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.
Our Vision
Art at Castlewood 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 a platform to develop ideas.
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
That children experience computing right from the beginning of their Castlewood journey and can navigate the world of computing safely. That they develop the logical thinking skills that will help them to tackle increasingly challenging projects which use computing skills in different ways. That they have confidence to use computing skills to help them solve problems.
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 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:
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Information Technology
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Digital Literacy
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Computer Science
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Online Safety
New curriculum resources implemented but not correlating fully with available resources. This to be adapted over the course of this academic year.
Staff to have training to increase confidence in teaching new curriculum and the resources which are available to aid this. - E-Safety charter to be introduced throughout the whole school in preparation for the next academic year.
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. Links with drama - using technology to film performances/take photos. Algorithms - links with instruction writing. Opportunities to link to Art, Music, DT to be strengthened in order to engage and inspire children in many different contexts.
Progress and Assessment
Assessment process and recording to be implemented, following new curriculum provision training. ( May 2022)
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 (DT) will prepare children to deal with tomorrow’s rapidly changing world. Teachers will deliver lessons, which enable and encourage children to become independent, creative problem solvers and thinkers as both individuals and part of a team. DT will be embedded into the curriculum provision and monitor progress across the school.
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, we believe that Education 4 Safeguarding (E4S) helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives, in order to become informed, active and responsible citizens. The E4S programme at Castlewood strengthens the school’s values and the rationale, which underpins our curriculum: ensuring children are ‘world-ready’.
Big Ideas
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Developing self-confidence, responsibility and personal achievement (key areas identified by parents/carers during consultation) through Castlewood Learning Powers, curriculum design and wider opportunities.
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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.
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Promoting equality by fostering positive relationships, modelling and encouraging respect for all groups of people, including those with protected characteristics.
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Representing all members of our school and wider community including LGBTQ+ community in a non-tokenistic way.
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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:
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Digital and Media Literacy (DML) • Physical Health and Wellbeing (PHWB)
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Emotional Health and Wellbeing (EHWB)
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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
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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.
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Empathy for individuals and groups of people who are being discriminated against currently e.g. refugees, homeless, victims of prejudice including HBT bullying.
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Understanding accountabilities as a human to be safe and thrive (4 key areas), responsible (ecowarriors), kind (Heart Learning Power).
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To be community and charity minded (Harvest, food banks, Children in Need, Comic Relief, Children’s Parade).
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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.
Transition to School
(What we do)
Pre school visits in summer term – 2023 – visited/phoned all 17 feeder preschools.
Welcome meeting for parents and then two settling sessions (June and July 2023). All children attended at least 1 sessions. Contact was made with those that missed any sessions and extra visits offered.
Additional transition visits for children with SEND or needing further support. School staff will attend external agency meetings in the summer term to support transition.
Tapestry – set up in July and a range of activities including filmed stories with teachers, photos of classroom.
Home visits in September. Transition sheets completed for both preschool and home visits.
Two week settling sessions starting with small groups and building up to full time. Work with children that need more support – will have individual timetable (with SENCo).
Any transitions later in the year will be supported with discussion with current setting, settling visits and 1:1 meeting with staff.
SEND with EYFS at Castlewood
Current cohort: 17% of cohort are being supported by SALT and/or awaiting assessment by SALT. Individual targets and TA works specifically with these children each day to work on their targets. Targets are shared with all EYFS staff and built into practice across the class.
Work closely with outside agencies to support children and get advice. All children are closely monitored and tracked against their peers.
ILP and OPP for each child on the SEND register. These are shared with parents.
Open doors to parents to listen to their concerns about their child.
Vulnerability pyramids – show the need of the class. Currently at 12 children in Reception (at point of entry).
Organisation – What does EYFS look like at Castlewood?
Adult led and child led activities daily. Observations by adults allow them to support children to access all areas of the curriculum.
Short whole class times, e.g. phonics. Story times together throughout the day.
Adults support and extend learning through questions, prompts and resources. Encourage the children to ‘lead’ their learning through questions, e.g. how could you do that?
Inside and outside are reflective of each other. There are learning opportunities for all areas of curriculum in both. Children can choose to be learning inside or outside.
EYFS Curriculum – How do we plan?
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Development Matters – aware of document and those key skills that children need to be working on.
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Look at the needs and interests of the children. Cultural Capital – they all come with different range of experiences in learning and play. Focus is to give the experiences and opportunities to help them progress and achieve. We want to ignite curiosity, inspire learning and encourage children to explore the world around them.
