Writing at Christ the King 

Writing 

At Christ the King School we teach writing using Talk 4 Writing, developed by Pie Corbett. It is based on the key principles of how children learn and enables them to imitate the key language they need orally before reading and analysing it.  Through fun activities and oral rehearsal, children internalise the text structures and language patterns before putting pen to paper.  Talk 4 Writing has 3 stages: Imitation, Innovation and Invention, with the aim of the whole process being to create independent, enthusiastic authors.   

Each unit of work follows the same structure which is detailed below:

          Cold task

The opportunity to ‘have a go’. This establishes exactly where the children are on their learning journey, ensuring that their skills are built on through the next sequence of learning.

Short burst writing

From the cold tasks, the teacher will have identified which grammar and punctuation focuses are needed  during this sequence. These are practised and applied in context through Short Burst Writing. This

helps the children to warm up all the writing techniques they will need to use in their writing to keep the reader engaged.

The Hook

The hook is used to motivate and get the children excited about the text they are using. This could be a filmed message, a character coming to visit, an unusual object appearing or even a complete set construction in the classroom!

Story Maps

Learning the model text is essential in the talk for writing sequence. A story map of the model text is created by the teacher, and sometimes by the children, to help the class internalise the narrative. As they become more familiar with the text, they move from whole class imitation to small group and paired initiation. The children use actions and movement to help them tell the story.

Reading as a reader

Once they have internalised the text, they then look at it in a written form. As the children have learnt it so well, it helps everyone when reading. During this part of the learning, the class focus closely on the vocabulary and their understanding of the text.

Reading as a writer

To lead into the innovation phase, the children look again at the text focusing on:

• Understanding the underlying structure of the text through ‘boxing up’
• Recognising and understanding the features that helped to make the writing effective by creating toolkits

 

Stage 1 - Imitation:

A typical Talk 4 Writing unit would be begin with a creative context, for example, a unit on The Spiderwick Chronicles could begin with children going on a goblin hunt around the school ground and investigating ways to trap them! Children then learn a model text, supported visually by a text map and physical movements.  The next stage is 'read as a writer' which involves identifying the underlying patterns of both the overall organisation, as well as how the writer creates different effects.    

Stage 2 - Innovation:

Once the children have internalised the text they are ready to start innovating.  Younger children and less confident writers alter their text maps and orally rehearse what they want to say.  More confident writers use the boxing up planning tool, then turn their plan into writing.  At this stage the teaching is focussed on generating and crafting composition. 

Stage 3 - Invention:

Finally, children move into invention where they write the text type independently and apply what they have learnt across the curriculum.  Several ‘inventions’ are written and the most successful edited for publishing. The unit ends with a ‘hot write’ that is assessed by the teacher. Throughout the process children work on daily spelling, vocabulary building and sentence work in relation to the initial assessments of their writing, as well as the demands of the text type.

We teach the National Curriculum for Maths.  In 2016 we adopted the very successful "Singapore" approach, using "Maths No Problem" from Years 1 - 6..

Below are two documents and two links.  The first document explains more about the Singapore Maths approach, and the first link gives access to a series of short videos explaining to parents how Singapore Maths works.   (The same link will allow you to explore the "Maths No Problem" website and find out more about the programme we have adopted.)

The second link is to the National Curriculum for Maths which explains what we teach, and the second document outlines the order in which we teach the different topics.  It does not give any dates for when the topics are taught.  Teachers will tell parents when their children move on to a new topic.

At Christ the King, our Art curriculum is designed to engage, inspire, and challenge every pupil, equipping them with the knowledge and skills to experiment, invent, and create their own works of art. We believe that Art is not only a subject, but also a powerful form of communication and self-expression, enabling children to share their individuality, imagination, and creativity.

Through our new Kapow scheme of learning, pupils are given access to a carefully sequenced and progressive curriculum. This ensures that children build skills and techniques over time, working with a broad range of materials, media, and artistic styles. The scheme provides a balance of practical exploration and critical study, supporting children to take creative risks, reflect on their work, and refine their ideas with increasing independence.

