and during World Book day activities.

Progress and Assessment

As the children move from Early Years Foundation Stage to Key Stage 1 and from Key Stage 1 to Key Stage 2 their art skills will be developed and progression will be clear. There will be high expectations of all learners. Children will be supported and provided with the appropriate resources to enable all pupils to progress and succeed.

Drawing - Mark making/drawing to enclose space-drawing objects, studying form, sketching techniques including shading, application of drawing skills to multimedia, selecting media according to effect and design.

Painting - Handling tools, holding a brush, setting up a workstation, colour mixing, colour selection, studying colour wheel, using colour for effect, explore differing brush strokes, selecting a paintbrush with purpose in mind, creating a wash, using watercolour, shades of colour, using acrylic, designing and creating with paint effects in mind, using painting skills effectively.

Sculpture - Construction toys, junk modelling, clay, multimedia, creating on different scales, studying sculpture/artists

Sketchbooks will be used as a tool for assessing progress throughout school (Y1-6) Peer assessment and self-assessment will also be used.

Wider opportunities

Key Stage 2 Art/photography Club Horsham Children’s Parade Early Years Foundation Satge (EYFS) annual art exhibition, World Book Day, Year 5 transition workshops with Forest school focussing on printing Seasonal art project opportunities in local community.

Equality & Diversity

Art at Castlewood will provide the children with a broad, balanced and rich learning experience, representative of a diverse culture.

Our Vision

Computing at Castlewood Primary School provides children with the opportunity to develop essential digital skills from the very start of their school journey, equipping them to navigate the digital world safely and confidently. Our curriculum is coherently planned and sequenced so that pupils build their knowledge and skills cumulatively from EYFS through to Year 6, developing logical thinking and problem-solving abilities that they can apply across different contexts. Children learn to use technology creatively and purposefully, tackling increasingly challenging projects in computer science, information technology and digital literacy, whilst understanding how to stay safe online and use technology responsibly. By the time children leave, they will have the confidence and competence to use computing skills to solve problems, express their ideas and prepare for life in an increasingly digital world.

Big Ideas

That computing experiences are integrated widely into the curriculum. Children should see computing as an opportunity to explore the world and experiment with ideas safely. Children have experiences of computing in different contexts and can see connections to their wider experiences.

Knowledge, Skills, Vocabulary and Understanding

Vocabulary and Skills Progression document to support staff in their understanding of children’s digital journey throughout the school.

Links to Castlewood Learning Powers:

Heart - developing a passion for computing, being creative with their thinking and new ideas, keeping themselves, and others, safe.

Brain - working systematically and accurately to create and debug algorithms.

Soul - working with others, showing resilience through trial and error.

Content, Coverage and Interleaving

Computing is categorised by four main strands:

Information Technology
Digital Literacy
Computer Science
Online Safety

Computing curriculum also has strong links with our E4S (PSHE) Curriculum - particularly the Digital Media Literacy cornerstone.

Staff receive training to increase confidence in teaching the ever-changing curriculum and the resources which are available to aid this.

We have E-Safety reps and an E-safety charter which is rewritten and shared with the whole school community annually.

Cross-curricular Links

This is most evident in the Digital Literacy elements of the computing curriculum - presentation of work in English, researching new topics, writing for a purpose. There are purposeful links with drama, for example, using technology to film performances/take photos. Algorithms - links with instruction writing. Opportunities to link to Art, Music and DT engage and inspire children in many different contexts.

Progress and Assessment

Assessment process and recording to be implemented, following new curriculum provision training.

Computing progression of skills document from Year 1 - Year 6 shows clear sequencing of units. Teachers encourage children to self/peer assess and reflect upon the outcomes of their computing lessons.

Wider opportunities

New curriculum provision and associated CPD to include use of a wider range of apps and equipment to create wider opportunities and broaden experience.

Equality and Diversity

Diversity within computing is essential to allow children to experience a rich and varied Computing curriculum, which provides crosscurricular learning. The children will learn about a range inspirational leaders in their fields, as well as engaging with developments in the future of these subjects. We identify any areas that create challenge and incorporate into broad and rich curriculum to be accessed by all.

Our Vision

Design and Technology at Castlewood Primary School prepares children to become independent, creative problem solvers, equipping them with the skills they need to thrive in a rapidly changing world through a coherently planned and sequenced curriculum that builds knowledge and skills cumulatively from EYFS through to Year 6. Children develop technical expertise and creative confidence as they design, make and evaluate products, learning to work both independently and collaboratively whilst exploring a range of materials, tools and techniques and understanding how everyday products are designed and manufactured.

Big Ideas

Staff Training: Giving ideas and inspiration for Design and Technology to be woven into the school curriculum and support specific areas of learning.

Showcase: Through specific Design and technology weeks of learning to share projects and their journey of design.

Enterprise: to raise funds for specific resources and projects.

Castlewood Learning Powers: Make explicit links to CLPs, helping children make connections to their own ideas and work and the ideas and work of others.

Knowledge, Skills, Vocabulary and Understanding

By experimenting with design, strength and shape, using the related vocabulary, children will be equipped with the skills and language to assess their own and other’s work, developing a deeper understanding of Design and Technology in the wider world. Links to Castlewood Learning Powers

Brain Power: Critical, analytical, expressive, independent, reflective, creative, inventive, thoughtful, productive.

Soul Power: Curious, engaged, keen to try ideas, brave, resilient, inspired, positive. Heart Power: Expressive, encouraging, thoughtful, passionate and creative.

Content, Coverage and Interleaving

Design and Technology is an inspiring, rigorous and practical subject. Our children use creativity and imagination to design and make products that solve real and relevant problems, within a variety of contexts. Children will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. As they progress through school, children will learn how to take appropriate risks safely. Pupils will be resourceful, innovative, enterprising and capable citizens.

Through the evaluation of past and present Design and Technology, they will develop a critical understanding of Design and Technology’s impact on daily life and the wider world.

In line with the National Curriculum, all children will have the opportunity to design, make, evaluate and increase their technical knowledge during their time at Castlewood, with opportunities to revise key knowledge and skills also provided.

Cross-curricular Links

In Key Stage 1 and Key Stage 2, DT is used to support art, science and maths. Computing lessons have also provided opportunities for children to develop their design and creativity using technology and appropriate devices. DT can illustrate the purpose of instructional writing and will create opportunities for further learning outside the classroom.

Progress and Assessment

DT progression of skills document implemented through the Key Stages, from Year 1 – Year 6.

Floor Books, DT project books (Key Stage 1) through the evaluation process in topic cycle. Progress assessed alongside key national curriculum strands.

Encouraging children to peer assess and reflect upon project through selfassessment and evaluation.

