Curriculum

At Cedar Road the curriculum has a focus on rigorous and structured teaching of the National Curriculum.The whole purpose of education is to turn mirrors into windows.We follow the National Curriculum, more information can be found on their website.If you would like further information about the curriculum followed at Cedar Road Primary School please contact us. 

At Cedar Road Primary School we offer a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. The curriculum incorporates the statutory requirements of the new National Curriculum and other experiences and opportunities which best meet the learning and developmental needs of the pupils in our school. 

The aim of our knowledge-based curriculum is for pupils to have the requisite knowledge, skills and wider understanding to be successful, independent and motivated learners in readiness for their next stage of education. Within this curriculum the pupils will develop their learning of key facts, important events and will develop their understanding of the world around us. 

The curriculum content has been carefully chosen by our own subject experts and is organised in a coherent way, ensuring children can build on their knowledge from year to year. In this way, the knowledge in the curriculum is cumulative, constructing firm foundations and schema from which children can progress and develop deeper conceptual understanding and subject-specific knowledge and skills over time.

Curriculum coherence ensures that teaching does not jump from topic to topic, but enables children to develop knowledge over time, as well as a love of subjects. Subject content is crucial to this approach- the rich content of the curriculum inspires children and plants the seeds for a lifetime of learning.

Lessons are taught with talk and thinking critically at the heart. Children are encouraged to learn in a variety of ways.

Here you can find example timetables for our school

Content coming soon

Subject Leadership

All the areas of the curriculum are looked after by different subject leaders within the school. Each subject has an individual action plan and impact plan to drive improvements. To ensure a balanced and reflective team, our school is split into four key areas:

• Reading
• Writing
• Maths
• Curriculum

Reading

Subject Leader - Mrs Smyth
RWI Lead - Mrs Wise

“The more that you read, the more things you will know. The more you learn, the more places you’ll go.” – Dr. Seuss

At Cedar Road Primary School, our aim is to enable all children to become proficient, lifelong readers and to develop a true love of reading.

Reading for pleasure has been defined by the National Literacy Trust as “reading that we do of our own free will, anticipating the satisfaction that we will get from the act of reading”. This is the time of day when the children and adults in school read for enjoyment with the aim of nurturing a love of reading, either through independent reading or listening to a class novel. During this time, the children read a book of their choice independently or quietly share a book with a friend. Our children enjoy using our well-stocked library and visit at least once a week to exchange books and read quietly.

Early Years and Key Stage 1 pupil’s reading books are phonetically decodable and link to the Read Write Inc. scheme the pupils are working at. The Read, Write Inc scheme for phonics and reading is used across the school.

Challenging, aspirational texts are read in class in our daily Talk for Reading sessions. This lesson involves the children having their own copy of the text, extract or book being studied. Through this, a range of reading strategies and techniques are developed, including reading aloud, speed reading for fluency and listening, whilst at the same time the teacher uses the opportunity to develop comprehension skills through thorough questioning about the text.  All children are also given the time to read books of their choice in class so that they develop a true love of reading.

Reading is part of the daily life of our children both at school and at home. We expect children to read daily at home and for this to be recorded in individual reading logs.

By the end of Key Stage 2 we would expect children to be confident and competent readers who can read a wide range of texts and understand their ideas, themes, events and characters. They will have good decoding and comprehension skills and be able to justify their reading preferences.

 

Early Years and Key Stage 1

Reception	Year 1	Year 2
Children explore a range of texts throughout their time within their year groups		Plants Animals Adventurers My Author – Dahl Family Worries

 

Key Stage 2

Year 3	Year 4	Year 5	Year 6
Unity Machines Environment Bugs Enchanted Spaces The Deep Blue	Mountains Wonderland Felines Astronomy Beetle Boy Journeys	Into the Forest Diversity Love Endurance Supernatural Strength of Character	Devastated Landscapes Survival WW2 Mechanics Freedom Identity

 

• CRPS Reading Literature Spine
• CRPS Reading Progression map
• Reading Intent and Long Term Plan
• SUMMARY of the DfEs reading framework
• Systematic Teaching of Vocabulary and Impact Statement for Reading

Writing

Subject Lead - Mrs Smyth 

“Read like a butterfly, write like a bee.” Philip Pullman 

We believe that knowledge, understanding and the successful application of the English language is a fundamental life skill; it develops children’s ability to communicate their experiences, desires and knowledge effectively and successfully. Throughout our school, we aim to nurture and develop independent writers through purposeful, engaging and developmental lessons which link to our rich and stimulating creative curriculum work.

