Key Stage 1 and 2 Curriculum

Hugh Joicey Curriculum Statement

At Hugh Joicey CE Aided First School we aim to provide a broad balanced curriculum with progression of skills, relevance, purpose and challenge at its heart.

The children work from the programmes of study set out in the new 2014 National Curriculum. All themes and topics covered in each term can be found in the long term plan section of the website.

Year 1 and 2 are taught together in Cherry Class by Miss Connelly.

Year 3 and 4 are taught by Mrs Green and Miss Jeffrey.

If you require any further information about your child's curriculum please contact school.

We follow the recommended guidelines of the Primary Curriculum. English lessons are structured around units of work which includes learning in:

• reading
• writing
• phonics and spelling
•  punctuation and grammar
•  speaking and listening
• handwriting

Work in English may be linked to a cross curricular theme or topic or may be based on a particular genre of writing.

Reading is a key focus in all lessons. Children read in groups with the teacher and will also be given at independent reading book, which they are expected to read at home and at school. Additionally reading volunteers and school staff listen to children read twice weekly and ensure independent reading books are regularly changed. We use a wide range of reading schemes including Rigby Star, Collins Big Ct, Oxford Reading Tree, Jelly and Bean, Oxford Phonics and Code X.

If you require any further information about the schemes we use please do not hesitate to contact us.

Children are taught to write in a range of styles and for a variety of purposes. Writing skills learned in English lessons are reinforced through writing in a range of curriculum areas. Handwriting is taught separately in a weekly handwriting lesson, using the Nelson joined handwriting script.  Children are expected to work towards a neat cursive style by Years 3 and 4, and to use skills learned in recorded work across all curriculum areas.

In Key Stage 1 Phonics is taught a daily phonics session. We use Read, Write Inc (RWI) to reinforce the link between reading and forming letters. Children requiring additional phonics intervention in Key Stage 1 and 2 are taught using the Read Write Inc Intervention. In Key Stage 2 the emphasis moves from phonics to spelling rules. Spellings to learn are sent home weekly and will be related to spelling rules learned in English lesson, tricky words, or words related to cross curricular topics. We are currently taking part in an EEF (Education Endowment Fund) Research project, to assess the impact of 'Catch-up Literacy' as a strategy to diminish differences in reading attainment, especially between boys and disadvantaged pupils.


Our mathematics curriculum equips pupils with tools that include fluency, reasoning and problem solving skills, as well as being confident in mental and written calculation. All children in KS1 and 2 have daily maths sessions which incorporate a range of practical resources including Numicon and Active Maths games to allow all children to access the increased expectation of the September 2014 curriculum.

We use ‘mastery approach’ and make use of NCETM documentation, Mathematics Mastery’s Calculation policy and the NRICH website to support teaching and learning. We ensure that marking identifies errors and misconceptions and gives insightful feedback, also encouraging effort and resilience. We are encouraging children to develop ‘Growth Mindsets’ and have recently introduced the concept of ‘Deploy the Yeti’ in all classes. We use Big Maths CLIC sessions, a sequential programme of mental maths provision, with a strong emphasis on learned facts and developing the mental agility to do something with these facts. This develops core skills in one clear method and highlights how small steps of progress with core numeracy follow on logically from one to the next. Big Maths lessons are fast-paced and fun. It helps children manipulate numbers and become more confident and successful at maths. There is a strong emphasis on developing instant recall of number facts, including number bonds and multiplication tables. It ensures children develop their mental maths skills, build on their prior learning and ensure they are secure in their knowledge.

We believe that skillful questioning is key, as is creating an environment in which pupil’s grabble with mathematics. Challenge therefore comes through more complex problem solving, not a rush to new mathematical content. We ensure that links are exploited between maths and other subjects and maths beyond the classroom. We also ensure that children are given opportunities to work both collaboratively and independently to reason and solve problems. Pupil progress is monitored through I-track, termly targets and pupil progress meetings. 

We believe that children will get the most out of the science curriculum if they are learning in a practical exploratory and investigative way. We encourage children to ask questions about the world around them and how things work. They are encouraged to explore ways to answer scientific questions and to find explanations for the results they get in their investigations. Through investigation each child has opportunities to develop essential scientific skills such as observing, classifying and fair testing as well as developing positive attitudes toward science work such as curiosity, perseverance and co-operation. These skills and attitudes enable a child to acquire an informed and critical understanding of the world.

History and Geography are taught through our topic based curriculum. We follow the areas of study identified in the National Curriculum document but also explore themes related to the rich and diverse local area such as the Battle of Flodden, The river Till and the history of our village and Lady Waterford.
In history we explore the lives of famous people and past events in Britain and the world. We aim to give the children as much first-hand experience as possible through a programme of visits and visitors, as well as referencing primary historical sources such as our old school log books. Our teaching aims to give children a comparison between the lives of people in the past and their own lives.
 In Geography we explore our local area as well as the wider world. Children are taught the importance of looking after the environment and how to improve it, as well as learning about how some geographical features were formed and the impact they have on the settlements around them. Map work is an important part of our Geography curriculum and is reinforced by work in our Forest School.