Wider opportunities

DT/ Construction Club

Cookery Club

Collaborating with local secondary schools on transition projects

Learning Outside the Classroom (LOtC)

Equality & Diversity

Diversity within Design and Technology is essential; creative ideas are drawn from our collective experiences as we reflect on and refine designs.

Teachers will identify any areas that create challenge and incorporate into broad and rich curriculum to be accessed by all.

Our Vision

At Castlewood Primary School, our Education for Safeguarding (E4S) programme equips pupils with the essential knowledge, skills and understanding they need to lead confident, healthy, safe and independent lives as informed, active and responsible citizens. Through carefully sequenced learning from EYFS to Year 6, E4S strengthens our school values and ensures children are truly 'world-ready' by teaching them how to recognise and manage risks, build healthy relationships, make informed decisions about their wellbeing, and understand how to keep themselves and others safe both online and offline. Through engaging lessons that encourage open discussion, critical thinking and empathy, pupils build the resilience, confidence and protective knowledge to navigate challenges, form positive relationships, and make safe choices as they grow into adolescence and adulthood.

Big Ideas

Developing self-confidence, responsibility and personal achievement (key areas identified by parents/carers during consultation) through Castlewood Learning Powers, curriculum design and wider opportunities.
Developing a healthy (physically and emotionally) and safe lifestyle e.g. Daily Mile and sporting opportunities, Safeguarding, E4S ‘Ask It’ baskets, assemblies, peer mentoring, ELSA training for staff, E-safety Champions, Diversity days/week to raise awareness.
Promoting equality by fostering positive relationships, modelling and encouraging respect for all groups of people, including those with protected characteristics.
Representing all members of our school and wider community including LGBTQ+ community in a non-tokenistic way.
Preparing pupils for their role and responsibilities within society: locally, nationally and internationally through British Values.

Knowledge, Skills, Vocabulary and Understanding

Through creating a personalised and progressive curriculum that is specifically relevant to Castlewood Primary School’s community, learning experiences related to four cornerstones will support our pupils in developing the skills, knowledge and understanding for their own safeguarding, health and wellbeing. Children will learn about moral values through all aspects of school life, including our Castlewood Learning Powers of Brain, Heart and Soul, thus encouraging the following:

• Sensitivity and respect for themselves and others;

• A friendly and caring environment in which children are able to ask questions and further their understanding;

• Taking responsibility for their actions and the consequences of their actions;

• Equality of opportunity for all children in a caring community in which each individual is encouraged to make a valuable contribution.

Links to Castlewood Learning Powers

Brain Power: making links and connections across topics.

Heart & Soul Power: demonstrating empathy, kindness, tolerance, respect, curiosity for differences and all the key characteristics associated with these Learning Powers so children are ‘world-ready’.

Content, Coverage and Interleaving

E4S at Castlewood Primary School is based around the four Cornerstones of:

Digital and Media Literacy (DML) • Physical Health and Wellbeing (PHWB)
Emotional Health and Wellbeing (EHWB)
Relationship and Sex Education (RSE)Discrete E4S curriculum timetabled

RSE/E4S Curriculum implemented in Summer Term ‘21.

Special events, workshops and assemblies planned in regularly

Key texts, which are age appropriate, highlight important social themes such as bullying, different home life situations and current affairs as well as providing diverse representation of a range of different family set ups.

Picture News Advocate school - ‘Time to talk’ in newsletter to encourage family discussions

Cross-curricular Links

Empathy for individuals and groups of people who have been discriminated against throughout History e.g. persecution of Jews and Gypsy Roma Traveller community in Germany, slave trade, rights of women.
Empathy for individuals and groups of people who are being discriminated against currently e.g. refugees, homeless, victims of prejudice including HBT bullying.
Understanding accountabilities as a human to be safe and thrive (4 key areas), responsible (ecowarriors), kind (Heart Learning Power).
To be community and charity minded (Harvest, food banks, Children in Need, Comic Relief, Children’s Parade).
To experience democracy within a familiar settings (class and whole school voting), pupil voice consultations/school council.

Progress and Assessment

Curriculum progression model shows CLPs in every year group to see how the E4S curriculum is embedded across the school.

Vocabulary progression and assessment tools are being created in partnership with WSCC E4S team.

CPOMs used as a robust reporting and monitoring system for Safeguarding and the protection of individuals/groups.

Wider opportunities

E4S is intrinsic to our practice here at Castlewood as the human values and safeguarding of our pupils, which the subject strongly advocates, underpins the very core of our curriculum. We take pride in our school community and share our vision through communication, performances, visits, visitors, training/CPD and events, ensuring that all stakeholders are active participants within this key area of the curriculum.

Equality and Diversity

At Castlewood, we are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background.

We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life. This is driven by our strong school culture, which is underpinned by the E4S curriculum. We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment that celebrates similarities and differences and champions respect for all. At Castlewood, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit us.

Early Years at Castlewood Primary School

At Castlewood Primary School, we are committed to providing an exceptional early years education where every child thrives, belongs, and develops a lifelong love of learning.

Strong Foundations for Every Child

We believe that the early years are crucial in establishing the foundations for future success. Our curriculum is carefully designed to ensure all children, including those who are disadvantaged, have SEND, or face other barriers to learning, develop the knowledge, skills, and characteristics they need to flourish throughout their education and beyond.

Communication and Language at the Heart

We prioritise the development of children's communication and language across all areas of learning. Through high-quality interactions, daily story time, songs, rhymes, and rich conversations, we build children's vocabulary, confidence, and ability to express their thoughts and feelings.

An Ambitious, Well-Sequenced Curriculum

Our curriculum is ambitious for all children and clearly identifies the foundational knowledge and skills they need for later learning. We ensure that teaching is systematic and logical, with children having frequent opportunities to practise, consolidate, and deepen their understanding across all seven areas of learning and development.

Purposeful Play and Active Learning

We create an environment where children learn through carefully planned and child-initiated play. Our staff engage children in meaningful activities that spark curiosity, develop independence, and build resilience. We ensure children have sufficient foundational knowledge to complete tasks and provide additional support for those who need it.

Preparing for Future Success

By the end of Reception, we ensure all children are exceptionally well prepared for Year 1. They will have secure foundations in early reading through systematic synthetic phonics, developing fluency in word reading, spelling, and handwriting. They will have confidence in mathematics, with a secure grounding in number, numerical patterns, and spatial reasoning.

Partnership and Well-being

We work in close partnership with parents and carers, recognising them as children's first educators. We establish positive relationships with children to help them form secure attachments and support their emotional and physical well-being. Our caring, inclusive environment ensures every child feels valued, safe, and ready to learn.