In addition to developing their practical skills, pupils are introduced to the work of significant artists, craftspeople, and designers, both past and present. They learn how art has influenced history, contributed to culture, and shaped the world we live in today. By studying these influences, children are encouraged to think critically, make connections between art and wider society, and draw inspiration for their own creative journeys.

Our Art curriculum also aims to foster important personal qualities. Pupils learn to be resilient, reflective, and resourceful, embracing mistakes as part of the creative process. They are encouraged to collaborate, share ideas, and celebrate the achievements of others, helping them to recognise the value of art in building community and cultural identity.

At Christ the King, Art is taught in a way that is inclusive and accessible for all learners, ensuring that every child can succeed. The curriculum is delivered through a 2-year cycle (Cycle A and Cycle B), which allows for breadth, balance, and progression across key stages, while ensuring that no learning is missed or repeated unnecessarily. By the time pupils leave us, they will not only have developed a secure foundation of artistic knowledge and skills, but also the confidence to express themselves creatively and to see themselves as artists in their own right

At Christ the King Catholic school, our Computing curriculum is ambitious and engaging and provides the opportunity for all children, including disadvantaged pupils and those with SEND, to acquire knowledge and skills to succeed and stay safe in the world that is becoming increasingly reliant on computer technology.

Children benefit from a discrete computing lesson and teachers also provide opportunities for children to access technology in other areas of the curriculum. All children from Reception to Year 6 are timetabled to use the laptop trolley weekly. Our computing curriculum is based on Teach Computing, a government-designed, all-inclusive curriculum and runs on a two-year rolling programme.

Design and Technology Intent – Christ the King

At Christ the King, our Design and Technology (DT) curriculum aims to inspire curiosity, creativity, and innovation, while equipping pupils with the practical skills and subject knowledge drawn from Maths, Science, and Art.

DT is taught through the design, make, and evaluate cycle, with each stage given equal importance. Pupils are encouraged to develop the skills needed to envision, plan, and create their designs, while critically reflecting on their work and considering ways to improve it.

Through DT, children learn to become resilient, resourceful, and reflective learners. They are encouraged to think as innovators and problem-solvers—skills that will support them throughout their education and into adult life.

Design and Technology Implementation

Design and Technology is taught in line with the National Curriculum and supported by the Design and Technology Association’s Projects on a Page. Through a wide range of creative and practical activities, pupils develop the knowledge, understanding, and skills to engage in an iterative process of designing, making, and evaluating.

Each class undertakes at least three projects per year, including a food technology project. Projects are designed with the six D&T essentials in mind and ensure pupils work within a variety of meaningful contexts. Learning is enriched through strong cross-curricular links, particularly with Science, Maths, Computing, and Art, helping children to see the relevance of DT in the wider world.

To ensure breadth and progression, DT at Christ the King is delivered through a 2-year rolling programme (Cycle A and Cycle B). This structure ensures full curriculum coverage, avoids unnecessary repetition, and allows all pupils to experience a broad range of skills, materials, and contexts across their time in school.

Across the primary phase, children build a secure understanding of design, structures, mechanisms, electrical systems, and the use of a range of materials (including food). This ensures they leave Christ the King with the skills, knowledge, and confidence to apply their creativity in practical and purposeful wayFoundation Stage Curriculm

At Christ the King we believe that studying geography stimulates an interest in the world around us.  Through studying geography, we want our children to learn to question, to investigate and to think critically about the issues affecting our planet and people’s lives currently and in the future.   Geography tells us where places are, explains how places and landscapes developed, how people interact with their environment and how we are all connected by our economies, societies and environments. 

Children investigate places at all levels – from exploring the natural world around them in EYFS to the personal through local area explorations in KS1- to the global, through studying population, migration, and energy and sustainability in KS2.  We also look at physical phenomena, such as mountains, volcanoes, earthquakes, biomes, rivers and weather.  Our children learn both in the classroom and outside, by undertaking field work and by using maps (including digital ones) to gather information.   

We aim to make our children ‘global citizens’ who understand their responsibilities to other people, the world around them and the sustainability of Planet Earth.

At Christ the King Primary School, history is an exciting and important part of our curriculum. We follow the Kapow Primary History scheme, which helps us deliver a broad and balanced history education for all children.