During our Talk for Writing lessons, we support our children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama; as well as non-fiction and media texts.

Our children also gain an understanding of how language works by looking at its patterns, structures and origins and use their knowledge, skills and understanding across a range of different situations.

The daily talk for writing lessons are linked to the current national curriculum objectives. The units of work begin with a cold write which is an independent piece of writing to assess previous understanding and knowledge. The children then repeat this task at the end of the unit as a hot write. This showcases the progress and learning that have taken place across the unit.

Cedar Road follow the Read Write Inc spelling programme to ensure that our children become competent and confident spellers building on prior knowledge of spelling rules. We also encourage and teach cursive handwriting.

Early Years and Key Stage 1

Reception	Year 1	Year 2
Cumulative tales   Journey tales	Cumulative tale Defeating the monster tale Recount Journey tale Information text Persuasion	Defeating the monster tale Recount Journey tale Information text Adventure story Instructional text Warning tale

 

Key Stage 2

Year 3	Year 4	Year 5	Year 6
Warning tale Recount Transformational tale Information text Losing tale Explanation text Defeating the monster	Warning tale Portal story Journey tale Instructional text Explanation text Suspense tale Persuasion	Defeating the monster Journey tale Instructional text Suspense tale Discursive text Biography Story with a flashback	Warning tale Recount Journey tale Suspense tale Discursive text Report (Year 6) Meeting tale (Year 6)

• CRPS Writing Progression Map
• Handwriting at CRPS
• Systematic Teaching of Vocabulary and Impact Statement
• Writing Intent and Long Term Plan

Maths

Subject Lead - Miss Anderson

We follow the "Effective Maths" scheme.

Effective Maths is a comprehensive framework for ensuring high quality maths teaching. As such, it consists of a number of non-negotiable elements.

These include:

• Mastery

• Procedural and conceptual understanding

• Variation

• Mathematical patterns, relationships and connections

• Clear use of instructional routines to maximise pupil participation

If you would like to know more about a 'mastery' approach to maths you can read a very good article here:

www.ncetm.org.uk/resources/45776

• CRPS Our Approach to Teaching Maths
• Maths Intent
• Whole school EM Curriculum map 2223
• Whole school Progression Document Maths

Oracy  

Subject Lead - Mrs Wagstaff

At Cedar Road Primary we expect all of our children to progress to secondary school as fluent and effective communicators and we begin this process from when the children enter our Early Years setting. We include speaking and listening skills in all of our lessons. We do this through class discussions, drama activities, paired talk, oral rehearsal, echo reading, poetry recital and in many other forms.

Science

Subject Lead - Mrs Lane

Our Science Curriculum is sequenced coherently so useful knowledge and skills builds through the three distinct disciplines of biology, chemistry and physics. As a result of the accumulation of essential knowledge and skills pupils’ science capital and scientific understanding will be substantial and will provide a secure foundation that will enable them to succeed in the next stage of their education.

Geography

Subject Lead - Mr Champsey

Our Geography Curriculum is sequenced coherently so useful knowledge builds through two distinct strands; Locational Knowledge and Human and Physical Geography.  As a result of the accumulation of essential knowledge pupils are provided with the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time, enabling them to become true global citizens.

History 

Subject Lead - Miss Moloney

Our History Curriculum is sequenced coherently so useful knowledge builds through six unifying themes; humans and the environment, cultural develops and interactions, governance, economic systems, system interaction and organisation and technology and innovation. As a result of the accumulation of essential knowledge pupils’ cultural capital and historical disciplines will be substantial and will provide a secure foundation that will enable them to succeed in the next stage of their education.

PHSE

Subject Lead - Miss Smith

This is a very important cross-curricular strand, which underpins our school ethos.

At Cedar Road Academy, we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. We teach Personal, Social, Health Education as a whole-school approach to underpin children’s development as people and because we believe that this also supports their learning capacity.

The Jigsaw Programme forms the foundation of our PSHE curriculum. This offers us a comprehensive, carefully thought-through Scheme of Work which brings consistency and progression to our children’s learning at an age-appropriate level. We cover relationship education, health education and sex education, which ensures that both boys and girls are prepared for the changes that adolescence brings.

In addition, we have a contextual element to our PSHE, which is tailor made to the needs of Cedar Road, covering topics such as online safety and consent, as well as enriching their knowledge and experience through wow days, Mental Health Awareness Week, Safer Internet Day, NSPCC Speak Out Stay Safe and charity themed days and many more throughout the year. This ensures that Cedar Road Academy maintains a culture that provides holistic development for our pupils to take forward with them through life.

