Curriculum Overview

At Reydon Primary School, our curriculum is designed to ensure our learners are prepared for life in an ever-changing world; with the knowledge, skills and understanding needed to be ready for the next stage of their learning journey, with us and beyond their time at Reydon Primary School. It is built on our school values of Aspiration, Knowledge, Respect and Resilience. 

Our intent is that: 

  • Our children experience a broad and balanced curriculum which is accessible to all and provides stimulating, exciting and creative learning experiences which foster and encourage a love of learning.  
  • Within this, Key Stage 1 children will focus on developing the knowledge, skills and concepts in the core subjects of reading, writing and maths, building solid foundations on which to build future learning. 
  • Our curriculum is designed with ambitious outcomes for all learners in mind, linking these to age expected outcomes as specified in the National Curriculum, and ensuring that progressive steps are made in sequencing learning, both from year to year and within the year group that they are in.  
  • Our curriculum is delivered through evidence-based practice in teachers use of cognitive science; using retrieval practise, managing cognitive load, and spacing learning.  
  • The curriculum is designed to include acquisition and understanding of subject specific vocabulary, whilst linking learning across subjects to connect learning. 
  • Our children see their place as citizens within local, national and global communities, learning the understanding and life-skills necessary to navigate their way wisely through interactions with people and groups in person and online.  
  • Our curriculum is aspirational; it provides opportunities for pupils to become aware of and meet people who have a wide variety of careers; draws pupils attention to the achievement of those who have overcome adversity in achieving their goals, includes those from a diverse background, links their approach to their learning to their achievements, and uses examples of people within and beyond their own culture and experience to aspire them to be the best that they can be. 
  • It is enhanced through visits, visitors, links with the community, national events, celebrations and responding to local, national and global events as they happen. 
  • Our curriculum is delivered within a safe and secure learning culture which promotes ‘high challenge – low threat’ and is adapted according to pupil’s educational needs. Its delivery considers all pupils’ starting points and holds high expectations for all in their learning outcomes. 

Active Learning Trust Curriculum Intent Statement

Reydon Primary School seeks to promote a tolerant and informed view of the world and holds no political, cultural or religious affiliations.

What topics will our children learn about each term?

Reception  Year 1    

Year 2  Year 3

Year 4    

Year 5    

Year 6

Click here to visit our Subject pages

Our aim at Reydon Primary is for our children to leave us in Year Six demonstrating that they are working at either the expected or higher standard in order for them to be well placed at High School. We strongly believe that progress is individual to a particular child and should be assessed from their starting points. Most children will make progress in line with their peers.  However, there is a small number of children whose learning and progress will look very different.   

The principles that underpin our assessment system are:

  • Every child can be successful and independent learners.
  • Live assessment is made in each lesson. This informs teachers’ planning and delivery of learning.
  • Children’s learning is based on Formative and Summative Assessments.
  • Children self-select appropriate challenges – we believe that independence is key.
  • Prior learning is taken into account to ensure the best opportunities are given to all of the children.
  • Pixl Question Level Analysis assessments are used to identify gaps in learning.
  • The National Curriculum objectives and End of Key Stage Assessment frameworks are used to plan all learning opportunities.

Tracking progress over time:

Teachers’ planning is a working document, based on daily Formative Assessment.  Children are involved in this process and help identify their own next steps of learning and subsequent targets.  Each term Summative Assessments of children’s work are made by staff in reading, writing, maths and science and these findings are recorded on a tracker. All other subject summative data is collected in July.

Children use their purple polishing pen to edit and improve their work.  

Parent Consultations

In October and February, we report on children’s progress to parents, showing their progress across the curriculum including reading, writing and mathematics, and an overview of how each child is socially. We believe it is important to share how the whole child is improving, not just in English and Mathematics.

Children have the opportunity to talk about their learning, what they are proud of, and what they need to do to further improve with their teachers and home adults. Teacher are able to discuss what parents can do at home to help their child/ren develop.

If parents have any further queries about how to support learning at home, an appointment can be made to see the class teacher at any point in the school year.  We see this area as a partnership between parents, teachers and, most importantly, the children.