Curriculum-Gallery (ID 1069)

• Values Education
  Values Education

  Each month, the whole school focuses on a different value, such as Kindness, Tolerance or Responsibility. The values are mapped out in our policy but are also adapted to respond to local, national and global current issues.

  Every aspect of our curriculum is also underpinned by the five British values of: democracy; the rule of law; individual liberty; mutual respect; and tolerance of those with different faiths and beliefs.

• Early Years
  Early Years

  At Fairlands, we are committed to providing a safe, happy, and stimulating environment where every child is nurtured to thrive. Our Early Years provision is guided by the Statutory Framework for the Early Years Foundation Stage, which sets the standards for learning, development, and care for children from birth to five.

  We shape our curriculum and practice around the four guiding principles:

  • - Every child is unique, constantly learning and capable of being resilient, confident, and self-assured.

  - Children learn through positive relationships, which help them become strong and independent.

  - Children develop in enabling environments, where their individual needs and interests are recognised and supported.

  - Strong partnerships with parents and carers are essential to support each child’s learning and development.

  We ensure that all children, including those with special educational needs and disabilities (SEND), receive high-quality education and care and ensure all our youngest learners are safe, supported, and well-prepared for their journey through school and beyond.

• Phonics
  Phonics

  • At Fairlands, we prioritise early reading as a gateway to lifelong learning. We follow the Little Wandle Letters and Sounds Revised programme, which is rooted in the latest research on phonics and early literacy development. This systematic, synthetic phonics programme ensures that all children learn to decode confidently and fluently.

  • Children receive daily phonics lessons using Little Wandle, progressing from the Foundations for Phonics through Phases 2 to 5 with carefully structured teaching and regular assessment.

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    Reading books are closely matched to each child’s phonic knowledge, ensuring success and fostering a love of reading.

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    Children engage in group reading sessions that develop fluency, prosody, and comprehension, alongside speaking and listening skills.

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    Targeted support and Rapid Catch-Up interventions are provided for children who need additional help, ensuring no child is left behind.

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    We also use the Little Wandle SEND Programme where appropriate, ensuring children with complex needs receive adapted, structured support in line with the graduated approach.

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    Once children complete the Little Wandle programme and demonstrate secure decoding, they become free readers, choosing from a wide range of high-quality texts. Children who have not yet secured decoding continue to receive phonics support through banded books and tailored interventions.

• Reading
  Reading

  • • At Fairlands, we prioritise early reading as a gateway to lifelong learning.

      The ability to read is fundamental to pupils’ development as independent learners. Reading is at the heart of an enriched curriculum, which inspires and engages all children to read with fluency, accuracy, understanding and enjoyment. Pupils orchestrate a range of strategies: drawing on knowledge of context and grammatical knowledge; applying phonic knowledge and skills; applying graphic knowledge and developing word recognition.

      Reading development is closely related to that of writing, for it is by reflecting upon and talking about the texts they encounter that pupils come to understand how writers write and the special relationship, which exists between author and reader. It is through their critical and imaginative engagement with texts that pupils’ reading of fiction, poetry and non-fiction texts enables them to make sense of the world and their place within it.

• Writing
  Writing

  At Fairlands, we place a high priority on developing confident, fluent, and expressive writers.

  Our approach reflects the principles of the 2025 Writing Framework, which emphasises writing as a complex, developmental process that begins with spoken language and builds through transcription and composition.

  We believe that spoken language is the foundation of writing. Children are encouraged to compose orally before writing, helping them to structure ideas, develop vocabulary, and build sentence fluency. Reading and writing are taught as interconnected skills—we read as writers and write as readers.

  Writing is treated as a craft. Pupils learn best through purposeful, authentic writing experiences, supported by:

  • Preliminary talk and oral rehearsal to prepare for writing.
  • Teacher modelling to demonstrate the writing process and effective strategies.
  • Collaborative composition, allowing children to share ideas and reflect on their work.
  • Responsive feedback, which builds motivation, confidence, and clarity.

