Our curriculum is carefully designed to meet the needs of your child.

Designing the curriculum is not just being clear about 'what' your child should learn; it includes knowing 'why' we want your child to learn those particular things and 'how' we are going to deliver this in an inspiring way that your child will remember for the rest of their lives! We ask ourselves continually... 'Will this learning experience help your child to learn more, remember more, and do more?'

At Fairlands, we believe great learning should be a rewarding and enjoyable experience for everyone. Our commitment to great teaching aims to equip your child to be ready for the next stage in their education and a fulfilled life beyond school. In particular, great reading is at the heart of our curriculum because it unlocks access to life-long learning. 

In designing our curriculum, we know the importance of being clear about what your child should be expected to know and be able to do at each stage of their development. The knowledge, skills and vocabulary child need are sequenced in a set of integrated progression documents, one for each subject, which form the backbone of our curriculum. 

But we also know that great learning only happens when the whole child feels safe, supported, inspired and challenged. This underpins our curriculum design principles which we use to evalute our curriculum:

• breadth and balance across all subjects and areas of learning
• clearly mapped knowledge, skills and vocabulary
• memorable and meaningful learning experiences – inspiring contexts
• exploration of children’s and teachers’ passions and interests
• equality of opportunity for all, including SEND and disadvantaged
• equity of representation and visibility for all protected groups
• celebration of cultural diversity
• learning as global citizens
• learning in the heart of our local community
• safeguarding woven across our curriculum

We have pulled this together into one large framework to give us a clear overview:  

Values Education

Each month, we focus on a different value as part of our Values Education. A values-based approach encourages reflective and aspirational attributes and attitudes. These can be nurtured to help us discover the very best of ourselves, which enables us to be good citizens and prepare us for the life of work. The values are mapped out in our policy (below) but are also adapted to respond to local, national and global current issues. 

Every aspect of our curriculum is also underpinned by the five British values of:

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

 Our Values Education & British Values Policy is here.

The Early Years

Progression Document

At Fairlands we strive to create a safe and happy environment, which inspires, challenges and supports pupils to achieve their potential. The Statutory Framework for the Early Years Foundation Stage provides the structure for our curriculum and approach. 

We use the four guiding principles to shape our practice:

• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
• children learn to be strong and independent through positive relationships;
• children learn and develop well in enabling environments, in which their experiences respond to their individual needs
• there is a strong partnership between practitioners and parents and/or carers

The framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities.

Key Stage 1 & 2

English 

Fairlands values high-quality teaching and learning of English.

• We believe that all children can succeed in reading and writing.
• We promote high standards of literacy across the curriculum and seek to develop lifelong readers.
• We ensure that all children develop an enjoyment in reading for pleasure.
• We provide a broad reading curriculum that reflects the diverse nature of our world.
• We celebrate English in our school library and reading corners.
• We give children opportunities to write across genres, including expressing their concerns about global issues.
• It is crucial that children understand the purpose of their writing and learn how to manipulate and control language appropriately.

The National curriculum for English aims to ensure that all pupils: 

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Reading & Phonics

Progression Document (Reading)

Progression Document (Phonics: EY-Y2)

• In Early Years and Key Stage 1, we use the Little Wandle Programme to teach phonics.
• This programme ensures that books are matched to the ability and phonic experience of the child.
• Children also experience shared reading sessions to support speaking and listening.
• In Key Stage 2, children continue to learn phonics through banded books.
• Once they have completed the Little Wandle programme, children become free readers.
• Guided Reading is taught as whole class sessions in Key Stage 2.
• This helps children develop a deep understanding of the text.
• Drama and discussion are used to develop vocabulary and fluency.

Spelling - Progression Document (Spelling: Y1-Y6)

• In Early Years and Key Stage 1, we use the Little Wandle Programme to teach reading and spelling.
• This programme progresses to the Babcock spelling scheme in Years 2 to 6.
• The Babcock spelling scheme teaches spelling creatively and consistently.

Writing - Progression Document

• We place a high priority on improving children's standards of written communication.
• We believe that speaking and listening with confidence are significant factors in developing effective writing.
• Reading and writing are closely connected and mutually supportive; we read as writers and write as readers.
• Writing is a craft, and most children learn best through their own writing.
• We aim for all writing tasks to be prepared through preliminary talk and teachers model writing for their pupils when appropriate.
• Children are given the opportunity to collaborate with other children both to compose and develop their writing and to improve their skills through reflection.
• The teacher's response to the child's composition is crucial in developing confidence and motivation.
• Children are closely involved in assessing their own development as writers through increasingly sophisticated grammatical and linguistic choices.
• The skills of transcription (i.e. handwriting) is taught through phonological awareness using the Little Wandle phonics scheme progressing to the Letter Join scheme from Years 1 to 6.
• Where possible and appropriate, links with new technologies can be used as an inspiring stimulus for writing and to enable children to author their own multimedia texts.