 

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Being Me in my World: This puzzles includes understanding my place in the class, school and global community as well as devising Learning Charters.	Celebrating Differences: This puzzle includes anti-bullying (cyber and homophobic bullying included) and diversity work.	Dreams and Goals: This puzzle includes goal-setting, aspirations for yourself and the world and working together.	Healthy Me: This puzzle includes drugs and alcohol education, self-esteem and confidence as well as healthy lifestyle choices.	Relationships: This puzzle includes understanding friendship, family and other relationships, conflict resolution and communication skills.	Changing Me: This puzzle includes sex and relationships education in the context of coping positively with change. (includes age-appropriate sex education)

• Jigsaw PSHE Progression Map
• PSHE Intent and Long Term Plan

 Art and DT

Art and DT Subject Lead - Mrs Cook

 

The children’s creative talents are developed through their experiences of Art. 

At Cedar Road Primary Academy, Art is a valued subject which we believe is an integral part of our pupil’s education. It engages and challenges all our pupils and embodies some of the highest forms of human creativity. We believe that art unlocks our pupil’s full potential, allowing them to express their creativity and supporting their mental health, which are key to our school ethos and part of the wider trust mission. We feel that art gives our pupils their own voice, a sense of escapism and provides them with the opportunity to see the world around them in a different light. To tap into our pupil’s creativity and truly unlock their potential, we strive to provide outstanding opportunities and to reflect our schools culture and community through the artists we choose. We have a progressive, spiral-based curriculum so that our children continue to grow and develop their skills as they progress through the school. The curriculum has been created for teachers by teachers with a keen interest in Art. Our curriculum is knowledge-based and ensures our children are prepared to excel in art at secondary school. Our ultimate intention is that because of the above, pupils develop fluency and unconsciously apply their knowledge and skills. 

Whole School Art Long Term Overview 

 

	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
R	Colour, texture and collage	Splats, drips and pours - Jackson Pollack, Liz Barber	Sculpture and Junk modelling	Outdoor Art - Andy Goldsworthy	Pattern and line	Music and Movement - Wassily Kandinsky, Yayoi Kusama, Georgia O’Keeffe, Piet Mondrian
1	Geometric abstract painting		Block Printing stylised figures		Pastel still life drawing
2	Bold landscape painting		Abstract textiles		Still life drawing
3	Sculpting abstract human form		Repeating patterns		Line drawing buildings
4	Drawing in perspective		Textile still life		Drawing Zentangles
5	Self-portrait painting		Illustrative block printing		Mythical beast detailed pencil drawing
6	Geometric modelling		War imagery painting		Street Art Drawing

 

Music

Subject Lead - Mrs Bennett

The children’s creative talents are developed and encouraged through their experiences of Music.

• Sing with a wide range and with a variety of expression 

• Sing confidently in parts 

• Read staff notation 

• Experience playing an instrument in an ensemble (and to be given the opportunity to continue learning the instrument in smaller groups/one-to-one) 

• Hear a youth or professional choir or orchestra

In addition, there are opportunities for those children showing musical aptitude to be able to develop their musicianship through singing in choirs, playing in instrumental ensembles and joining local (and national) musical groups. The school’s Music Lead, guided by a DRET Primary Music Specialist, will direct these children to such ensembles. 

• Cedar Road Music Intent Documnet 2022 23
• Cedar Road Music Progression Map
• DRET Music Curriculum
• EYFS Music Progression Mat
• Useful Links for Music

Physical Education

Subject Lead - Mr Klegeris/ MrAu

At Cedar Road, we believe that the importance of sports and games in school encompasses more than just the benefit of physical activity. It increases self-esteem, highlights the value of teamwork whilst promoting the importance of having a healthy body and mind.

We follow the tailored skills-based Programme ‘Horizon’ to develop PE teaching, assessment and learning.  In EYFS and KS1 we focus on physical development activities as we understand that learning the correct early and fundamental movement and sports skills at the right time in a child’s life significantly increases the chances of these children going on to live a healthy active life and developing confidence with sporting activities.

In KS2 we focus on team sports such as Football, Hockey, Netball/Basketball, Rugby and Athletics, where pupils apply the fundamental skills learnt in previous years and refine as they move up towards year 6.

Every child receives 2 hours of PE lessons per week, plus lunch time activities and the opportunity to participate in our after-school sports clubs. Our PE lessons and after school sports clubs offers the children a broad experience of many different sports.

Our ultimate aim for the pupils at Cedar Road is to enjoy all aspects of PE beginning with an active start working towards training to compete and win.