  Children are actively involved in assessing their own development, making increasingly sophisticated grammatical and linguistic choices as they progress. We also embrace digital technologies where appropriate, using multimedia tools to inspire creativity and enable children to author their own digital texts.

  • • In Reception, handwriting and spelling are taught through Little Wandle Letters and Sounds Revised, ensuring phonics knowledge supports accurate transcription
    • From Year 1 to Year 6, children follow the Letter-Joins scheme, which provides structured progression in handwriting fluency and style.
    • The HFL Essentials Spelling scheme is followed from Year 2 to Year 6. Year 1 continue to follow the Little Wandle spelling scheme.

  Our writing curriculum is sequenced to manage cognitive load, build fluency, and ensure all children—including those who need additional support—can succeed. We focus on quality over quantity, ensuring children master the foundations before moving on to extended writing.

• Speaking & Listening
  Speaking & Listening

  Sample text

• Mathematics
  Mathematics

  At Fairlands, we believe that mathematics is a vital part of every child’s education. It equips pupils with the tools to understand and interpret the world, solve problems, and think logically and creatively. Our curriculum reflects the latest research and is designed to ensure all pupils develop fluency, reasoning, and problem-solving skills.

  We base our curriculum on the HFL Essentials Maths scheme, to provide a high-quality mathematics education that:

  • - Builds secure foundational knowledge in number, calculation, and mathematical vocabulary from the earliest stages.
  • - Sequences learning carefully so that pupils can connect facts, methods, and concepts, and apply them with confidence.
  • - Offers systematic and explicit teaching, ensuring clarity and precision in mathematical thinking.
  • - Provides regular opportunities for rehearsal and retrieval, helping pupils embed and apply their learning.
  • - Encourages pupils to reason mathematically, justify their thinking, and explore multiple strategies for solving problems.

  Our teaching is inclusive and ambitious. We use assessment to identify gaps in learning, and provide targeted support to ensure all pupils, including those who may struggle, can progress and succeed. We also emphasise the importance of high-quality written work, helping pupils organise their calculations and spot patterns and errors more effectively.

  Above all, we nurture a sense of enjoyment, curiosity, and confidence in mathematics, helping children see its beauty, power, and relevance in everyday life.

• Science
  Science

  At Fairlands, we believe that science is a powerful tool for understanding the world. It is both a body of knowledge and a disciplinary approach to enquiry, helping children to ask questions, test ideas, and build reliable explanations based on evidence.

  Our science curriculum is designed to develop pupils’ understanding of both:

  • - Substantive knowledge: the key concepts and facts across biology, chemistry, and physics.
  • - Disciplinary knowledge: the methods and processes used to work scientifically, such as observing, measuring, predicting, and evaluating.

  We ensure that pupils learn science in a logical and coherent sequence, revisiting and building on prior learning to strengthen long-term memory. Practical work is purposeful and carefully planned to support conceptual understanding.

  Children are taught to:

  • - Ask meaningful scientific questions and plan ways to investigate them.
  • - Collect and interpret data using appropriate tools and techniques.
  • - Communicate findings clearly, using scientific vocabulary and reasoning.
  • - Reflect on the reliability and limitations of their methods and conclusions.

  We also emphasise the importance of explicit vocabulary instruction, helping pupils to articulate their ideas with precision. Teachers model scientific thinking and guide pupils in making connections between ideas, fostering curiosity and confidence.

  Our curriculum celebrates the global and historical contributions to science, helping children appreciate its relevance and diversity.

  We aim for every pupil to leave Fairlands with a secure understanding of science as both a set of ideas and a way of thinking—ready to explore, question, and innovate.

• Physical Education
  Physical Education

  At Fairlands, we recognise that high-quality physical education (PE) is essential for developing pupils’ physical competence, confidence, and understanding of healthy, active lifestyles. Our PE curriculum is based on the Get Set 4 PE scheme, and ensures that all children experience safe, efficient, and intelligent movement, and build the knowledge they need to make informed choices about physical activity throughout their lives.