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Baseline – areas of concern for the class. Analysis of areas by EYFS lead and then shared with staff.
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SEN needs – built within the curriculum, e.g. high SALT needs this year.
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Aware of next steps for individual children. Shared as a team and built into planning.
Working with parents
Parent partnership starts from the very beginning. Home visits and settling in sessions allow us to build the relationships with parents.
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Class teacher on the gate for parents to speak to morning and afternoon.
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Tapestry – two way form of communication. Observations shared, but also positives, home issues.
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1:1 support for parents – behavioural, family issues.
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Parental meetings to support home learning. Details shared on Tapestry for those that could not attend.
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Parents Evenings and reports sent home termly. Parents aware of next steps for the children.
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Well done postcards and weekly certificates.
ON Entry Data – What does the Baseline data tell us? (Based on 2021/22 cohort)
Baseline was conducted in September by the EYFS teachers. Completed on a 1:1 basis in a quiet environment. The children had been in school for two weeks to ensure that they were settled and had begun to build relationships with the staff.
Baseline results analysed by EYFS lead and shared with Leadership Team.
Based on our own early observations and working with the children, there were no real surprises. All children highlighted had already been flagged and nature of concerns/SEND in place.
Key headlines:
Early Pattern understanding was significantly weak for the cohort – over 75% of children – insufficient detail to make a judgement.
Language comprehension was highlighted as a concern for some children – these are all in SALT services or have been referred to since by school.
Discussion with EYFS network indicated a trend across locality.
Early Reading – How do we support in Early Years Foundation Stage (EYFS)?
Phonics is a significant area within EYFS. We use Schofield and Sims My Letters and Sounds to teach phonics at Castlewood, following the clear progression of the phases
Teach the children in phases across Key Stage One. Teaching assistants deliver some phonics groups, this allows directed, small group teaching to allow the children to make the best progress.
Begin Phase 1 phonics (listening skills etc) during settling sessions and Phase 2 begins once the children have started school full time.
Phonics is taught every day as a set adult let activity but there is phonics continuous provision. Each week, phonics sounds learnt at school are shared with parents. Tricky words are sent home to learn alongside school learning.
Children are encouraged to use their phonics skills continuously within the setting.
Multiple daily story times with the class based on favourite books, linked to topic and books to support wider learning.
Reading books are sent home weekly. These are linked to their phonics teaching in school. Additional reading book is sent home for parent to read to their child.
Each child is heard read at school weekly by school staff. Some children are heard multiple times each week based on need.
Books are widely available in the classroom, linked in all areas of the curriculum.
Our WOW moments in Early Years Foundation Stage (EYFS) based on 2021/22
These are highlighted key moments for EYFS in recent years….
Imagination - children developing their own learning: building a train track and level crossing from old wooden bed slats. The language, PSED and physical development skills being used was amazing!
Starting the year with 4 children writing their names – 25 were then able to write their name within 12 weeks!
Superhero day – getting reluctant children to write messages and be keen to write! Fun and engaging learning is happening in EYFS.
Our focus in EYFS: We want to ignite curiosity, inspire learning and encourage children to explore the world around them.
Exit Data – What was GLD and transition to Year 1?
GLD
22/23 – 77%
21/22 – 75%
20/21 – 67% (internal reported)
19/20 – n/a
18/19 – 77%
Close transition to Year 1 through use of classroom, shared story times, visits to classroom.
Year 1 provision in autumn term reflects EYFS – outside provision, use of resources from EYFS,
EYFS and the wider curriculum in the school
Subject Leaders are aware of how the EYFS curriculum fits into their curriculum. EYFS lead has shared curriculum coverage sheets.
Examples of learning in EYFS has been shared with subject leaders.
Phonics at Castlewood
We plan our own lessons based on the phases, following the order of the letter sequences. We use Schofield and Sims My Letters and Sounds to teach phonics at Castlewood, following the clear progression of the phases.
We teach the children in phases across Key Stage One. Our teaching assistants deliver some phonics groups, this allows directed, small group teaching to allow the children to make the best progress.
Phonics is taught daily in EYFS and Key Stage One, in short focused sessions.
We begin Phase 1 phonics (listening skills etc) during settling sessions and Phase 2 begins once the children have started school full time, this continues with Phase 3 and Phase 4 in Reception. Phase 5 is taught during Year 1 and then moved to Phase 6, incorporating the curriculum spelling rules and patterns.
