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 please click here to be directed.
If you would like further information about the curriculum followed at Cedar Road Primary School please contact us.
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.
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.
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.
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:
INFORMATION AND COMMUNICATIONS TECHNOLOGY (I.C.T.)
Children are given the opportunity to use a range of IT equipment/software in a variety of contexts.
Sets of chrome-books enable ICT to be taught in the classroom as a discreet subject and as part of topic work.
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.
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.
MODERN FOREIGN LANGUAGES
Each year group in Key Stage 2 receives Spanish lessons.
They are taught by Spanish language specialists.
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.
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.
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.
David Ross Education Trust and 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.