  We teach PE as a progressive and inclusive subject, with a clear focus on:

  • - Motor competence: developing fundamental movement skills through activities such as dance, gymnastics, games, athletics, and swimming.
  • - Rules, strategies, and tactics: helping pupils understand how to participate effectively and fairly in a range of physical activities.
  • - Healthy participation: teaching pupils how physical activity contributes to physical and mental wellbeing, and how to sustain active habits.

  Our curriculum is sequenced to build layers of knowledge over time, ensuring pupils revisit and refine skills in different contexts. We provide explicit instruction, purposeful practice, and timely feedback, helping children improve their performance and deepen their understanding.

  PE at Fairlands also promotes:

  • - Positive attitudes and resilience, encouraging pupils to persevere, collaborate, and reflect on their progress.
  • - Inclusion and equity, ensuring all pupils—regardless of background or ability—have access to high-quality PE and opportunities to succeed.
  • - Cultural appreciation, recognising the diverse contributions to physical activity and sport across societies.

  We complement our curriculum with extracurricular opportunities, including clubs, competitions, and enrichment activities that extend learning and foster enjoyment.

  Our aim is for every child to leave Fairlands with the knowledge, skills, and motivation to lead a healthy, active life and to engage confidently in physical activity both in and beyond school.

• Religious Education
  Religious Education

  At Fairlands, Religious Education (RE) is a vital part of our broad and balanced curriculum. It enables pupils to engage in rich and meaningful discourse about religious and non-religious worldviews, helping them make sense of their own place in a diverse, multi-religious and multi-secular society.

  Our RE curriculum is aligned with the Hertfordshire Agreed Syllabus and delivered through the Kapow scheme, ensuring progression in both:

  • - Substantive knowledge: understanding beliefs, practices, and traditions across a range of religions and worldviews.
  • - Disciplinary knowledge: learning how to interpret, analyse, and evaluate religious and philosophical ideas.
  • - Personal knowledge: reflecting on how beliefs and values relate to pupils’ own experiences and identities.

  RE is taught through classroom lessons and explored in assemblies, with an emphasis on intellectual challenge, respectful dialogue, and personal enrichment. Pupils are encouraged to ask questions, consider different perspectives, and develop empathy and critical thinking.

  Right of Withdrawal

  In accordance with UK law, parents and carers have the right to withdraw their child from all or part of RE. This right exists in all types of schools, regardless of religious designation. Parents do not need to provide a reason, but we encourage a conversation with the headteacher to ensure clarity and understanding of the curriculum’s educational nature.

• Computing
  Computing

  At Fairlands, we believe that computing is a foundational subject that empowers pupils to understand and shape the digital world around them. Our curriculum is built on the Teach Computing Curriculum developed by the National Centre for Computing Education (NCCE).

  We teach computing as a distinct subject, while also embedding digital literacy across the wider curriculum. Our approach ensures pupils develop knowledge and skills in three key strands:

  • - Computer Science – understanding how computers work and learning to program.
  • - Information Technology – using digital tools to create, organise, and manipulate content.
  • - Digital Literacy – using technology safely, responsibly, and effectively.

  Our curriculum is carefully sequenced to build declarative knowledge ("knowing that") and procedural knowledge ("knowing how"), enabling pupils to:

  • - Develop computational thinking and problem-solving skills.
  • - Understand key concepts such as algorithms, data representation, and networks.
  • - Create digital content using a range of devices and software.
  • - Engage in programming tasks using age-appropriate languages and tools.

  We use evidence-informed pedagogy, including modelling, pair programming, and unplugged activities, to support deep understanding and inclusive participation. Teachers receive ongoing professional development to ensure confident and effective delivery.

  As technology continues to evolve, we prepare pupils to be digitally literate, safe online, and ready to thrive in a world shaped by innovation. Our computing curriculum equips them not only with technical skills, but also with the creativity, resilience, and ethical awareness needed for the future.

• Art & Design
  Art & Design

  At Fairlands, we believe that art, craft, and design are essential to a well-rounded education. They enable pupils to express ideas, explore creativity, and develop a deeper understanding of the world around them.