Maths - Progression Document

• Mathematics is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.
• A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
• Mathematics teaches us how to make sense of the world around us by developing our ability to calculate, reason and solve problems.
• It enables us to understand and appreciate relationships and patterns in both number and space in our everyday lives.
• Through our growing knowledge and understanding of mathematics, we learn to appreciate the contribution made by many cultures to its development and application.

Science - Progression Document

Science is a body of knowledge and skills built up through experimental testing of ideas. It is also a methodology, a practical way of finding reliable answers to questions we may ask about the world around us. At our school, we believe that science is about developing children's ideas and ways of working that enable them to make sense of the world in which they live through investigation. We also believe that it is important for children to learn how to use and apply process skills, such as observing, measuring, and inferring.

Computing - Progression Document

We believe that computing skills are fundamental to children's learning and should be incorporated into all areas of the curriculum wherever possible. We have a responsibility to encourage digital literacy in all pupils in preparation for their future. New technologies require children to be able to interact fully with computers, laptops, tablets, and a growing number of other devices, programs, and software. The level of expectation on children's capabilities for using new technologies is rising, especially within the new National Curriculum for Computing.

Religious Education (RE) - Progression Document

All children receive Religious Education (RE) in classroom teaching and during school assemblies. Children learn about many religions of the world and a variety of other worldviews. The curriculum is aligned with the Hertfordshire locally agreed syllabus and delivered through the Discovery RE programme. Parents and carers have the right to withdraw their children from RE. Those wishing to do so should consult the headteacher.

Design and Technology - Progression Document

Design and technology is part of every child's immediate experience. It is important for children to be aware of what design and technology is, and to develop a practical approach to it. We ensure that children develop skills and knowledge of a wide range of materials and equipment through practical activities in a safe and controlled environment.

Music - Progression Document & Music Development Plan

Music is a unique way of communicating that can inspire and motivate children. It reflects the culture and society we live in, and the teaching and learning of music enables children to better understand the world. We provide opportunities for all children to create, play, perform, and enjoy music. We also help them develop the skills to appreciate musical forms and make judgements about the quality of music.

Geography - Progression Document

We believe that geography helps children understand the world around them. We provide opportunities for children to learn about their world and develop the skills, knowledge, and vocabulary to do so. The geography curriculum at this school is age-appropriate and follows the National Curriculum guidelines.

Art & Design - Progression Document

We believe that art is a vital part of the education of all children. We aim to provide an art curriculum that will help each child reach their full potential in art. This will be achieved through investigating and making, research, skill development, and evaluation of their own art and that made by others.

History - Progression Document

The aim of history teaching is to stimulate children's interest and understanding of the past. We teach children a sense of chronology, which helps them develop a sense of identity and cultural understanding based on their historical heritage. This helps them value their own and other people's cultures in modern multicultural Britain.

By considering how people lived in the past, children are better able to make their own life choices today. We teach children to understand how events in the past have influenced our lives today. We also teach them to investigate these past events and develop the skills of enquiry, analysis, interpretation, and problem-solving.

Physical Education (PE) - Progression Document

Physical education develops the children’s knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. These include dance, games, gymnastics, swimming and water safety and athletics. Physical education promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. Thus we enable them to make informed choices about physical activity throughout their lives.

Modern Languages (ML) - Progression Document

We believe that many children really enjoy learning to speak another language. We believe that the earlier a child is exposed to a foreign language, the faster the language in question is acquired as children tend to be less self-conscious about speaking aloud at this stage of their development. The early acquisition of a foreign language facilitates the learning of other foreign languages later in life and indeed has a positive impact on literacy skills in English. The study of languages prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly carried out in languages other than English. The increased capability in the use of languages promotes initiative and independent learning and encourages diversity in society.

Relationships, Sex and Health Education (RSHE) - Progression Document

Relationships education is learning the fundamental building blocks and characteristics of positive relationships, with particular reference to friendships, family relationships, and relationships with other children and with adults.

Health education is learning about physical health and mental wellbeing to give them the information that they need to make good decisions about their own health and wellbeing.

Sex education is learning about the facts of human sexual reproduction.

We deliver these three curriculum areas through an integrated programme called 'Jigsaw'.

Parents and carers have a crucial role to play in supporting all of their child's learning, but especially in relation to relationships, sex and health education. Alongside our legal obligations, we are very conscious of the different cultural sensitivities in this area and want the whole school community to feel included in our approach. We make all our materials available to parents and carers in advance for them to see. Our relationships, sex and health education lessons are supplemented with a resource called 'Teaching SRE With Confidence'. The 'scheme of work', or breakdown of precise content, for each year group can be found below, and even more detailed lesson plans can be provided upon request. 

Scheme of Work - Reception

Scheme of Work - Year 1

Scheme of Work - Year 2

Scheme of Work - Year 3

Scheme of Work - Year 4

Scheme of Work - Year 5

Scheme of Work - Year 6

 

How do I find out more?

• Read our blogs, which give information about the curriculum to be covered each half term.
• Read individual curriculum policies.
• Attend parent and carer consultations and open events.
• Discuss individual needs with your child's class teacher.