Continuous Improvement

We are committed to continuous improvement, regularly reviewing and refining our provision based on evidence and insight. Our staff receive high-quality professional development to ensure they have the expertise to deliver outstanding early years education.

End of EYFS (GLD) Data

25/26 - 87%

24/25 – 83%

23/24 – 79%

22/23 – 77%

21/22 – 75%

Phonics at Castlewood Primary School

At Castlewood Primary School, we believe that learning to read is the key that unlocks every child's potential. Our aim is that every child becomes a confident, fluent reader who loves books and has the skills to access learning across the entire curriculum.

We use a proven, DfE validated systematic synthetic phonics programme (Schofield and Sims My Letters and Sounds) delivered daily by skilled staff. This consistent approach ensures all children build secure phonics knowledge step by step, from their first days in Reception through to fluent reading. We are committed to ensuring that every child, regardless of their starting point, receives high quality phonics teaching that gives them the best possible chance of becoming a successful reader.

We teach phonics in small, ability grouped sessions where every child receives the precise teaching they need at their level. All of our staff have been trained to deliver our DfE validated systematic synthetic phonics programme (Schofield and Sims My Letters and Sounds). Our 20 minute daily lessons are focused, interactive and engaging, ensuring children make rapid progress.

While phonics gives children the tools to decode words, we nurture a genuine love of reading through daily story times, carefully chosen books, and a reading-rich environment. There are daily activities within the EYFS continuous provision to develop and secure these early reading skills.

Through regular assessment and tracking (using Phonics Tracker), we identify any gaps in children's phonics knowledge quickly and provide immediate, targeted support. Our Year One staff ensure our children are well prepared for the statutory Phonics Assessment in the summer term of Year One.

We work closely with families, sharing weekly updates of learning at school (via Tapestry and Google Classroom), providing practical workshops, and offering ongoing support when needed.

Our Phonics Screening

2025/26: 90%

2024/25: 100%

2023/24: 93%

2022/23: 92%

These results reflect our commitment to high-quality phonics teaching and early identification of children who need extra support.

Our Vision

At Castlewood Primary School, our geography curriculum inspires curiosity and makes our children truly ‘world ready’. We build progressively from our local area to exploring diverse locations worldwide, developing essential skills in map work, fieldwork and data collection. Through Oddizzi, an innovative digital platform, pupils experience virtual fieldwork and visit remote parts of the world, from the Amazon rainforest to Arctic communities, bringing global learning to life. Combined with local fieldwork, this approach helps children understand cultural diversity, appreciate how people and places are connected, and develop the geographical knowledge needed to navigate our interconnected world, leaving as confident young geographers who are curious, globally aware and ready to continue exploring.

Big Ideas

Fostering Curiosity: Encouraging exploration and questioning of the world.
Building Knowledge: Equipping children with essential geographical skills and understanding.
Promoting Cultural Awareness: Cultivating empathy and respect for diverse communities, both internationally and locally.
Encouraging Critical Thinking: Enabling informed decision-making on environmental and societal issues.
Integrating Learning: Connecting geography with other subjects for a richer educational experience.
Providing Real-World Experiences: Engaging with field trips and community interactions to bring learning to life.

Knowledge, Skills, Vocabulary and Understanding

The curriculum has clear outcomes for each phase of teaching, building on the knowledge, skills and vocabulary taught the previous year.

Opportunities to develop the attitudes exemplified by the Castlewood Learning Powers

Content, Coverage and Interleaving

At Castlewood Primary School, our geography curriculum is thoughtfully sequenced to provide comprehensive coverage and foster connections across topics. We ensure that each stage of learning builds on prior knowledge, promoting a deep understanding of both human and physical geography.

Key Stage 1: Pupils explore locational knowledge, including continents, oceans, and capital cities, along with foundational concepts in human and physical geography.
Key Stage 2: Pupils delve deeper into human and physical geography topics such as rivers, mountains, volcanoes, earthquakes, and the water cycle. They also study climate, biomes, tourism, trade, and economic factors, enhancing their understanding of the world's dynamics.

Additionally, we focus on developing essential map skills, beginning with simple points of a compass, identifying capital cities and other key geographical features moving to interpreting trade maps and understanding the movement of food and people. Wherever possible, topics are interlinked to provide a rich and engaging learning experience.

Cross-curricular Links

Our Geography curriculum has many cross curricular links including…

English – Writing reports on geographical findings. Weather reports (drama), non-chronological reports, story maps and story writing, poetry, postcards.

Maths – measurements (mass/ capacity/speed), graphs to show finding e.g. traffic survey

Progress and Assessment

Assessing achievement at the end of each year group using the progression grid.

The use of end of topic quizzes and activities assess the children’s understanding of key concepts and vocabulary.

Progression can be evidenced through work in the children’s books.

Wider opportunities

Trips and visits linked to topics, e.g. Washbrooks Farm.
Local area visits, e.g. Country Park, walks in the local area.
Orienteering opportunities.

Equality and Diversity

We are committed to fostering an inclusive geography curriculum that celebrates diversity and promotes equality where pupils can explore the world's rich tapestry of cultures and landscapes. We work hard to reflect diverse backgrounds in our curriculum, ensuring all children see themselves represented.

Our Vision

At Castlewood Primary School, our history curriculum enables children to create meaningful connections between our present world and the events of the past, developing a deep understanding of how historical events have shaped our lives today. Through carefully sequenced learning from EYFS to Year 6, pupils develop their ability to gather information, ask perceptive questions, and construct answers about past events, people and societies. By exploring diverse voices and experiences throughout history, we ensure all pupils see themselves reflected in the past and understand how different communities have contributed to shaping modern Britain.

Big Ideas

To develop chronological understanding of UK and wider world.
To understand historical concepts, thinking about cause and consequences.
To record historical evidence, thinking about how it is recorded and unpicking a range of perspectives.
To develop skills such as research and analysis.
To investigate a range of sources and how to extract relevant information for the purpose of their enquiry.

Knowledge, Skills, Vocabulary and Understanding

Key vocabulary is clearly sequenced and builds on prior knowledge and previous learning.

Links to Castlewood Learning Powers:

Brain Power: making links and connections across topics using critical and analytical skills. Encouraging independence, reflection, inventiveness with productive thinking.

Soul Power: demonstrating curiosity, enjoyment, engagement, a keenness to try new ideas, bravery, resilience and positivity.

Heart Power: in all work to be empathetic, expressive, encouraging & thoughtful.

Content, Coverage and Interleaving

The curriculum is well sequenced through the whole school and links with topics where possible e.g. Vikings.