There are many opportunities to participate and compete in sporting events. There are a whole host of events organised by DRET such as football festivals, Summer and Winter cup and development days. Further to this we participate in local events organised by Northamptonshire Sport such as cross country and gymnastics.

Pupils in year 4 will visit Barry Road swimming pool for their lesson taught by Trilogy swimming instructors. We aim for everyone leaving school at the end of Year 6 to be able to swim at least 25m. Goggles are permitted. Swimmers must wear a swim hat. 

There is a PE uniform consisting of a red Cedar Road T-shirt, black jogging bottoms or short and a black jumper or PE jacket. These can be purchased from www.totalclothingshop.co.uk/cra. Earrings are not permitted to be worn. Parents must either remove or apply plasters before school. 

Please refer to the Friday Newsletter for regular updates on clubs on offer.

Below are our regular clubs:

Freestyle: email- mail@freestylesocceracademy.co.uk £4.95-£5.25 per session Years 1-6 www.freestylegroup.co.uk

Freestyle:

Gymnastics – Monday’s (End of School – 4.45pm) 

Dodgeball – Tuesday’s (8.00am – Start of School) 

Performing Arts – Wednesday’s (End of School – 4.45pm)

Soft Archery – Thursday’s (End of School – 4.45pm) 

Football – Friday’s (End of School – 4.45pm) 

 

Tuesday- Dance Zoons - before school

Thursday PM hotshots (basketball) x 2 3.30-4.30 and 4.30-5.30 pm

• Cedar Road PE Curriculum Long Term Plan LTP 2022 23updated March 23
• PE Intent at Cedar Road

Languages

Subject Leads - Mx Brierley and Mr Champsey

Each year group in Key Stage 2 receives Latin lessons.

Our Foreign Language curriculum is designed to progressively develop children’s skills in languages. We have chosen to teach an ancient foreign language, Latin. Latin is taught to support and enhance teaching of Ancient Rome; it supports literacy for all children, develops vocabulary and enhances understanding of grammar.

 

• Latin Intent and Long Term Plan

Religious Education 

Subject Lead - Miss Tinofirei

Cedar Road School does not have any affiliation with a particular religion or religious denomination.

We believe it is important that children learn about and from other religions.

Our R.E. modules follow the Northamptonshire Agreed Syllabus. The children learn about Christianity through bible stories and the main Christian Festivals. They are also taught about Islam, Judaism Hinduism and Sikhism.

Parents have the right to withdraw their child from R.E. lessons or assembly but we ask that they make this request in writing and that they discuss with their child’s teacher alternative activities that can be done during these times.

Please view the documents below to find out more about our curriculum approach for each subject.

For more information, please contact your child's class teacher.

Computing

Subject Lead - Mrs Lane 

Children are given the opportunity to use a range of IT equipment/software in a variety of contexts.

Sets of chrome-books and iPads enable ICT to be taught in the classroom as a discreet subject and as part of topic work.

Each topic starts with an E-safety lesson.

Early Years

Leader – Miss Partridge

There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

The prime areas, are:

• communication and language;

• physical development; and

• personal, social and emotional development.

 The specific areas are:

• literacy;

• mathematics;

• understanding the world; and

• expressive arts and design.

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development involves providing opportunities for young children to be active and interactive; and to develop their coordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

 

British Values

The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.

A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self-esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted via our extensive house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.

At Cedar Road Primary School we uphold and teach pupils about the British Values which are defined as:

• democracy
• rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

These values are taught explicitly through Personal, Social, Health and Emotional (PSHE), and Religious Education (RE).  We also teach the British Values through planning and delivering a broad and balanced curriculum, and the way we run our Academy (embodying respect, democracy and tolerance of all).

The school takes opportunities to actively promote British Values through our whole school themed assemblies, whole school systems and structures such as our tea and cake sessions with the headteacher. We also actively promote the British values through ensuring that our curriculum planning and delivery includes real opportunities for exploring these values. Actively promoting British Values also means challenging pupils, staff or parents expressing opinions contrary to fundamental British Values, including ‘extremist’ views.

These values are reinforced regularly and in the following ways:

Democracy 

 

The Rule of Law

 

Individual Liberty

 

Mutual Respect

 

Tolerance of those Different Faith and Beliefs

 

 

Curriculum Documents

• Calculation policy Year 2
• Calculation policy Year 3
• Calculation Policy Year 4
• Calculation policy Year 5
• Calculation policy Year 6
• Cedar Road British Values

Click here to find out more about British Values at our academy