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Our Curriculum
For more information on our curriculum or any questions, please email the school office or see your child’s class teacher.
Art & Design
British Values
Computing
Design & Technology
English
Geography
Intent
- Build a long-lasting curiosity about the world
- Show empathy and respect for others, to understand diverse cultures and perspectives.
- Recognize and appreciate differences in both human and physical geography across the world
- Communicate geographically with clarity and respect, collaborating with others to share ideas.
- Act with social responsibility and perseverance, working together to address global and ecological issues.
Implementation
At Kensington Avenue Primary School, we use Kapow Primary’s Geography curriculum. This scheme of learning aims to inspire pupils to become curious, explorative thinkers with a broad understanding of the world—thinking like a geographer. We want pupils to confidently question, observe, collect data in various ways, and analyse and present their findings. Our curriculum fosters an awareness of how Geography shapes our lives at local, national, and global scales over time. We aim to equip pupils with the skills to become resourceful, active citizens, capable of contributing to and improving the world around them.
The curriculum focuses on developing both geographical skills and knowledge, promoting critical thinking by encouraging pupils to ask insightful questions and analyse evidence. It also helps pupils build fieldwork skills throughout the year groups and fosters a deep understanding of their local area, enabling them to compare it with other parts of the world. Our pupils will develop a growing vocabulary of geographical terms.
Kapow Primary’s Geography scheme ensures pupils meet the key stage attainment targets set out in the National Curriculum and aligns with its aims.
Impact
To ensure consistency throughout the school, leaders ensure that:
- Lessons are tailored to address the diverse needs of our pupils through a purposeful lesson design.
- Staff receive regular planning support where and when needed.
- Topics are reviewed to meet the needs of pupils and reflect the diverse community.
- Pupils are taught a weekly geography lesson (rotated half-termly with History).
History
By the end of Year 6 we want our pupils to:
● Have a love of history and be curious about the world around them.
● Demonstrate respect for the diversity of individuals in multi-cultural Britain.
● To persevere to speak, write and think like archivists, archaeologists and curators.
● To communicate using appropriate historical language.
● To be stimulated to actively go out and investigate history independently.
Implementation
At Kensington Avenue Primary School, follow the KAPOW Scheme for History. We want pupils to develop the confidence to think critically, ask questions, and be able to explain and analyse historical evidence. Through the scheme of work, we aim to build an awareness of significant events and individuals in global, British and local history and recognise how things have changed over time.
Kapow Primary's History scheme aims to support pupils in building their understanding of chronology in each year group, making connections over periods of time and developing a chronologically-secure knowledge of History. We hope to develop pupils’ understanding of how historians study the past and construct accounts and the skills to carry out their own historical enquiries. In order to prepare pupils for their future learning in History, our scheme aims to introduce them to key substantive concepts including power, invasion, settlement and migration, empire, civilisation, religion, trade, achievements of humankind, society and culture.
Children at KS1 and KS2 will have opportunities to build on the firm foundations of the early years that will have been covered through the ethos of the EYFS.
We identify and focus on significant people in Black History to widen our children’s understanding of our multicultural country. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain.
Impact
To maintain consistency across the school, our leaders ensure that:
- Lessons are tailored to address the diverse needs of our pupils through a purposeful lesson design.
- Connections are made across the curriculum, enriching learning and fostering a deeper understanding of science.
- Progress and outcomes are monitored through termly book reviews and pupil feedback.
- Planning and units are regularly reviewed to ensure they are well-resourced, effective, and continuously improving.
- Pupils are taught a weekly History lesson (rotated half-termly with Geography).
“Learning about The Tudors was so interesting. We learnt a lot about Tudor marriage and wrote a poem about the wives of Henry VIII to help us to remember them.” – Year 5 pupil
Maths
Intent
At Kensington Avenue Primary School, we are committed to ensuring that all children achieve a deep, conceptual understanding of mathematics. We believe that the essential idea behind ‘Teaching for Mastery’ is that every child should fully understand the mathematics they are learning. This understanding is crucial as it: lays a solid foundation for future mathematical learning, meaning there is no need for re-teaching. Teaching for Mastery eliminates the need for separate catch-up programs as all children progress at a pace that ensures no one falls behind
Implementation
Our mathematics curriculum follows the National Curriculum objectives and we use the White Rose Scheme of Learning as a framework to guide our planning and teaching. We carefully sequence our lessons to build upon prior knowledge, which we are able to retrieve daily as part of our daily retrieval practice.
Each year group team works together to plan and deliver lessons that are carefully sequenced to build on prior learning and ensure mastery at every stage. Our approach is guided by the Concrete, Pictorial, Abstract (CPA) structure, which enables children to make connections between different representations of mathematical concepts. In our Mathematics classrooms, we employ the "I Do, We Do, You Do" approach to teach and explain new concepts:
We believe that a crucial part of mathematical learning is through the explicit teaching of vocabulary. At Kensington Avenue, we place a strong emphasis on the development of mathematical language. We ensure that students practice and rehearse mathematical terminology regularly to deepen their understanding. By embedding this vocabulary into daily practice, we help children to communicate their mathematical thinking confidently and precisely.
Our mathematics lessons are structured to encourage meaningful mathematical talk and deep thinking. This allows children to become fluent in using mathematical vocabulary, any misconceptions to be addressed and opportunities to deepen their understanding through verbal reasoning.