Key Stage 1 - Significant events- Great Fire of London (Year 2), Battle of Hastings Significant people – Neil Armstrong, Amy Johnson, The Wright Brothers Significant local events – Southwater over time, Battle of Hastings.
Key Stage 2 – Changes in Britain: Invaders – Roman Empire, Anglo Saxons, From Stone Age to the Iron Age, WW2. Earliest civilizations – Awesome Egyptians, Ancient Greece, Benin

Cross-curricular Links

English – Quality texts with roots in history: non-fiction, historical fiction and poetry, writing about the events, e.g. diary entries, recounts. Reading historical sources and inferring conclusions from these.
Maths – Time lines, Roman numerals.
Geography – Where in the world did these events happen? How has political geography altered due to key historic events?
Music – Exploring music from past ages: singing and instruments.
Art – Art from historical periods such as Henry Moore’s bomb shelter sketches.
DT - Through the evaluation of past and present Design and Technology, they will develop a critical understanding of Design and Technology’s impact on daily life and the wider world.

Progress and Assessment

National Curriculum statements:

History Programme of Study

History Progression of Skills – available to and used by all staff.
History assessments completed by staff termly.
Teachers review pupils’ work in their History books, ensuring that the concepts have been correctly understood.
Whole class feedback will be used to celebrate work and to address any misconceptions.

Wider opportunities

Trips and visits, e.g. Sir Teach-a-lot, Fishbourne Roman Palace, Wings Museum. Commemorative celebrations e.g. Remembrance Day, Diverse History Months.

Equality and Diversity

At Castlewood we strive:

To demonstrate areas of the curriculum that promote diverse thinking throughout history, as well as discreet teaching surrounding Black History and LGBTQ+ History Months.

To open discussion on events that link to race, gender, disability, religion and ethnicity (where applicable within our topics) and facilitate questioning on what impact this had on the world at the time and how this has influenced the world today.

Our Vision

At Castlewood Primary School, our mathematics curriculum develops a genuine love of maths through rich opportunities for investigation, enquiry and problem solving that build children's confidence and mathematical resilience. Our curriculum is coherently planned from EYFS to Year 6, using high quality teaching approaches including manipulatives and visual representations to help children develop deep conceptual understanding alongside procedural fluency. Children are appropriately challenged at every stage, developing strong reasoning skills that they apply across the curriculum, explaining and justifying their mathematical thinking with precision and confidence.

Big Ideas

That mathematics is a subject which benefits from a precision teaching approach. That language, models and questioning should be carefully designed to support the mastery of the subject by all children. That teachers are passionate and confident advocates of the subject. That they have support through professional development and are exposed to new ideas and research.

Knowledge, Skills, Vocabulary and Understanding

NCETM materials are used to identify progression of skills and vocabulary across the school in each of the strands of the mathematical curriculum.

Content, Coverage and Interleaving

White Rose Maths resources are provided as a medium term planning. Small steps are identified and create the sequence of teaching. The National Curriculum is assessed using White Rose and PUMA assessments.

Children develop fluency skills through the progression of Maths Keys in the school. These are used in homework as well as in weekly, low-stakes tests.

Children use Times Tables Rockstars to develop, challenge and improve their times tables knowledge and skills.

All children develop precise use of mathematical language which is presented through teacher modelling, knowledge organisers and Maths Working Walls.

They have opportunities to use this language independently through frequent reasoning tasks. Children regularly experience open-ended investigative tasks which provide opportunities to develop their ‘Learning Powers’ and higher-level thinking.

Cross-curricular Links

Teachers seek out opportunities to employ mathematical skills in the broadest possible contexts. Children use skills in art, science, technology and geography lessons. This could be through data collection and presentation, measurement or shape recognition.

Progress and Assessment

Summative assessments are made on a termly basis using White Rose and PUMA materials. FFT is used to analyse progress for individuals and groups.

Equality and Diversity (Wider Opportunties)

Teachers make connections with significant mathematicians who have played important roles in historical events and challenge stereotypes.

E.g. Katherine Johnson (NASA), Alan Turing (WWII) .

Our Vision

At Castlewood Primary School, our modern foreign languages curriculum celebrates the rich diversity of languages and cultures that exist in our world, inspiring children to become confident, curious global citizens. Through the study of French from Key Stage 2, pupils progressively develop their ability to form new sounds, words and sentences, becoming increasingly confident when speaking, listening, reading and writing in another language. Our carefully sequenced curriculum builds children's linguistic knowledge cumulatively, enabling them to understand and apply grammatical structures, develop accurate pronunciation, and communicate effectively for practical purposes.

Big Ideas

Use songs, stories and rhymes to grow confident in repeating and memorising sounds, words and sentences.
Take part in simple conversations and notice the differences and similarities in sounds between languages (e.g. English and French).
Read and write simple words and phrases.
Understand aspects of culture (food, music, art) noticing similarities and differences (e.g. between England and African French-speaking countries).
Use appropriate greetings in French during registration.

Knowledge, Skills, Vocabulary and Understanding

Brain Power: application of vocabulary taught in both speaking, listening and writing. Making connections across topics and understanding more about cultural differences. Heart Power: understanding and embracing differences in cultures around the world. Becoming a global citizen.

Soul Power: displaying curiosity for another language, developing writing in another language, showing resilience when speaking and listening.

Content, Coverage and Interleaving

Year 3: Introduction to French & Animals, Fruits & Musical instruments, Little Red Riding Hood & 'I Can…'

Year 4: Presenting myself & Family My home & Habitats, Classroom & Goldilocks

Year 5: 'Do you have a pet?' & 'What is the date?' The Weather & Clothes, Habitats & The Olympics

Year 6: At School & Regular Verbs, The Weekend & Habitats or WW2, The Planets & Me in the World

Cross-curricular Links

To make links between (French) and other subjects – Maths (numbers) Geography (countries where French is spoken), Art (Impressionism), Food (e.g. cheese and pastries).

Progress and Assessment

Children will make progress as they work through the units, which are designed to build on previous learning. Language Angels learning activities are used in French lessons to provide challenge and also to scaffold children who require further support. Regular informal assessment takes place in lessons and more formal assessment at the end of each unit.

Wider opportunities

Making links with a school in France and establishing regular contact with pen pals.
Making links with a school in Belgium (a French speaking country) in Year 3 and establishing regular contact with pen pals.

Equality and Diversity

Children appreciate and value difference in other cultures they learn about in our study of language spoken in French speaking countries throughout the world.

Our Vision

At Castlewood Primary School, our music curriculum fosters a genuine love and enjoyment of music through rich, diverse musical experiences that build children's confidence, creativity and cultural understanding from EYFS to Year 6. Children build confidence in their own musical abilities through regular opportunities to perform in concerts, assemblies and school events, ensuring every child can have their music heard and celebrated. Music enriches learning across our curriculum, with meaningful links to subjects including history, geography, literacy and mathematics, whilst our extra curricular provision offers instrumental lessons that extend children's musical development beyond the classroom.

