Our curriculum capitalises upon the wealth of talent in our richly diverse community. The intent is to buck the trend of underperformance, break cycles of underachievement and enable social mobility. All staff ensure pupils are relentless in achieving the highest aspirations for their future. Pupils are proud of themselves, their community and their school and recognise education is the key to improving their quality of life. The curriculum is underpinned by the aim to grow confident, motivated and fluent readers with sharp oracy. Literature and reading permeates all subjects so pupils can build skills and knowledge, and actively seek new information. Captivating texts and topics encourage pupils to be creative in their thinking, writing and their ability to problem solve.
At KTG, we use, literature, audio and visual stimuli to expand our children’s minds and raise aspirations. A carefully selected range of high-quality texts reflects and celebrates the diversity in our community and beyond. We refer to British Values and teach our pupils to respect familiar and unfamiliar communities and cultures to ensure they are global citizens and have an interest in social justice. KTG embraces the importance of exploring communities that are underrepresented therefore our character education is focused on growing-up in the modern world as well as self-care and wellbeing. We develop and nurture resilience, self-discipline and personal responsibility as these are traits integral to our pupil’s success.
Teaching is delivered using Rosenshine’s Principles of Learning. Staff ensure pupils are exposed to high quality models, guided practice and partner work to enable them to produce exemplary independent outcomes. Knowledge is revisited at regular intervals to check for understanding and is exemplified in a variety of ways, including written, project-based work, published work and presentations.
Our curriculum prepares pupils to aspire to higher education or a vocation of choice; pupils recognise that they too have what it takes to define and achieve success. At KTG we are relentless in our message that all pupils can take control of their future irrespective of their current social-economic background.
At KTG we strive to ensure that all our pupils are able to access the curriculum, including those with Special Educational Needs and Disabilities. Strategies include:
- Making adaptations to ensure that all pupils have access to the school curriculum and school activities.
- Careful task design, that ensures pupils are challenged appropriately.
- Flexible grouping for specific aspects of the curriculum in order to maximise the progress of all children.
- Prioritising High Quality Teaching to ensure appropriate access to the curriculum is available to all pupils, in line with the SEND Code of Practice.
- Access to additional resources and materials to support learning.
- Designing an inclusive learning environment that meets the needs of all pupils.
- Organising additional provision, or making adjustments as needed, to ensure pupils have access to a range of extra-curricular clubs and activities.
- Supporting pupils to achieve their full potential despite any difficulty or disability they may have.
- Ensuring that staff are aware of pupil’s individual needs and teach in a way that is appropriate for them.
- Provide opportunities for pupils to develop confidence, self-esteem and resilience.
Early Years Foundation - Reception and nursery
The Early Years Foundation Stage (EYFS) is the stage of education for children from birth to the end of the reception year.
It is based on the recognition that children learn best through play and active learning. The EYFS has four themes.
- A unique child
- Positive relationships
- Enabling environments
- Learning and development
Within the theme of learning and development there are seven areas. All areas are connected to one another and are equally important.
The seven areas are:
- Communication and language (CL)
- Physical development (PD)
- Personal, social and emotional development (PSED)
- Literacy (phonics, reading and writing)
- Understanding the world
- Expressive arts and design
The provision of the curriculum ensures that children experience a full range of learning opportunities including child initiated, teacher directed and group learning. Learning takes place both indoors and outdoors.
Reading is taught through the use of synthetic phonics (Read Write Inc) and is supported by a structured book band reading system.
Pupils are assessed throughout their time in Early Years through observations, conversations and photographs by teachers and other Early Years staff in the setting. Parents, staff and the pupils themselves all contribute to the assessment process. Next steps are set to move the children towards achieving the 'Early Learning Goals'. We recognise our duties as part of the Equalities act 2010 and to ensure that all pupils have access to the same ambitious curriculum. We monitor the implementation of this at a Trust and at school level.
Key Stage 1 - Year 1 and 2
The pupils in KS1 follow the National Curriculum subjects as well as personal, social, health education with citizenship.
The transition from Reception to Year 1 is dealt with sensitively, especially in the first term where Year 1 learn through play and have daily access to outside activities which continues to use the principles of the EYFS to develop the child’s learning and social development.
Year 1 teachers use the FSP to build an accurate picture of pupil’s learning and progress and then move on to the National Curriculum assessment levels. Where possible, links are made across all curriculum subject areas based on the humanities topic.
English and Mathematics are taught daily and pupils also receive daily phonics sessions.
Reading, writing, speaking and listening continues to be taught through the use of synthetic phonics (Read Write Inc) and supported by a structured book band reading system.
Pupils who are more able and those with Special Educational Needs (SEN) are identified and interventions put in place to help address their needs. Pupils needing further encouragement and support also may work in small groups with our Learning support assistants and Higher Level Teaching assistants.
At the end of KS1, the pupils are assessed to report their National Curriculum attainment levels in reading, writing and mathematics.
Key Stage 2 - Year 3-6
In KS2 all pupils continue to be taught the National Curriculum subjects as well as personal, social, health education with citizenship.
Changes to the PHSE Curriculum will take place from June 2021 to include RSHE (Relationships and Health Education).
Click here to view our consultation RSHE Policy.
Click here to view our consultation presentation to parents.
Click here to view a copy of the letter sent to parents on 11th June 2021.
Mathematics and English are taught daily and there are two hours per week of Science and PE. In English, key texts are taught throughout each year to ensure coverage of a full range of genres and skills.
Pupils who are more able and those with SEN are identified and interventions put in place to help address their needs. Those who need further encouragement and support also may work in small groups with our team of Learning support assistants and Higher level teaching assistants.
Reading is taught daily through the use of synthetic phonics (Read Write Inc) and VIPERS, which focuses on the reading content domains for KS1 and KS2 to develop pupils' comprehension skills. Reading is also supported by a structured book band reading system.
Writing is taught daily following the Literacy Tree scheme in which pupils are engaged through a high quality text. Using the text as a stimulus, pupils develop a range of writing skills in addition to various genres.
Spelling, handwriting and grammar are taught discretely once a week to support pupils writing skills.
Maths is taught daily following the White Rose maths schemes of learning. Our belief is that all children can succeed mathematically and as educators, we use a range of representations and manipulatives to present, scaffold and teach concepts in a way that everyone will achieve.
Arithmetic is taught daily to provide pupils with opportunities to master their approach to calculations.
Reasoning and problem solving is taught discretely once a week to apply their maths learning in context.
Knights Temple Grove use the Lewisham SACRE syllabus for RE.
The syllabus promotes and encourages pupils to:
- value themselves and others
- understand the role of the family and the community in relious beief and activity
- celebrate diversity in society through understanding similaries and differences
- consider the sustainable development of the earth
Through RE, we promote the importance of learning about and from others to develop respect, understanding and tolerance for all.
If you would like to withdraw your child from RE, please make an appointment with the Headteacher to discuss.
For further information on our curriculum, please contact the Knights Temple Grove Principal, Mr J Ofori.