Mastering Number
Mastering number is a project run by the NCETM for Reception, Year 1 and Year 2 children.
It aims to secure firm foundations in the development of good number sense for all children from Reception through to Year 1 and Year 2. The aim over time is that children will leave KS1 with fluency in calculation and a confidence and flexibility with number. Attention will be given to key knowledge and understanding needed in Reception classes, and progression through KS1 to support success in the future.
In Reception, Mastering Number has a daily taught session followed by activities in the continuous provision. It is number focussed and moves slowly so that children develop a sound understanding of each step before moving on.
In Year 1 and 2 it is a 10-15 minute daily session. These are extra maths sessions that focus on the children's ability to manipulate numbers and use them in a variety of contexts and problems.
In these sessions, children use a range of concrete apparatus and pictorial representations. Each child has their own rekenrek to use in the sessions.
Impact
To ensure consistency throughout the school, leaders ensure that:
- Termly summative assessments are monitored and appropriate intervention put in place following Pupil Progress meetings with SLT.
- Parents are provided with information throughout the year about how to support their child with maths.
- Learning walks provide opportunities for both formal and informal feedback.
- We invest in and update our maths resources as needed to support effective learning.
“Completing Know More Remember Mores at the beginning of the lessons helps me to remember what I have already learnt” – Year 5 pupil
Useful links:
Mastering Number overview - Reception
Mastering Number overview - Y1
Mastering Number overview - Y2
Calculation Policies (coming soon)
Music
Intent
By the end of Year 6, we want our pupils to:
- Demonstrate respect for different genres of music
- Persevere with learning to play and perform with different musical instruments
- Communicate musically and respond to different forms of musical notation
- Develop a life-long enjoyment of music that will continue into KS3 and beyond
Implementation
In KS1 and Year 3, children engage with the Charanga Scheme of Learning, which provides a comprehensive and structured approach to music education for the entire year. This scheme supports their musical development through a range of activities that focus on listening, singing, and creating music, laying a strong foundation for their musical journey.
In Years 4, 5, and 6, the music curriculum is further enriched through the introduction of subject specialist teaching. This approach builds on the principles established by Charanga, but is enhanced with a bespoke curriculum designed to challenge and deepen pupils' musical understanding and skills. The new curriculum, which is currently in development this academic year, will offer more advanced musical concepts, diverse genres, and opportunities for composition, performance, and critical listening. This tailored approach ensures that pupils continue to progress and develop their musical abilities in a way that is both engaging and appropriate for their age and stage of learning.
Wider musical experience
Our music staff run a KS2 choir weekly both within curriculum time and after school. Each week, we rehearse a range of different music with the intention of performing both internally and externally to local audiences. Being part of the Manor Trust enables us to work in collaboration with our Secondary school. Working in partnership with secondary colleagues, our choir gives joint performances with older students and their school choirs. This experience allows our children to perform complex music with multiple independent parts.
The school has a partnership with St Oswald’s, a local church. We use their space to hold a carol concert and nativity performances around Christmas. These are well attended by children and the community and are free of charge.
This year, children have an opportunity to participate in an internal music festival showcasing and instrumental playing across the school.
“I love the singing and music lessons. I learn all the actions to the songs and this helps me and other people learn the words. Now I am a member of the school choir.” – Year 4 pupil
PE
PSHE
RE
Science
Intent
By the end of Year 6, we want our pupils to:
● have a strong understanding of the world around them and understand their responsibility within it.
● acquire the specific skills and knowledge for them to work scientifically
● understand and persevere with learning scientific processes.
● show respect towards the implications of the use of science today and in the future.
● understand that the science that they are learning now can lead them to an aspirational career in science in the future
Implementation
At Kensington Avenue Primary School, we follow the KAPOW Scheme for science, which ensures a clear progression of scientific knowledge and concepts from EYFS through to Year 6. Each unit highlights the ‘learning journey,’ showing how the specific knowledge and concepts build over time within the overall science curriculum. Throughout their time at KAPS, our children take part in a variety of practical investigations and experiences designed to strengthen both their understanding of science and their grasp of scientific enquiry.
The KAPOW Scheme emphasizes an approach to learning where students learn science through direct experience and exploration. Each unit encourages our pupils to challenge their existing understanding of the world and build upon prior knowledge. This approach helps them to develop critical skills and an understanding of the scientific processes needed to engage in meaningful investigations.
The units are structured to meet key statutory requirements for ‘Working Scientifically,’ with each requirement thoroughly covered throughout both Key Stages. Additionally, each unit introduces the appropriate scientific vocabulary, enabling children at KAPS to become familiar with and use precise technical language.
Impact
To maintain consistency across the school, our leaders ensure that:
• Lessons are tailored to address the diverse needs of our pupils through a purposeful lesson design.
• Connections are made across the curriculum, enriching learning and fostering a deeper understanding of science.
• Progress and outcomes are monitored through termly book reviews and pupil feedback.
• Planning and units are regularly reviewed to ensure they are well-resourced, effective, and continuously improving.
“I enjoyed going to the Science Museum because I got to conduct new experiments. The friction slide was my favourite.” Year 5 pupil
Progression of skills and knowledge