Big Ideas

Expose children to a wide range of music from different cultures, styles and times
Enhance children's knowledge and skills in rhythm and beat
Promote a link between home and school musical experiences
Celebrate music as a school through whole school music assemblies, which will evolve and adapt according to the needs and ideas of the children, curriculum areas, world events and celebrations
Choose and embed songs to represent each Castlewood Learning Power alongside the children and their ideas
Embed Makaton signs into the teaching of music where possible

Knowledge, Skills, Vocabulary and Understanding

Agreed use of Charanga throughout the school which identifies the progression of knowledge and skills, matching the National Curriculum.
Vocabulary Progression is clearly identified in planning.
Links to Castlewood Learning Powers:
Soul Power – be surrounded by music and develop an appreciation for different music genres.
Heart Power – music history e.g. anthems, war songs etc as well as more modern music children can relate to.
Brain Power – implementing skills and knowledge in the lesson as well as in other areas.

Content, Coverage and Interleaving

Charanga is used as the music curriculum across the school .

Early Years Foundation Stage (EYFS):

Sing a range of well-known nursery rhymes and songs Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music. Explore rhythm and beat concepts.

Key Stage 1:

Use voices expressively, play tuned and untuned instruments, listen with concentration, experiment with/create/select/combine sounds. We focus a lot of attention on rhythm and beat, and experiencing this in a range of genres.

Key Stage 2:

Play solos and ensembles, improvise and compose music, listen with attention to detail, use and understand staff and other musical notations, appreciate live and recorded music, develop understanding of history of music. We focus a lot of attention on rhythm and beat, and experiencing this in a range of genres.

All learning builds upon the previous year as the expectations of the children increase.

Cross-curricular Links

At Castlewood we appreciate and utilise the fact that music/songs can be used to help children remember key knowledge and facts.
Music can be linked to topics e.g., Minibeasts/Arctic/Africa/Romans, but this does not need to link all the time.
We aim to modernise music teaching e.g., by listening to soundtracks/music the children will be familiar with. Include at the start of each singing assembly, and always ask for pupil ideas/feedback.

Progress and Assessment

Children will build on their musical knowledge year by year and be taught strands from a combination of the National Curriculum and Model Music Curriculum. Equality and Diversity.

Regular informal assessment will take place in lessons.

Pupil voice.

Staff training to keep up to date with changes and bring fresh ideas to teaching.

Wider opportunities

To perform as a class termly in whole school assemblies where we can celebrate our musical development with peers and teachers.
To take part in local music events such as festivals or carol singing
To participate in a national event, such as ‘Young Voices’

Equality and Diversity

To ensure children with hearing/visual impairments can access music in whole class and whole school situations.
Celebrate different types of music and genres.
Consider the religious backgrounds of some children who cannot take part in celebrations.
Include music learning which links to learning about a variety of cultures or groups

Our Vision

At Castlewood Primary School, we recognise the importance of PE and the role it has to play in promoting long term, healthy lifestyles. We aim to inspire and sustain physically and mentally healthy pupils, who are confident members of a team and participate in a broad range of activities from wide and balanced opportunities. It is our vision for every pupil to succeed and achieve their potential as well as to lead physically active lifestyles. We strive for fun and engaging PE lessons that are enjoyable, challenging and accessible to all. Through our teaching of PE, we will provide opportunities for pupils to develop values and transferrable life skills such as fairness and respect as well as providing them with opportunities to take part in competitive sport.

Big Ideas

Broad range of sports offered.
Physically active for sustained periods (2 hours minimum).
Extrinsic/Intrinsic competition (Against self and others).
Development of confident and relationships through teamwork.

Knowledge, Skills, Vocabulary and Understanding

Agreed use of Complete PE throughout the school identifies the progression of knowledge and skills, which match the National Curriculum. Vocabulary Progression is clearly identified in planning.

Links to Castlewood Learning Powers:

Brain Power - making links and connections across topics including the use of skills and tactics.

Heart & Soul Power -demonstrating empathy, kindness, tolerance, respect in terms of sportsmanship and the need for enjoyment for all and through curiosity, perseverance, dedication and resilience required to succeed.

Content, Coverage and Interleaving

Athletics, Gymnastics, Dance, Net and Ball Games, Invasion Games, Striking and Fielding, Outdoor Adventure Games (Forest Schools/Outdoor learning/Orienteering), Health Related Exercise Two PE lessons a week. Daily Mile (Approx. 15 minutes).

Key Stage 1: fundamental movement skills, locomotion skills, throwing and catching.

Year 2: team games, developing attacking and defending principles.

Year 3 and 4: Gym/dance, conditioned, competitive games with constraints. Self/peer assessment.

Year 5 and 6: Applying skills learnt to different sports (for example, attacking and defending principles can be applied to football and netball. Movement and Space can be applied to tennis and badminton).

Cross-curricular Links

Maths: grouping teams (division), perimeter/area of a pitch, time and measuring in athletics.

E4S: healthy living, relationship skills.

Geography: Map skills in orienteering. International sporting events.

English/Drama/History: Story telling through Dance. Interpretation skills and artistic choice.

Science: Respiration, circulation, muscular/skeletal systems. Importance of warm ups, stretching and cool downs.

Progress and Assessment

Progressing from unopposed practice to opposed practice to competitive sports.
Applying attacking / defending tactics to games.
Assessment: Video/iPad.
Self-assessment.
Teachers to assess against the lesson and unit objectives. This will be recorded on the Complete PE website assessment tracker.

Wider opportunities

After School clubs
Interschool competitions/ school games
Sports days
Year 2 skateboard
Daily mile/Jump start Jonny.
Mindfulness/yoga
Year 6 bike ability
EYFS balanceability

Equality and Diversity

We aim to meet the needs of all children with an effectively differentiated curriculum through quality first teaching. Where we identify that, due to one or more factors, a child is finding an area of learning to challenge, measures are put in place to support the child in catching up e.g. ‘variation of task (a tee being used in rounders), apparatus used (a larger ball/racquet being used).

On occasion, a child may have a significant difficulty that requires support from specialist strategies or external agencies. Ultimately, we aim to ensure that every single child is able to access the PE curriculum regardless of age, gender, race, culture, or ability. Where children do find difficulties, we are proactive in our actions.

We promote these ideas of equality through our selection policy for intra and inter-school competitions where we choose children based on curiosity, effort, and ability. We attend many girl events to promote the balancing of what have historically been predominantly maledominated sports. We also hold an alternative sports day event, where children get to try new sports including those from the Paralympics. Diversity is seen in our hiring of a cricket coach from the England Physical Disability team.

