The Futura Curriculum

Art and design

KS1 & KS2 information

Purpose of study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.


The national curriculum for art and design aims to ensure that all pupils:

• produce creative work, exploring their ideas and recording their experiences

• become proficient in drawing, painting, sculpture and other art, craft and design techniques

• evaluate and analyse creative works using the language of art, craft and design

• know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


KS1 & KS2 information

Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


The national curriculum for computing aims to ensure that all pupils:

• can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

• can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems 

• can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

• are responsible, competent, confident and creative users of information and communication technology.

Design and technology

KS1 & KS2 information

Purpose of study

Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.


The national curriculum for design and technology aims to ensure that all pupils:

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world

• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users

• critique, evaluate and test their ideas and products and the work of others

• understand and apply the principles of nutrition and learn how to cook.


KS1 & KS2 information

Purpose of study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. 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.


The school uses the Read Write Inc Scheme  supplemented by Sound Discovery and Toe by Toe for non-phonic readers. 





We hold the ‘simple view of reading’ which means we focus on developing readers who read with fluency and accuracy and comprehend the texts they read and are read to them.  

For the teaching of early reading we strive to expose and immerse all of the children with books that match the phonics and tricky words they are being taught. Children take two books home each week; one for enjoyment and one that specifically focuses on the phonics they have been taught and need topractise in order to become secure. 

As pupils progress, they reach checkpoints where they no longer continue up the levels but, instead, become a ‘tree reader’. Tree readers can then take homebooks from our tree reader selection which are compiled by the gifted and talented book lists for their age. This ensures that all children are exposed to suitable and age related material.  

Cheddar Grove Primary School strongly believes that childrens’ reading miles are integral to their progression and therefore we have high expectations for home reading. Children are expected to read at home at least 5 times a week. To encourage this engagement, our ‘reading karate’ system rewards reading with points that go towards achieving different ‘karate bands’. Team work in the class is also encouraged as the percentages of each class go towards a weekly competition to see which class in each phase has read the most. 

We develop childrens' understanding of what they read through: 

  • Daily opportunities to read, listen to and discuss texts. 

  • Through weekly focused comprehension tasks in KS1 and 2 using Bristol City Council’s Inference Training recommendations, supplemented by Hooked on Books’ FANTASTICS and Totally Pawsome. 


KS1 & KS2 information

Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.


The national curriculum for geography aims to ensure that all pupils:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time 

• are competent in the geographical skills needed to: 

 • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

 • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

 • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


KS1 & KS2 information

Purpose of study

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.


The national curriculum for history aims to ensure that all pupils:

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

• know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

• gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


KS1 & KS2 information

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.


The national curriculum for languages aims to ensure that all pupils:

• understand and respond to spoken and written language from a variety of authentic sources

• speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation

• can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

• discover and develop an appreciation of a range of writing in the language studied.


KS1 & KS2 information

Purpose of study

Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It 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 therefore 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.


The national curriculum for mathematics aims to ensure that all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Teaching of Mathematics

Our focus in mathematics teaching at Cheddar Grove Primary School is to encourage our children to be confident and enthusiastic mathematicians, making sense of the world around them through the development of their ability to reason, calculate and solve problems, building on skills learned in previous years.

For our youngest learners, we follow the Department for Education’s Early Years Foundation Stage statutory framework which can be viewed here:


Curriculum Maps

Key Stage 1 & 2 use the White Rose Scheme of work to support the planning and delivery of mathematics.   

Copies of the curriculm maps and planning for each year group can be accessed from the link below:

Reception Curriculum Map


Year 1 Curriculum Map

Year 2 Curriuclum Map

Year 3 Curriculum Map


Year 4 Curriculum Map


Year 5 Curriculum Map


Year 6 Curriculum Map

Mathematical Models

We use the following mathematical models to teach the key skills of addition, subtraction, multiplication and division:

Addition and Subtraction Models 

Multiplication and Subtraction Models


School Calculation Policy

Addition Visual Calculation Policy

Subtraction Visual Calculation Policy

Multiplication Visual Calculation Policy

Division Visual Calculation Policy

Please note that our calculation policies are currently being reviewed in order to ensure they match the images, models and stages of the White Rose Scheme of Work. We aim to have a new calculation policy published by the start of term 3 (2020).



To support children's understanding of multiplication and their associated division facts we use the following resources:

 Timestables Rockstars

Key Stage 2 use TTRS to develop their timetable recall speed and knowledge. Year 2 also use TTRS from term 3.

Times Table Rock Stars | Thomlinson Junior School


To access our school Times Tables Rock Stars site following the link below:

Children can find their TTRS username and password in the back of their reading record.


Bird Badges

Badges are awarded to children who pass tests on a range of themes by completing them in the given time and by getting all the answers correct. Children will get to wear their current badge level to school until they pass the next level test at which time they will return the previous badge and move up to the next level. For every section of badges achieved, children will earn a certificate which will be presented in Friday’s Learning Hero assemblies.


Examples of Bird Badge Tests





Blue Tit





Barn Owl







Bird of Paradise

Interesting Multiplication article by Jo Boaler - Professor of Mathematics Education, Co-founder youcubed

Fluency Without Fear: Resarch Evidence on the Best Ways to Learn Maths Facts





KS1 & KS2 information

Purpose of study

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.


The national curriculum for music aims to ensure that all pupils:

• perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians

• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

• understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Personal, social, health and economic education (PSHE)

KS1 & KS2 information

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.

Religious education

KS1 & KS2 information

Purpose of study





KS1 & KS2 information

Purpose of study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.


The national curriculum for science aims to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics

• develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them

• are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Scientific knowledge and conceptual understanding

The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.

Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.

Reading during School Closure

Cheddar Grove is passionate about reading and the immense benefits that regular reading provides. We will do everything we can to ensure that books and texts are available to you so that your children continue to build their reading skills which is arguably the most important skill we can provide to our children.

During this period of change, it is our job to get creative and work together! Amazingly, companies around the world are opening up their learning spaces for free. I will update this page as often as necessary with tips and links to best help support reading at home. 

Reading a physical book is the best! However, once your books run out or you fancy a change, please see below for online platforms. I encourage you to turn off 'read aloud' options if your child is reading an age apprpropraite book.

Already, your children have access to Bug Club - their log in details are in the back of their reading records. 

Read Theory user names and passwords are also in the back of your child's reading record (Y2-6) 
All KS1 and 2 classes also have access to which is an online book library. Please be aware that Grade 1 = Year 2, Grade 2= Year 3 and so on. To log in, enter the code your teacher has sent you.
Please contact your teacher if you do not have the details you need.
Reception - Y6
We have purchased many books from Oxford University Press to stock up our school book boxes and they too have opened up their online library! Click here to access. They are 'book band' leveled so you can match the correct book to your child's assessed colour level. Feel free to explore the books but please ensure your child shows a full understanding of what they are reading before challenging them. A good reader can both decode AND comprehend :)
Don't forget, CBeebies and You Tube have an immense amount of rescources read aloud books too.
Physical Education

KS1 & KS2 Information