Phonics Lessons at Castlewood
Phonics is taught in daily 20 minute lesson in across phase groups. Lessons are delivered by both teachers and teaching assistants. Lessons are interactive and include a range of activities, such as writing, games and modelling. All lessons begin with a revision of previously taught sounds. Children are regularly assessed during the phonics lessons.
Early Reading in Early Years Foundation Stage (EYFS) & Key Stage 1
Phonics is a significant area within EYFS. We plan our own lessons based on the sequence of phases. We use Schofield and Sims My Letters and Sounds to introduce the sounds in phases 2,3 and 5 and these link to our reading books.
Teach the children in phases across Key Stage One. Teaching assistants deliver some phonics groups, this allows directed, small group teaching to allow the children to make the best progress.
Begin Phase 1 phonics (listening skills etc) during settling sessions and Phase 2 begins once the children have started school full time.
Phonics is taught every day as a set adult let activity but there is phonics continuous provision in EYFS. Each week, phonics sounds learnt at school are shared with parents. Tricky words/spellings are sent home to learn alongside school learning.
Multiple daily story times with the class based on favourite books, linked to topic and books to support wider learning. Year Two have a class reader.
Reading books are sent home weekly. These are linked to their phonics teaching in school. Additional reading book is sent home for parent to read to their child.
Each child is heard read at school weekly by school staff. Some children are heard multiple times each week based on need.
Books are widely available in the classroom (and on the playground at playtimes).
Assessment of Phonics
In Key Stage One, all children have a profile on Phonics Tracker (new for 2021/22 academic year). The assessment on Phonics Tracker is tailored to the school’s programme and designed by the Phonics Lead. This allows assessments of phonics sounds, keywords and mock phonics screening results to be tracked and analysed. Children causing concern are quickly identified. Children in Y3 that did not pass the screening or struggle with phonics are tracked using Phonics Tracker.
Y1 complete mock screenings: Oct, Feb, April. Assessments of phonics sounds reflect when these have been taught. Keywords are checked alongside reading. There is regular informal assessments of phonics sounds and skills during the lessons.
Phonics Planning
Phonics is planned for weekly by the class teacher, using the previous week’s assessments to inform the planning. Class teachers plan for their teaching assistant groups (and will deliver these lessons throughout the term to have an overview). Planning follows the ‘Review, Teach, Practice and Apply’ format. Planning follows the progression of Schofield and Sims My Letters and Sounds.
Working with Parents
Each week, teachers share via Google Classroom and Tapestry, the learnt phonics sounds and keywords of the week. Spellings are also shared. Each year, parents are invited to a practical workshop meeting with the class teacher to learn about how phonics/early reading is taught, ways to help, resources etc. EYFS – 74% of parents attended. Parents are supported throughout the year with modelling sessions, advice and ideas for their specific needs. Reading and phonics is discussed at parents evening. Mock phonics screening results are shared with Y1 parents.
Phonics Data
GLD
22/23 – 92%
21/22 – 83%
20/21 – Nov: 73%
19/20 – Nov: 86%
18/19 – 93%
17/18 – 97%
Our Vision
For children to be curious and develop an understanding of their own immediate environment and wider world. To help them make sense of their world and prepare them to be informed responsible citizens.
Children should DO geography, rather than just listen to it. Practical activities should be taking place.
Big Ideas
Places: To describe places, using both natural and human geography facts. To describe trade links in specific areas and how this affects the economy of a country or location.
Environment: to focus on map skills and fieldwork (KS1) and to further develop map and compass skills in KS2 to be able to give accurate locations, using grid referencing.
Knowledge, Skills, Vocabulary and Understanding
Key geographical 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 expressive, encouraging & thoughtful
Content, Coverage and Interleaving
The curriculum is well sequenced through the whole school and links with topics where possible e.g. River Deep, Mountain High.
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Key Stage 1 – Locational knowledge: continents and oceans, capital cities, human/physical geography.
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Key Stage 2 – human/physical geography, rivers, mountains, volcanoes, earthquakes and water cycles, climate, biomes, tourism, trade, economic factors. Map skills: trade maps and movement of food, people.
Cross-curricular Links
English: Writing reports on geographical findings. Weather reports (drama), nonchronological reports, postcards.
Maths: measurements (mass/ capacity/speed), graphs to show finding e.g. traffic survey.
Science: water/ mountains and rivers, volcanoes/rocks.
History: changes over time, maps of changing political landscape.
PE: Orienteering
Progress and Assessment
National Curriculum statements:
https://www.gov.uk/government/publ ications/national-curriculum-inengland-geography-programmes-ofstudy/national-curriculum-in-englandgeography-programmes-of-study
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Geography Progression of Skills – available to and used by all staff Geography assessments completed by staff termly.