Our Vision

At Castlewood Primary School, our Religious Education curriculum enables children to understand and appreciate the rich diversity of world religions and cultures, developing respect, empathy and the knowledge to navigate our multi faith society with confidence and compassion. Children develop their understanding of how different religions relate to each other, recognising both unique features and shared values such as compassion, justice and community, which helps them appreciate the diverse beliefs represented within our school community and modern Britain. Through engaging with sacred texts, religious artefacts, visits to places of worship, and encounters with members of different faith communities, children develop the knowledge, critical thinking skills and cultural understanding to become thoughtful, respectful citizens who can live and work harmoniously in our diverse world.

Big Ideas

Children given the opportunity to have a reflective space when they need it.
Plan and support children to lead worship on a termly basis – use a wide range of religions.
Reflect religions within our school community.
Ensure that we have a scheme of work which shows clear progression.
Represent diversity by celebrating different religious festivals – especially festivals which the children attend.
Ensure staff knowledge is up to date by completing and disseminating courses relevant to new West Sussex syllabus

Knowledge, Skills, Vocabulary and Understanding

The RE curriculum at Castlewood has clear outcomes for each phase of primary education which build on each other year on year so children know more and can do more. Our approach to teaching about religions and worldviews builds upon pupils’ encounters with religious texts and stories.

Links to Castlewood Learning Powers

Brain Power: making links and connections across topics.

Heart & Soul Power: demonstrating empathy, kindness, tolerance, respect, curiosity for differences and all the key characteristics associated with these Learning Powers so chn are ‘worldready’.

Content, Coverage and Interleaving

All children to participate in school celebrations e.g. Easter, Christmas, if appropriate when considering their personal beliefs and circumstances.

Focus on Harvest Festival to be giving to those less fortunate.
Embrace a range of cultures and discuss all major religious events during assemblies such as: Holi, Passover, Easter, Vesak and Guru Nanak's Birthday.
Follow West Sussex agreed syllabus as a guide to support planning (New syllabus).
All children to study Christianity in depth in Key Stage 1 and Key Stage 2.
Key Stage 1 children will have the teaching of Christianity and one other religion.
Key Stage 2 children will also have an introduction to Christianity and two other religions.
One hour per week statutory RE in the curriculum.

RE Learning is developed through an enquiry cycle.

Pupils will :

• Engage with the key concept in their own lives/world.

This approach teaches that any key belief or concept can be understood as long as it is ‘cracked open’ in a way a child understands. An example of a concept in Key Stage 1 includes: What did Jesus teach about God in his parables?

• Enquire into an aspect that relates to the key concept

• Explore an understanding of the key concept through 3 areas (i) Text or Narrative (ii) Community Practice (iii) Living

• Evaluate and Express their learning about the key concept

Cross-curricular Links

To heavily link with our E4S curriculum:

Empathy for individuals and groups of people who have been discriminated against throughout History e.g. persecution of Jews in Germany, slave trade, rights of women.
Empathy for individuals and groups of people who are being discriminated against currently e.g. refugees, homeless, victims of prejudice including HBT bullying.
Understanding accountabilities as a human to be safe (4 key areas), responsible (eco-warriors), kind (Heart Learning Power).
To be community and charity minded (Harvest, food banks, Children in Need, Comic Relief, Children’s Parade).
To experience democracy within a familiar settings (class and whole school voting), pupil voice consultations.

Progress and Assessment

Assessing achievement at the end of each key stage using the progression grid.
End of topic quizzes are available to assess the knowledge of the children.
Progression can also be evidenced through Floor Discussion Book.

Wider opportunities

Invite the local vicar to our school to take assemblies.
Key Stage 1 children to have the opportunity to visit our local church in Southwater.
Visits from parents and governors to talk about their religion.

Children at Castlewood to be given the opportunity to share aspects of their own personal religion.

Equality and Diversity

Ensuring equality of access for all pupils and preparing them for life in a diverse society Using materials that reflect the diversity without stereotyping.
Promoting attitudes and values that challenge any discriminatory behaviour or prejudice.
Providing opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures.
Seeking to involve all parents in supporting their child’s education.
Utilising teaching approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.

Right to Withdraw from Religious Education (RE)

Parents and carers have the right to withdraw their child, wholly or partly, from religious education (RE) lessons and from attendance at religious worship in school.

Making a Request

If you wish to withdraw your child from RE, you don't need to give a reason. However, we encourage you to discuss our RE curriculum with us first, so you can make an informed decision. We want to ensure you're aware of the RE syllabus and that it is relevant to all pupils and respects personal beliefs.To discuss this, please contact office@castlewoodprimary.co.uk.

What Happens if My Child is Withdrawn?

If your child is withdrawn from RE, we have a duty to supervise them during these lessons. However, we're not required to provide additional teaching or incur extra costs. We cannot ask parents or carers to supervise their children if they're withdrawn from RE.

School Trips to Places of Worship

Parents and carers also have the right to withdraw their child from any trip that is part of the RE curriculum. If you have concerns about a particular trip, we encourage you to meet with us to discuss what will happen on the trip and how it links to your child's learning.

Our Vision

At Castlewood Primary School, we are committed to building on children’s natural sense of wonder and stimulating their curiosity through a varied and practical curriculum built on the acquisition of knowledge and development of enquiry based skills. Children are given opportunities to develop and refine the skills of observation, prediction, investigation, interpretation, questioning and evaluating through both first-hand experience and secondary sources. Our Science provision aims to show our children that Science is part of our everyday lives. We encourage them to understand how Science can be used to explain what is occurring, predict how things will behave and analyse the causes. With an ever-changing world around us, it is vital children leave Castlewood with the confidence and knowledge they need to navigate through a scientifically and technologically advancing society.

Big Ideas

Support staff in the use of enquiry based learning for all curriculum topics.

Agreed content and use of knowledge / vocabulary organisers.
Implement robust and informative assessment opportunities across the school.
Investigate the best way of recording Science learning e.g. Floor Books.
Hold a biannual science week that celebrates investigative Science.
Year groups to investigate a female scientist.

Knowledge, Skills, Vocabulary and Understanding

Agreed use of Association for Science Education (ASE) and PlanIt materials throughout the school identify the progression of knowledge and skills, which match the National Curriculum.
Links to Castlewood Learning Powers:
Brain Power: making links and connections across topics both knowledge-based and those including the use of key scientific skills of enquiry
Heart & Soul Power: demonstrating empathy, kindness, tolerance, respect, curiosity for differences and all the key characteristics associated with these Learning Powers so chn are ‘world-ready’.

