CurriculumAt 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
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:
Recovery Timetable Information
Due to COVID-19 we are currently working within a recovery timetable.
The staff and family at Cedar Road Primary School, like others across the country, provided extraordinary support to help children learn at home during the COVID-19 pandemic. However, for many children, the disruption caused by school closures has had a negative impact on their learning and wellbeing. Following advice from our Trust and other professionals, including the Education Endowment Foundation, Cedar Road Primary has developed a recovery timetable. This is regularly reviewed and adapted to fit the needs of our children as we endeavour to support our pupils in the best way possible.
Subject Leader - Mrs Smyth
RWI Lead KS1- Mrs Wise
RWI Lead EY - Mrs Evans
Reading is central to the curriculum and so we would expect that every child will be developing their reading in most lessons.
We expect reading to be part of the homework for every year group and for reading records to be completed by parents and guardians so that progress can be monitored and there is a home-school link. Challenging, aspirational texts are read in class in our ‘Active Reading’ sessions. This half hour lesson involves all children having a copy of the class book and listening to each other read while the teacher uses the opportunity to develop comprehension skills through questioning about the text. Children are also given the chance to read their scheme reading books in class- which they do independently or with a teacher or teaching assistant.
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.
PHONICS AND READING SCHEMES
The Read, Write Inc scheme for phonics and reading is used across the school.
All of our staff, including support staff have had the full training to deliver the programme successfully.
We also use the Oxford Reading Tree scheme for general reading both in class and at home. Other schemes we use include; Project X, Tree tops and All Aboard. It is our hope that these schemes will ensure every child develops a passion for reading. The introduction of our class readers allows every child to hear quality writing and to be guided through books that they would otherwise not have the opportunity to read.
Subject Lead - Mrs Smyth
We expect our children to be able to apply their knowledge of phonics to write simple sentences as quickly as possible. From foundation stage, children are encouraged to develop their skills of mark making into writing. Through the teaching of phonics they develop from writing single words into sentences and then into short stories.
Knowledge of grammar is integral to quality writing. We teach grammar using the correct terminology as this is the expectation, with children taking grammar tests in both key stage 1 and key stage 2 tests. We follow the ‘Talk for Writing’ strategy which gives the children exposure to quality texts and teaches them to be able to talk these, before they are expected to write. Drama and other stimuli are used, where appropriate, to develop a love of writing. We use a cursive script for handwriting and expect high standards of presentation.
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.
Procedural and conceptual understanding
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:
Subject Lead - Miss Korbely
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.
Subject Lead - Miss Partridge
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.
Subject Lead - Mrs Wise
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.
Subject Lead - Mrs Wise
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.
Subject Lead - Miss Martin
This is a very important cross-curricular strand, which underpins our school ethos.
It is regularly covered throughout the school in a structured and incidental way. Activities relate to social skills, collaborative working and independence as well as self-esteem building and healthy lifestyles. Circle Time establishes a safe structure for children to express their views and opinions on life at school and informs the school council which meets termly. The school follows the 'Jigsaw' scheme.
Art and DT
Art Subject Lead - Mrs Evans
DT Subject Lead - Mrs Davis
The children’s creative talents are developed through their experiences of Art.
The DRET enrichment programmes include many opportunities in the arts. These include visiting galleries and seeing the Nevill Holt Opera. Key stage 2 children have the opportunity to perform in the nationwide programme ‘Shakespeare for Schools.’ The school is currently working towards the Arts Mark.
Subject Lead - Mrs Bennett
The children’s creative talents are developed and encouraged through their experiences of Music.
They compose and create using a wide range of percussion instruments and enjoy listening to and looking at work of composers. Again, enrichment opportunities exist and children have visits from some of the King’s Singers, as one example.
Subject Lead - Mr Coley
We are aware of the importance of physical activity for the growth and development of children.
Our P.E. curriculum reflects this.
Games, gymnastics and dance form part of the P.E. experiences for the children. In Year 4 the children receive swimming instruction.
All children must change for P.E. (See School Uniform Section). Earrings or studs must be removed for all P.E. lessons. If your child has pierced ears it is best if the studs are left at home on P.E. days.
DRET hold Winter and Summer cup competitions so the children have the opportunity to be part of trials, training sessions and then to represent their school at a high level. Other sporting opportunities also arise throughout the year as part of the DRET enrichment programmes.
Modern Foreign Language (MFL)
Subject Lead - Miss Martin
Each year group in Key Stage 2 receives Spanish lessons.
They are taught by Spanish language specialists.
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.
Information and Communications Technology (ICT)
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.
Leader – Mrs Louise Evans
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:
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.
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:
- 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:
The Rule of Law
Tolerance of those Different Faith and Beliefs