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Teachers review pupils’ work in their Geography books, ensuring that the concepts have been correctly understood.
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Whole class feedback will be used to celebrate work and to address any misconceptions.
Wider opportunities
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Trips and visits, e.g. Washbrooks farm, Country Park. , local area.
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Local events.
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Orienteering.
Equality and Diversity
To open discussion on geographical 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 both in the past and today.
To make geographical links to history, specifically discussing changes brought on by historical events in certain areas of the world.
Our Vision
For children to create a bridge linking our present world and the world and events of the past, developing an understanding of what events have influenced our lives today.
For children to develop their ability to gather information in order to ask and answer questions about past events.
Big Ideas
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To develop chronological understanding of UK and wider world.
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To understand historical concepts, thinking about cause and consequences.
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To record historical evidence, thinking about how it is recorded and unpicking a range of perspectives.
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To develop skills such as research and analysis.
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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.
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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.
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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
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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.
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Maths – Time lines, Roman numerals.
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Geography – Where in the world did these events happen? How has political geography altered due to key historic events?
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Music – Exploring music from past ages: singing and instruments.
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Art – Art from historical periods such as Henry Moore’s bomb shelter sketches.
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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:
https://assets.publishing.service.go v.uk/government/uploads/ system/uploads/attachment_data/f ile/239035 /PRIMARY_national_curriculum__History.pdf
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History Progression of Skills – available to and used by all staff.
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History assessments completed by staff termly.
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Teachers review pupils’ work in their History books, ensuring that the concepts have been correctly understood.
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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, Platinum Jubilee, Diverse History Months.
Equality and Diversity
To demonstrate areas of the curriculum that promote diverse thinking throughout history, as well as discreet teaching surrounding Black History, LGBTQ+ and Gypsy Roma Travellers history month.
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
That children develop a love of maths through opportunities in investigation and enquiry. Every child should see their lessons as an opportunity to be successful and develop their skills. That children are challenged and develop learning behaviour which supports reasoning across the curriculum.
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. Opportunities to develop the attitudes exemplified by the Castlewood Learning Powers should be evident in all maths lessons. Collaborative work, perseverance, focus and determination to improve key skills can provide these opportunities.
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. Regular low-stakes testing provides children with a clear indication of their progress in key fluency skills.
Wider opportunities
Opportunities are sought for children to take part in intra and inter-school competitions both virtually and in person. These provide challenge for keen, confident mathematicians. In addition, we pair with our feeder secondary school to provide Year 5 and Year 6 children with opportunities to learn with a secondary practitioner in order to develop children’s confidence in preparation for secondary transition.
Equality and Diversity
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
Children know that many different languages and cultures exist in the world and enjoy learning more about them.
Through the study of the French language children will form new sounds, words and sentences and become confident when speaking and writing words and phrases.
To inspire a love of learning about languages spoken throughout the world and for this to continue beyond their primary education.
Big Ideas
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Use songs, stories and rhymes to grow confident in repeating and memorising sounds, words and sentences.
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Take part in simple conversations and notice the differences and similarities in sounds between languages (e.g. English and French).
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Read and write simple words and phrases.
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Understand aspects of culture (food, music, art) noticing similarities and differences (e.g. between England and African French-speaking countries).
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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
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Making links with a school in France and establishing regular contact with pen pals.
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Making links with a school in Belgium (a French speaking country) in Year 3 and establishing regular contact with pen pals.
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French club.
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
To develop a love of music and engage children in different musical experiences.
To provide staff with resources to support the teaching of music in every class.
To ensure that there is a positive profile and importance of music in the school.
Big Ideas
For children to experience a wide range of music from different cultures and times.
For children to play a range of tuned and untuned instruments.
To transform the music room into a more usable space which and accessible for all year groups.
To investigate different packages/resources staff will use to support teaching of music and to ensure children are having access to high quality music teaching.
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.
Key Stage 1:
Use voices expressively, play tuned and untuned instruments, listen with concentration, experiment with/create/select/combine sounds.
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.
All learning builds upon the previous year as the expectations of the children increase.
Cross-curricular Links
Music can be linked to topics e.g. Minibeasts/Arctic/Africa/Romans, but this does not need to link all the time. Knowledge, Skills, Vocabulary and Understanding Progress and Assessment Wider Opportunities To participate in music festivals where possible. To perform in whole school assemblies where we can celebrate our musical development with parents.
