Curriculum Model

The Lime Trust primary curriculum model is based on strong building blocks:

  • Excellent EYFS curriculum based on sound early years pedagogy

Our learning opportunities are based on childrens’ interests and identified next steps that enable us to deliver a creative and balanced curriculum. We use ‘Objective Led Planning’ that reflects a balance of the seven areas of learning, the Early Years Outcomes and the childrens’ interests and next steps. We make regular assessments of children’s learning to ensure that future planning reflects identified needs. We have an excellent balance of precision teaching, adult led and child led learning. We plan activities and resources both inside and outdoors enabling the children to develop in all the areas of learning.

  • ReadWriteInc and Destination Reader form the foundations for our Literacy work

In Reception and Year 1 we teach reading and writing through a synthetic phonics programme, Read Write Inc, which is an inclusive literacy programme. Children learn through practical activities which enable the phonemes to fix in the memory. Initial assessment material indicates the best starting place for each child. Children are re-assessed each half-term to measure progress and to adapt the programme to make sure learning is personalised.

When children have completed the Read Write Inc programme they move on to Destination Reader and this is used to form a complete literacy programme for fluent readers, taught on a daily basis for 1.5 hours (45 minutes Destination Reader & 45 minutes Literacy) and integrating National Curriculum Reading and Writing. The aim is for all children in Years 2 to 6 to read, write and discuss texts with maturity. Teachers plan for explicit links between Destination Reader texts and Literacy lessons. Intervention programmes are offered to children who are not meeting the expected standard for their year group. 

Destination Reader is used from Year 2. It promotes a consistent, structured approach to daily reading sessions that encompass the key principles of effective reading provision and fully meet the requirements of the National Curriculum. It also builds a culture of reading for pleasure and purpose. We use Lexia, an IT-based programme, that supports children with their reading and spelling.

Handwriting is specifically taught in every year group across the school and practised for 10 - 15 minutes daily through a structured programme which integrates National Curriculum Spelling expectations. The handwriting techniques taught are practised and reinforced throughout the school day when writing in all subjects, with high expectations modelled.

  • Maths learning is structured through the Primary Advantage Maths Programme (PAMP)

PAMP was developed by a group of practising teachers working in partnership to raise attainment in primary maths . It is rooted in current research into best practice in mathematics teaching and learning. It aims to develop children's conceptual understanding and skills proficiency, underpinned by a strong commitment to fluency, reasoning and problem solving. Mathematical concepts are taught through the concrete, pictorial and abstract approach. We also access additional Maths support programmes including Numicon, Times table Roackstars and the 5 minute box.  

Each morning at the start of the day, every class has a Morning Maths Meeting which includes a times table activity, with related division facts, and a counting element as well as solving problems mentally rather than relying on a written method. This daily rehearsal helps pupils to develop a fluency in maths.

  •  Science is taught through units taken from EduKent Science

Units taught in each year group are based on the national curriculum framework of study for science; each unit has either a biology, physics or chemistry focus. The scheme provides progression in key scientific knowledge and concepts from Year 1 to Year 6. Within each lesson, pupils gain key scientific knowledge about their topic.

Lessons are planned so that there is also a scientific skills focus, to enable pupils to gain a better understanding of the methods used in scientific investigation.

  • Foundation subjects are planned and taught linked to the topic

Teachers have access to a range of schemes and resources to support the teaching and learning in Foundation subjects. It is encouraged that links are made, where possible, across the curriculum areas. Teachers begin the topic planning process by creating knowledge organisers that are available for children to use in the classroom and share learning at home.

We believe that physical education, experienced in a safe and supportive environment, is vital and unique in its contribution to a pupil’s physical and emotional development and health.

Computing is delivered as part of our ICT offer. The programming aspect of the computing curriculum is spread across the year. Evidence is saved into the childrens' e-folder to create a portfolio of evidence highlighting the skill that the children have acquired over the year. Online Safety is embedded to inform everyday practice; however it is also taught discreetly each term and during Online Safety Week.

  •  Enrichment Opportunities

We widen pupils’ learning experiences through enrichment activities (choir, sports teams, etc) and Collapsed Curriculum Days. These days offer children the opportunity to work in different ways from their normal curriculum and to develop new skills such as working in a team and problem solving.

Extra curricular opportunities after School are offered each term. They provide children with the opportunity to further develop their creativity, imagination and social skills. 

Every school visit is carefully planned to link directly to certain areas of the National Curriculum and each school uses the web-based system ‘EVOLVE’ to facilitate the efficient planning, management, approval, and evaluation of visits.

  •  Meeting individual needs

 Some of our children have needs or disabilities that affect their ability to learn. We ensure that these pupils are given the right care and support, focused on their specific needs. Additional support can be either in the classroom, working individually, or in groups outside of the classroom. It may be temporary or long term. We work closely with children and their families as well as with other professionals such as therapists and health visitors to ensure that every child can thrive and succeed at school. The school’s Safeguarding and Inclusion lead manages the day-to-day specialised provision for SEND pupils and meets with the class teachers regularly to discuss and review identified children.

Gifted and talented pupils are identified based on test results, work quality and teachers’ and parents’ views.For those children who are identified as being gifted and talented we provide more challenging lessons and other opportunities.

Children who come to school with very little English receive an induction programme which is tailored to their individual needs. We believe that immersion in the classroom is first and foremost to allow the child to form relationships with the adults and their peers. It also gives them the opportunity to develop their language acquisition. 

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