Through engaging lessons, pupils learn to:

• Develop a secure understanding of local, British and world history.

• Place events and people in chronological context and build a sense of the passing of time.

• Ask thoughtful questions, think critically, and evaluate evidence.

• Understand how people’s lives have shaped Britain and how Britain has influenced the wider world.

• Make connections between the past and present, recognising change and continuity over time.

Our history curriculum is taught through a two-year rolling programme (Cycle A and Cycle B) to ensure full coverage of the National Curriculum while meeting the needs of mixed-age classes. From exploring their own personal history in Key Stage 1 to investigating the impact of the Vikings, Tudors, and World War II in Key Stage 2, pupils gradually build their knowledge and historical skills as they progress through school.

History in the Early Years (EYFS)

History begins in our Early Years Foundation Stage, where children explore the concept of the past through the theme of “Understanding the World.” Pupils learn to:

• Talk about their own life and important events in it.

• Explore how they have changed since they were babies.

• Compare similarities and differences between life today and in the past.

• Look at old and new objects, toys and photographs, and talk about how things have changed over time.

These early experiences help children to develop a sense of time and lay the foundations for historical enquiry.

History across the school

History lessons are practical, creative, and enquiry-led. Children use a wide range of sources such as artefacts, photographs, written accounts, and oral histories. Lessons often include debates, drama, and role-play to help bring the past to life.

We want all children to leave our school with a love of history, a curiosity about the past, and the skills to think like young historians.MathsReligious Education

Music is taught across the school through an interactive, fun and lively computer program called ‘Charanga’.  

Through the Charanga Music School programme the children develop their musical understanding, apply new learning, develop their aural memory, and express themselves physically, emotionally and through discussion.  They go on to create their own musical ideas.

The children not only learn and know about music; they are given opportunities to make music,  sharing and performing with our ultimate aim for our children to become more "musical".  

The activities and games cover the musical dimensions, (formerly elements – pulse, rhythm, pitch etc) through singing and playing instruments, listening and creating music – all intrinsically linked through a central song or piece.

Children also participate in Hymn practice weekly, perform Nativities and Carol Concerts at the end of Autumn Term 2, and some children participate in Choir club where they perform for the community.  

 

We cover the full national Curriculum in PE, using the Get Set 4 PE Scheme of work.  Get Set 4 PE is an approved scheme buy the Association of PE (AfPE) and covers all areas of the National Curriculum. Every class has a 1 hour PE session each week.  The hall is timetabled for these, although for some activities and if the weather is good the PE lessons may be taken outside. Children come into school in their PE kit on the day of their PE lesson. PE kit is blue shorts/tracksuit bottoms, white t-shirt or house colour t-shirt, school jumper or plain blue sweatshirt can be worn. Children would be better wearing trainers rather than pumps for the day.

As well as PE lessons, all pupils take part in a range of movement activities throughout the day in school, this may include the Daily Mile, Just Dance, Cosmic Yoga, desk drumming or Get Set 4 PE blasts as well as promoting active play during breaktime and lunchtime. uSports set up games on the playground each day supporting active play.

We have a range of extra-curricular PE activities, which vary throughout the year, this may include: multi sports, Gymnastics, dance, cricket and football.

We take part in a range of sporting competitions against other schools as well as having intra-school competitions (Sports Day, Cricket and Indoor Athletics). As a school, we have enjoyed particular success in football over the years.

Swimming is taught in  Year 6 in the Summer Term with the objective that by the end of their sessions they should be able to swim 25 metres and understand water safety.  Our local swimming pool is a very easy walking distance - less than five minutes away. EglishAccordion content

PSHE and RSE Curriculum Intention

At Christ the King we recognise the importance of PSHE and the role it has in developing the qualities and attributes pupils need to thrive as individuals. The intent of our PSHE curriculum is to prepare our children for life outside of the classroom and to help them build skills which will allow them to protect and keep themselves safe in the wider community. We strive to help pupils build their confidence, resilience and self-esteem through developing an understanding of themselves and others. As of September 2023, we have introduced Jigsaw as our scheme of work.

Jigsaw is a whole-school approach and embodies a positive philosophy and creative teaching and learning activities to nurture children’s development as compassionate and well-rounded human beings as well as building their capacity to learn.