Content, Coverage and Interleaving

The ‘Working Scientifically’ skills/learning points outlined in the National Curriculum are incorporated into Year group specific/appropriate topics. Some of these topics are cyclical in nature; they reinforce and extend learning, promoting the use of, and revising, key vocabulary as pupils move through the school. Science topics are taught through a sequence of lessons either weekly or, if appropriate, in a block. The teaching of Science is enquiry based and involves children planning and conducting investigations in order to answer the ‘Big question/s’ posed.

Cross-curricular Links

Teachers actively make links between year group topics and other areas of the curriculum e.g.:
English – Topic-linked texts e.g. Escape from Pompeii (volcanoes/Romans),
Maths – Measuring, graph work, averages,
Geography – Weather patterns, biomes and map work investigated within the water cycle,
History – Famous female scientists investigated by each class,
E4S – Human changes through their lifecycle investigated through RSE topics.

Progress and Assessment

Teachers review pupils’ work in their Science books, ensuring that the concepts have been correctly understood. Whole class feedback will be used to celebrate work and to address any misconceptions.

Discussions are held with children who have not grasped the concept; additional questions may be added to books to further a child’s understanding.
Children assess their own progress against the topic objectives. Grids are placed inside their Science books at the start of a new academic year.
On the staff planning drive there are files for each year group, providing teachers with additional resources for each of their topics including useful websites, possible investigations linked to the statutory skill requirements.

Wider opportunities

Learning Outside the Classroom (LOtC) opportunities that highlight scientific concepts.

Science Week – Themed science weeks for the whole school. This was a CSI Week; providing various forensic investigation opportunities).
Visits from parents and governors to talk about Science in their career.
‘Science in my Pocket’ intervention resources.

Equality and Diversity

We aim to meet the needs of all children by effectively adapting the curriculum through quality first teaching. Where identified, appropriate measures are put in place to support the child in order to close the gap e.g. ‘Science in My Pocket’ intervention resources. Interventions are tailored to the needs of the individual child. We promote the equality and diversity through the study of female scientists from different cultures and backgrounds, in each year group.

Our Vision

At Castlewood Primary School, our aim is for all children to be independent, fluent and wider readers who show a natural love for reading and sharing books.

We believe that the teaching of reading is integral to a child's understanding and appreciation of the world around them; a platform that allows our children to see beyond what they know, share in cultural experiences and develop the vocabulary they need to effectively express themselves. Reading and oracy are intrinsically linked – through rich dialogue about texts, classroom discussion and collaborative reading experiences, children deepen their comprehension, refine their use of newly encountered vocabulary, and develop the confidence to articulate their thoughts and responses to what they read. Our reading curriculum strives to foster a lifelong love of reading. We cultivate the behaviours that they will need to be discerning readers as they read frequently and widely using self-regulation strategies and discuss what they read. Through explicit vocabulary teaching, we ensure children encounter, understand and actively use rich language from their reading, building the linguistic repertoire needed for both spoken and written communication. All of these are essential components as they offer the range of opportunities needed to develop fluent, enthusiastic and critical readers. By the end of Year 6, our children will have had access to a wide vocabulary through systematic exposure to high quality texts and purposeful talk about books, and are able to appreciate our rich and varied literary heritage.

Big Ideas

Reading Buddies - older pupils share books with younger pupils, half-termly

Patron of Reading (Lorraine Gregory).

Patron of Illustration (Aaron Blecha).

Reading Dog (Pets As Therapy) Key Stage 2.

Celebration of World Book Day/ Reading Week on an annual basis. We ensure that there is a mix of authors and genres covered in these events. Link to diversity where possible.

To continue to celebrate reading using Reading Bands in Friday Celebration assemblies.

Reading Raffles (Key Stage 1, Key Stage 2) to be drawn on a termly basis with a £5 book token for the lucky winner!

Class texts to be available to support the class reader in Key Stage 2.

Class visits to the library to encourage the love of reading.

Whole school coverage of texts document to include a range of authors, female protagonists, disabled, multiracial and black lead characters.

Parents to be involved in reading – opportunity to share stories in Book Week, texts available whilst waiting in the reception area.

To have interactive Reading displays to highlight reading throughout the school.

To invite authors and illustrators in to support topics/class text/Book Week – covering a range of genres, both online and in person

Mystery Book Club available in Key Stage 2.

Regular Book Talk sessions Year 3-6.

Ensure that reading is linked to writing opportunities. When children have completed a piece of writing, there should be an opportunity for them to share work with others.

Reading peer mentors in Key Stage 2 to be given opportunities to read with Key Stage 1 and Reception. Key Stage 1 and Key Stage 2 to be encouraged to share work between classes.

Inviting Reading areas in each classroom.

Knowledge, Skills, Vocabulary and Understanding

Children will be shown how to foster a love of reading by listening and interacting with a variety of literature, including non-fiction and poetry. We will provide children with necessary lifelong skills to ensure they can read confidently and with a secure understanding.

Brain Power – having access to a range of vocabulary and high quality, rich and diverse texts.

Soul Power – reading ‘opens the door’ to learning, enabling children to access a wider curriculum.

Heart Power – children will have the opportunity to share texts and recommend texts to others. Through texts, they are able to empathise with characters.

Content, Coverage and Interleaving

Daily phonics lesson in Reception - Year 2. Phonics is taught across Key Stage 1 in short, daily lessons across phase groups. Phonics is taught through Schofield and Sims My Letters and Sounds. Phonics is taught in the daily lessons with additional phonics activities in continuous provision across EYFS.
Booster group provided for Year 2 children who did not meet (or just met) Year 1 phonics test standard. Children are re-tested in June. Booster group available for Year 3/4 children who did not meet Year 1 phonics test. For children whom phonics did not work for at Key Stage 1, other suitable interventions are provided.
Hornet/Word Wasp intervention available for Key Stage 2 children who need additional support with spellings/reading.
Guided reading sessions are taught in Key Stage 1 and Reception. Guided Reading in Key Stage 1 is taught in timetabled small group guided reading sessions, which allows the children to access a range of texts through modelling, shared and independent reading. These sessions develop the children’s skills to decode words by practising the phonics skills (taught in phonics lessons) and build their comprehension skills, to answer questions about texts that focus on retrieving, interpreting and predicting. Children in Key Stage 1 enjoy sharing and reading books together.
In Key Stage 2, Guided Reading can be taught as group or whole class sessions. Guided Reading sessions are linked to the pupils' current topic or English genre (writing). Guided Reading is based on a high quality texts - this could be an adapted text or other high quality text to supplement if appropriate to the skill. A range of narrative, poems, non-fiction and song lyrics are used. Children explore expression, tone, volume, and experiment with using their voice and body language to create atmosphere.
Using information from both formative and summative assessment, the teacher will highlight a specific domain to focus on based on the needs of the class.
Model texts are used to support writing in English – teachers will explore looking at vocabulary, structure and features of the text and comprehension.