Appreciate and utilise that music/songs can be used to help children remember key knowledge and facts.
Modernise music e.g. by listening to soundtracks/music the children will be familiar with. Include at the start of each singing assembly.
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 participate in music festivals where possible.
To perform in whole school assemblies where we can celebrate our musical development with parents.
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.
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
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Broad range of sports offered.
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Physically active for sustained periods (2 hours minimum).
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Extrinsic/Intrinsic competition (Against self and others).
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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
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Progressing from unopposed practice to opposed practice to competitive sports.
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Applying attacking / defending tactics to games.
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Assessment: Video/iPad.
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Self-assessment.
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Teachers to assess against the lesson and unit objectives. This will be recorded on the Complete PE website assessment tracker.
Wider opportunities
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After School clubs
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Interschool competitions/ school games
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Sports days
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Year 2 skateboard
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Daily mile/Jump start Jonny.
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Mindfulness/yoga
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Year 6 bike ability
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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
To understand and appreciate different world religions and cultures and begin to understand how they relate to each other.
For all children to be knowledgeable in two (Key Stage 1) or three (Key Stage 2) of the world religions. For children to understand what religion means to people, who they worship and understand the festivals which are celebrated within that religion/s.
Big Ideas
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Children given the opportunity to have a reflective space when they need it.
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Plan and support children to lead worship on a termly basis – use a wide range of religions.
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Reflect religions within our school community.
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Ensure that we have a scheme of work which shows clear progression.
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Represent diversity by celebrating different religious festivals – especially festivals which the children attend.
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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.
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Focus on Harvest Festival to be giving to those less fortunate.
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Embrace a range of cultures and discuss all major religious events during assemblies such as: Holi, Passover, Easter, Vesak and Guru Nanak's Birthday.
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Follow West Sussex agreed syllabus as a guide to support planning (New syllabus).
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All children to study Christianity in depth in Key Stage 1 and Key Stage 2.
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Key Stage 1 children will have the teaching of Christianity and one other religion.
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Key Stage 2 children will also have an introduction to Christianity and two other religions.
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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:
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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.
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Empathy for individuals and groups of people who are being discriminated against currently e.g. refugees, homeless, victims of prejudice including HBT bullying.
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Understanding accountabilities as a human to be safe (4 key areas), responsible (eco-warriors), kind (Heart Learning Power).
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To be community and charity minded (Harvest, food banks, Children in Need, Comic Relief, Children’s Parade).
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To experience democracy within a familiar settings (class and whole school voting), pupil voice consultations.
Progress and Assessment
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Assessing achievement at the end of each key stage using the progression grid.
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End of topic quizzes are available to assess the knowledge of the children.
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Progression can also be evidenced through Floor Discussion Book.
Wider opportunities
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Invite the local priest to our assembly x 1 per term.
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EYFS to visit a place of worship (passport)
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Key Stage 1 children to have the opportunity to visit our local church in Southwater.
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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
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Ensuring equality of access for all pupils and preparing them for life in a diverse society Using materials that reflect the diversity without stereotyping.
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Promoting attitudes and values that challenge any discriminatory behaviour or prejudice.
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Providing opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures.
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Seeking to involve all parents in supporting their child’s education.
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Utilising teaching approaches appropriate for the whole school population, which are inclusive and reflective of our pupils.
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.
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Agreed content and use of knowledge / vocabulary organisers.
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Implement robust and informative assessment opportunities across the school.
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Investigate the best way of recording Science learning e.g. Floor Books.
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Hold a biannual science week that celebrates investigative Science.
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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.
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Discussions are held with children who have not grasped the concept; additional questions may be added to books to further a child’s understanding.
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Children assess their own progress against the topic objectives. Grids are placed inside their Science books at the start of a new academic year.
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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.
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Science Week – Themed science weeks for the whole school. This was a CSI Week; providing various forensic investigation opportunities).
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Visits from parents and governors to talk about Science in their career.
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‘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. 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.
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 and are able to appreciate our rich and varied literary heritage.
Big Ideas
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 assembly (Friday) Reading Raffle (Key Stage 1, Key Stage 2) to be drawn on a half-termly basis.
Class texts to be available to support the class read 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 reception, parent reading swap station.
To have interactive Reading displays to highlight reading throughout the school.
To invite authors and illustrators in to support topics/class text/Reading Week – ideally this should cover a range of genres. This could be via zoom.
