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We want our federation curriculum to challenge, nurture and support every child at their own level. We want each individual to reach their potential and develop a love of learning so that skills and knowledge grow during each stage of their educational journey.

We aim for our broad and balanced curriculum to be led by high quality texts and stimulating educational visits which enable all learners to make appropriate cross curricular links.

Foundation Stage

 In our EYFS class, we focus on developing the 3 prime areas first although this depends on the needs of the child. These are:
- Communication and language;
- Physical development; and
- Personal, social and emotional development.

These prime areas are those most essential for your child's healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:
- Literacy;
- Mathematics;
- Understanding the world; and
- Expressive arts and design.


Curriculum Content

Children are introduced to phonics which support reading, writing and spelling through the use of 'jolly phonics' and the Letters and Sounds’ programme. To continue to develop spelling skills in older children, we use our own scheme of work based on the North Yorkshire spelling scheme. The school has a mixture of reading schemes organised into coloured bands. Once the children have progressed their way through this, they are able to move onto free choice books  from our school library.

Click here for letters and sounds resources and activities. 

Click here to watch a video about the sounds we use  to teach reading and writing

There are three "core" subjects: English, Mathematics and Science. Computing is taught to all children as a discrete subject  yet linked to other areas being taught in the class  so therefore integrated into most subjects.

Staff ensure that a broad and balanced curriculum is taught, which includes the foundation subjects: Art & Design, Modern Foreign Languages (French), Design Technology, Geography, History, Computing, Music, PE and  PSHCE/SRE/British Values (Personal, Social, Health & Citizenship Education/Sex and Relationship Education)


 Long term plans

Rabbits Class 

Click here to see the curriculum coverage for  EYFS/KS1  (although often this can change as it is led by the children’s interests)

Badgers Class 

Click here to see the curriculum coverage for this year group

Foxes Class 

Click here to see the curriculum coverage for this year group 


Curriculum Plans






Autumn A 20

Click here Click here Click here

Autumn B 20

Click here Click here
Click here

Spring A 21

 Click here  Click here  Click here 

Spring B 21

Click here Click here Click here

Summer A 21

 Click here Click here   Click here

Summer B 21

 Click here Click here Click here


Please find guidance below to help you understand the government and school expectations for our children. We hope you find this helpful.

The following two booklets show what children have to be able to do by the end of Year 2 in reading, writing, maths and science to achieve the nationally expected level.

As stated in the document,  'Each of the three standards within the framework contains a number of ‘pupil can’ statements. To demonstrate  that they have met a standard within this  framework, teachers will need to have evidence that a pupil demonstrates consistent attainment of all of the statements within that standard and all the statements in the preceding standard(s).'


Key Stage 1 Teacher Assessment Framework

Key Stage 2 Teacher Assessment Framework


Pitch and Expectation in Maths

The Local Authority have produced the following booklet to show expectations in maths for years 1-6 with examples for each area. 

Year 1 Expectations and examples 

Year 2 Expectations and examples 

Year 3 Expectations and examples

Year 4 Expectations and examples

Year 5 Expectations and examples

Year 6 Expectations and examples



The curriculum is designed to provide children with the basic skills they will need.  During their time in our schools the children will learn to the best of their abilities:

  • to read fluently and accurately, with understanding, feeling and discrimination;
  • to develop a legible style of handwriting and good standard of spelling, syntax, punctuation and usage;
  • to communicate clearly and confidently in speech and writing, in a wide range of styles and formats;
  • to listen attentively; to learn how to acquire information from a number of sources, and to record information and findings in different ways;
  • to build up a mental model of how numbers work;
  • to develop a familiarity with numbers and a suitable vocabulary;
  • to apply computational skills with speed and accuracy;
  • to understand and use mathematical ideas in real life situations;
  • to observe living and inanimate things, and to recognise characteristics such as
  • pattern and order;
  • to master basic scientific concepts;
  • to investigate solutions and interpret evidence; to analyse and to solve problems;
  • to become familiar with a range of information technologies and develop the skills to use them;
  • to know about geographical, historical and social aspects of the local environment and the national heritage; to be aware of other times and places and
  • to recognise links between local, national and international events;
  • to help children gain an insight into the nature of religion, to foster a sense of awe, respect and wonder and encourage attitudes of openness and sensitivity towards people whose religious beliefs and customs may be different from their own;
  • to acquire sufficient control of self and of tools, equipment and instruments to be able to use music, drama and several forms of arts and crafts as means of expression;
  • to develop agility, co-ordination and confidence through physical activity;
  • to develop awareness of self and sensitivity to others; acquire a set of moral values and the confidence to make and hold moral judgements and develop habits of self-discipline and acceptable behaviour;
  • to respect and value the richness and diversity of our society;
  • to lead independent lives by taking responsibility for their own health and well being.


The National Curriculum

The National Curriculum, which was revised in 2014, requires that children should be taught:-

  • three core subjects - English, maths and science;
  • seven foundation subjects - geography, history, technology, art, music, information technology and physical education. Religious education must also be taught to all children unless exempted.  
  • Personal, social and health education and citizenship and SEx and Relationship Education is taught from Reception to Year 6.
  • French will also be taught at Key Stage 2.


Full details of the National Curriculum documentation can be obtained from the DfE website. The main subjects of the National Curriculum are listed in the school brochure with a brief summary of our aims.  Many of these subjects will be taught in a thematic way using a variety of teaching strategies which will include whole class, ability group and individual tuition.

At FEDMAS, the  staff deliver a ‘Creative Curriculum’.  The whole school studies half termly topics. .

The new National Curriculum has set out clear expectations for what children should achieve by the end of each key stage and, for English, Maths and Science, has provided guidance as to when in each phase this content should be covered.  These expectations have been developed into a set of statements for each subject and each year group. These statements are used by teachers to help define and guide next steps in learning. Through their targets, pupils will be aware of specific statements they are working on to improve their learning.

To track pupil attainment and progress we use a system of steps. This performs the function of tracking and communicating progression and attainment in a simple format.  Each year band (set of statements) has been broken down into six steps:


beginning, beginning +, working within, working within +, secure and secure +


A child will be deemed to have met the year group expectations when they are “secure” which is the expectation by the end of the academic year.


Our most able children will have opportunities to apply their understanding in a range of challenging real life contexts, and to demonstrate their mastery of a particular skill at a deep and thorough level before moving on to the next year group’s expectations.  These children will be assessed as Secure or above.


National Statutory Assessments take place in the following years - Year 1: phonic screening assessment; Years 2 and 6:  English, Maths and Science.  It is expected that an average pupil will working at the expected level for their year group.

Note: As of September 2014, we have been delivering the new National Curriculum and following the new step assessment strategy.

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