Cross-curricular Links

History and Geography – topic linked texts Map work to link with story writing in Key Stage 2.
Art – to link with illustration of texts, description in texts. Children to have the opportunity to write a story (and illustrate it) for a younger reader Key Stage 2.
Range of books available to support E4S (PSHCE).

Progress and Assessment

National Curriculum Programme of Study

We use formative and summative assessment to support and guide our teaching of reading throughout the school. This ensures there is proficiency in reading, writing and spoken language which is vital for pupils’ success.
Termly tracked progress of children using internal Castlewood assessment.
The curriculum enables opportunity to challenge children and provide scaffolding for children who require further support.

Wider opportunities

Author visits, supporting workshops and displays.
Book Fairs
Staff meetings to share new texts and ideas.
Key Stage 2 to write and share stories with Key Stage 1.
Key Stage 2 ambassadors to read with Reception on a regular basis.
Primary Passport ideas to be considered.
Book Week to take place every year, during March, which links with World Book Day.
Reading assemblies to take place on a half-termly basis. This is taken by the librarians in Year 6.

Equality and Diversity

When selecting texts at Castlewood, we ensure that we consider the following questions:

Are the ethnic minorities within our school being represented in book characters? Where possible, are they being represented in authors and illustrators too?
Are the ethnic minorities in our local area being represented (if these are different to within our school)?
Are the achievements of these ethnic minorities represented? Is the history of these ethnic minorities represented? For all children, it’s important that the stories they encounter at school provide both 'mirrors' and 'windows':
Mirror: a story that reflects your own culture and helps build your identity (e.g. a main character who looks like you)
Window: a story that offers you a view into someone else’s experience (e.g. a main character who is different from you) Ensure books are used as part of displays, or have their covers facing outwards – are BAME people visible on book covers in each classroom and the main Key Stage 1 and Key Stage 2 libraries. By providing books that do this, Castlewood challenges the implicit racism of an all-white or majority-white library or book corner.

Our Vision

At Castlewood Primary School, we feel that writing holds a central place in both education and society as an essential life skill that supports children throughout their lives. Our vision is to ensure children are 'world-ready' by igniting a love for language and word curiosity through exciting and creative opportunities that enable effective communication and composition of ideas across a variety of genres – informing, entertaining and persuading. We recognise that strong writing begins with strong speaking, oracy is fundamental to our approach. Through rich dialogue, classroom discussion, structured questioning and the explicit teaching of new language, we help children develop the vocabulary, confidence and clarity of thought that underpins successful writing. From the earliest stages, we build the foundational skills that make writing possible. Our youngest learners develop their early transcription skills including letter formation, spelling patterns and handwriting, through systematic, engaging teaching that gives them the tools to transfer their spoken ideas onto paper with increasing fluency and accuracy. Our curriculum is coherently planned and sequenced so that children build their knowledge and skills cumulatively, ensuring every child develops the confidence and accuracy needed to communicate effectively in tomorrow's world.

Big Ideas

Quality texts underpin topics; these are used to inspire writing and engage pupils.
Spoken language developed through discussion; modelled by adults.
Whole school phonics and spelling strategies: discrete lessons, investigativestyle spelling lessons to strengthen engagement, revision opportunities in handwriting to develop muscle memory.
Grammar skills embedded within lessons and cross curricular opportunities identified. Talk for Writing principles applied, where appropriate, including sharing and exploring model texts and Boxing Up.
Development of composition skills through both guided and independent planning, drafting, proofreading and editing.
Independence promoted through the availability of a range of resources and the support/encouragement to use them.

Knowledge, Skills, Vocabulary and Understanding

Through a precise, well-sequenced curriculum, children will be taught, and have opportunities to practise, the skills and language which will enable them to write with creativity, independence and confidence.

Links to Castlewood Learning Powers:

Brain Power: Application of spelling rules and grammar skills taught, ambitious vocabulary used, making connections across topics.

Heart Power: Demonstrating empathy through writing e.g. characterisation, debates, balanced reports, poetry.

Soul Power: Displaying word curiosity, tackling unknown spellings using phonics/known rules, developing writing stamina and independence, showing resilience when proof-reading, editing and responding to feedback.

Content, Coverage and Interleaving

See Programme of Study.
Revision of skills, opportunities for pupils to apply skills independently and build on prior knowledge. Key concepts are revisited and developed as the pupils move through the school to ensure the knowledge, skills, behaviours and attitudes are firmly embedded within the long-term memory.

Cross-curricular Links

There is a vast wealth of opportunities to develop and revise writing skills throughout the curriculum which can be seen across the school including:

Non-fiction: Historical newspaper reports Explanation texts in Geog./Science/History Trip/experience recounts Instructional writing in DT Science investigations Letters to experts/members of the wider community Biographies of key figures in other curriculum areas. E4S link to highlight key figures/events and stories from minority communities thus ensuring fair representation.
Fiction: Writing in role as a key figure from other curriculum areas ‘Journey’ writing from the point of view of a migrating bird, a water droplet from the River Nile, Ernest Shackleton during his expedition.
Poetry: Figurative language linked to a key curriculum area e.g. a piece of food travelling through the digestive system. Exploring empathy through writing poems based on key events in history e.g. WWI.

Progress and Assessment

Weekly spelling tests, phonics screening, end of KS assessments, Grammarsaurus tests.
Regular teacher assessment, half termly writing reviews (Venns and Rainbows), termly Pupil Progress meetings.
‘In house’ moderations in staff meetings & Key Stage meetings.
Regular Book Looks/monitoring by SLT.
Locality and external moderations.

Wider opportunities

EYFS: retell a story to an audience
Year 1: Put on a shadow puppet show, create a comic strip, perform in front of your class. Yr 2: Learn a poem off by heart, write a weather report for your class, make a film
Year 3: Design and make a board game (instructions).
Year 4: write and perform a poem, perform in a play, put on a performance
Year 5: Take part in a debate, write a story for Reception class, write a play, put on a performance.
Year 6: Interview someone, write and record/broadcast a radio play, keep a diary for a week, send an email.

Equality and Diversity

At Castlewood, we ensure that the authors, poets and texts chosen to support our teaching of writing are representative of both our school community and the culturally rich world we live in. We use our writing curriculum to challenge stereotypes, promote respectful discussions and debates, as well as giving the children opportunities to empathise with characters through writing in role. Our writing curriculum is an excellent opportunity for pupils to express their own unique voice, beliefs and individuality.