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 ambassadors in Key Stage 2 to be given opportunities to read with Key Satge 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
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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 the sequence of Letters and Sounds, using the ‘Fun Phonics’ characters to introduce the sounds. These are diverse, inclusive and fun for the children. Phonics is taught in the daily lessons with additional phonics activities in continuous provision across EYFS.
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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, Better Reading Support Partners intervention can be provided.
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Hornet/Word Wasp intervention available for Key Stage 2 children who need additional support with spellings/reading.
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Carousel guided reading session in Key Stage 1 and Reception – access to text and teacher x 1 per week. 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.
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In Key Stage 2, Guided Reading is taught as whole class sessions. They have three Guided reading sessions per week. These are linked to current topic or English genre (writing). Guided Reading is based on a high quality class text - this could be a differentiated 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. Whole class Guided Reading to be used in all Key Stage 2 classes. Consider what is being used to teach Guided Reading in Key Stage 2. Ensure that there is a mix of books, genres and that the curriculum is diverse.
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Focus text or text of excellence is frequently used to support writing in English – this will explore looking at vocabulary, structure and features of the text and comprehension. Books from the Power of Reading scheme are provided which ensure children have access to high quality, age appropriate texts.
Cross-curricular Links
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History and Geography – topic linked texts Map work to link with story writing in Key Stage 2.
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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.
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Range of books available to support E4S (PSHCE).
Progress and Assessment
National Curriculum statements https://www.gov.uk/government/publications/national-curriculum-inengland-english-programmes-of-study/national-curriculum-in-englandenglish-programmes-of-study
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We use the Reading Framework 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. https://www.gov.uk/government/publications/the-reading-frameworkteaching-the-foundations-of-literacy
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We refer to the OFSTED review (May 2022) which explores the research literature relating to English. Its purpose is to identify factors that can contribute to high-quality curriculums, pedagogy, assessment and schools’ systems for managing the subject.https://www.gov.uk/government/publications/curriculumresearch-review-series-english/curriculum-research-review-series-english
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Termly tracked progress of children using internal Castlewood assessment.
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The curriculum enables opportunity to challenge children and provide scaffolding for children who require further support.
Wider opportunities
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Author visits, supporting workshops and displays.
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Illustrator visits and supporting workshops.
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Reading Book Fair x 2 per year after school.
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Year 5/6 interviewing authors.
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Staff meetings to share new texts and ideas.
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Key Stage 2 to write and share stories with Key Stage 1.
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Key Stage 2 ambassadors to read with Reception on a regular basis.
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Primary Passport ideas to be considered.
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Book Week to take place every year, during March, which links with World Book Day.
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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:
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Are the ethnic minorities within our school being represented in book characters? Where possible, are they being represented in authors and illustrators too?
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Are the ethnic minorities in our local area being represented (if these are different to within our school)?
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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':
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Mirror: a story that reflects your own culture and helps build your identity (e.g. a main character who looks like you)
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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
Writing has a significant place in both education and society. It is an essential skill and the ability to write with confidence and accuracy is a tool, which will support a child through life. Our vision is to ensure Castlewood pupils are ‘world-ready’ and therefore it is our intent to ignite a love for language and word curiosity through a range of exciting and creative opportunities, enabling effective communication and composition of ideas. We want our pupils to develop their key communication skills - to inform, entertain and persuade - by writing in a variety of different genres. In order for our pupils to be kind and compassionate individuals, we will develop pupil’s empathy through writing in role.
Big Ideas
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Quality texts underpin topics; these are used to inspire writing and engage pupils.
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Spoken language developed through discussion; modelled by adults.
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Whole school phonics and spelling strategies: discrete lessons, investigativestyle spelling lessons to strengthen engagement, revision opportunities in handwriting to develop muscle memory.
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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.
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Development of composition skills through both guided and independent planning, drafting, proofreading and editing.
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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
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See Genre Coverage document.
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See Curriculum Prioritisation document.
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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:
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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.
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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.
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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
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Weekly spelling tests, phonics screening, end of KS assessments, Grammarsaurus tests.
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Regular teacher assessment, half termly writing reviews (Venns and Rainbows), termly Pupil Progress meetings.
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‘In house’ moderations in staff meetings & Key Stage meetings.
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Regular Book Looks/monitoring by SLT.
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Locality and external moderations.
Wider opportunities
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EYFS: retell a story to an audience
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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
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Year 3: Design and make a board game (instructions).
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Year 4: write and perform a poem, perform in a play, put on a performance
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Year 5: Take part in a debate, write a story for Reception class, write a play, put on a performance.
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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.