Jigsaw has two main aims for all children:

• To build their capacity for learning

• To equip them for life

Jigsaw brings together PSHE Education, compulsory Relationships and Health Education, emotional literacy, mindfulness, social skills and spiritual development. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time at their own level. There are six Puzzles (half-term units of work) and each year group is taught one lesson per week. All lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.

The teaching of RSE(Relationship and Sex Education) is rooted in our Catholic faith and the teaching of the Gospel Values .It is our intention that pupils will learn how to foster healthy relationships and friendships in light of the wisdom of the Church. Pupils will flourish when they truly understand their innate human dignity, love and appreciation of themselves, including respect for their bodies, and the way they were made by God. RSE is is taught in a cross-curricular way beginning in the Foundation Stage and continuing throughout Key Stages 1 and 2. The 'Journey in Love' scheme of work is followed for RSE, with the support of Jigsaw resources.

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 it is vital for the world’s future and prosperity.

Curriculum Intent:

All children 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, children should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. Children should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

At Christ the King, our children will be working through the Kapow scheme of works in mixed year age groups within a two year rolling cycle. They will explore the world as scientists through hands on activities to create a sense of awe and wonder about the world they live in. Science should encourage rich questioning which stimulates thinking and makes children want to find out the answers to these ‘real life’ problems.

In order for our children to achieve well, they must not only acquire the necessary knowledge but also understand its value, enjoy the experience of working scientifically and sustain their interest in learning it.

We will explore the five types of scientific enquiry:

• observation over time
• research
• pattern seeking
• classifying and identifying
• comparative/fair testing.

Knowledge:

Biology

• Living things and their environment (animals, humans, plants, habitats)

• Reproduction, inheritance and evolution (evolution, inheritance, life processes, life cycles)

Chemistry

• States of matter (solids, liquids, gases)

• Materials (properties and changes including reversible/irreversible changes)

Physics

• Energy (light, sound, electricity)

• Forces (friction, air resistance, gravity, magnets

Earth Science

• Earth and space (seasons, day and night, solar system and beyond)

• Rocks and fossils

Science in the Early Years (Nursery and Reception):

At Christ the King, all areas of learning and development at the Foundation Stage are inter-connected. Through engaging in science activities, children not only learn about the world around them but develop  skills in all areas. 

By the end of Reception, our children can identify similarities and differences between themselves and others, places, objects, materials and living things. They can make simple observations of animals and plants. They recognise that technology is used for particular purposes in different environments and can select technology appropriately. They can explore how to make things move

An effective scientist:

Is curious about the world around them and asks questions that require investigation.

Draws on prior knowledge to understand the world & make connections and predictions.

Has the skills to carry out all aspects of an investigation.

Works systematically and with increasing precision.

Can draw together evidence to make conclusions and use this to ask further questions.

Aims

The National Curriculum for Science aims to ensure that all pupils:

• develop scientific knowledge and conceptual understanding through 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.

Progression:

The understanding of key ideas in science is built on across the key stages and a progression of skills allows pupils to move from early observations and exploration, to considered questioning and drawing out of ideas.

Strategies to allow pupils to show their deeper understanding of key scientific ideas include; making observations, asking questions, planning their own investigations, producing annotated drawings, drawing scientific conclusions and developing their skills as young scientists.

Inclusion and Diversity

At Christ the King, we strive to build a culture in science where difference is valued and is part of what makes science inspiring. We highlight the scientists who have contributed to significant discoveries from the past and continue to take opportunities to ensure that these scientists are from a range of backgrounds and cultures. We encourage the children to challenge stereotypes and seek to raise the aspirations of children by highlighting careers in science and the STEM subjects

From Year 3 to Year 6 all the children at Christ the King learn Spanish.  They have a one-hour lesson, once a week. We use the online programme, Language Angels, which we started in January 2021.

Through Language Angels we use a range of games, songs and interactive whiteboard presentations to teach. These presentations also provide audio files to help children with pronunciation. We use a step-by-step approach which covers phonics, grammar and vocabulary.

Each lesson is built around specific goals and subject themes so that children can develop their language skills as a series of building blocks.