  We aim to deliver a high-quality art education that is:

  - Intellectually challenging and creatively demanding, encouraging pupils to think critically and work imaginatively.

  - Rooted in five key strands: generating ideas, making skills, formal elements, knowledge of artists, and evaluation.

  - Designed as a spiral curriculum, revisiting key skills and concepts with increasing depth and complexity.

  Pupils learn to:

  • - Use sketchbooks to explore and refine ideas.

  • - Develop proficiency in drawing, painting, sculpture, and mixed media.

  • - Analyse and evaluate their own work and the work of others using the language of art.

  • - Discover the contributions of diverse artists, craft makers, and designers from different cultures and time periods.

  Our curriculum builds practical, theoretical, and disciplinary knowledge and we ensure that pupils experience a broad range of materials, techniques, and artistic traditions, helping them to develop both skill and confidence.

  Art at Fairlands is not just about making—it’s about seeing, knowing, and experiencing. We nurture creativity, curiosity, and personal expression, helping every child to find their voice through visual language.

• Design & Technology
  Design & Technology

  At Fairlands, we believe that design and technology (D&T) is a dynamic and essential subject that equips pupils with the skills to become creative problem-solvers, critical thinkers, and resourceful citizens. Our curriculum is delivered through the Kapow Primary scheme, which provides full coverage of the National Curriculum and supports progression from EYFS to Year 6.

  Our D&T curriculum enables pupils to:

  • - Design purposeful, functional products for real users, based on clear criteria.
  • - Make and test prototypes using a wide range of tools, materials, and techniques in a safe and controlled environment.
  • - Evaluate their own work and the work of others, developing reflective and analytical skills.
  • - Build technical knowledge, including understanding structures, mechanisms, electronics, textiles, and digital systems.

  We follow a structured design process—design, make, evaluate—underpinned by technical understanding and contextual awareness. Pupils are encouraged to take risks, explore ideas, and iterate their designs through hands-on learning.

  The curriculum also includes cooking and nutrition, helping children understand food origins, healthy eating, and seasonal ingredients. This supports the development of life skills and contributes to pupils’ overall wellbeing.

  Aligned with the Ofsted research review, our approach ensures:

  • - A clear progression of knowledge and skills across year groups.
  • - Opportunities for pupils to engage in meaningful, real-world contexts.
  • - A balance of practical and theoretical learning, fostering both competence and creativity.

  Design and technology at Fairlands is not just about making—it’s about thinking, solving, and innovating. We aim to inspire pupils to see themselves as future designers, engineers, and creators.

• Geography
  Geography

  At Fairlands, we believe that geography is essential for helping children make sense of the world—locally, nationally, and globally. It enables pupils to explore the relationships between people, places, and environments, and to understand how these change over time.

  Our geography curriculum follows the Kapow Primary scheme, which is fully aligned with the National Curriculum and reflects the latest Ofsted research review into high-quality geography education. It is designed to build pupils’ knowledge in three key areas:

  • - Locational knowledge – understanding where places are and their significance.
  • - Place knowledge – comparing and contrasting geographical features and cultures.
  • - Human and physical geography – exploring natural processes and human impact.

  We ensure that pupils develop:

  • - Geographical vocabulary and concepts, taught explicitly and revisited regularly.
  • - Fieldwork skills, including observation, data collection, and map work.
  • - Analytical thinking, through enquiry-based learning and the interpretation of geographical information.

  Our curriculum is carefully sequenced to support progression and retrieval, helping pupils build a secure and connected understanding of geography. Lessons are enriched with real-world contexts, including local studies and global issues, to foster curiosity and relevance.

  With an emphasis on developing substantive and disciplinary knowledge, we teach pupils not only what geographers know, but also how they think—encouraging them to ask questions, use evidence, and draw conclusions about the world around them.

  Geography at Fairlands inspires children to become informed, responsible global citizens, equipped with the knowledge and skills to understand and engage with the challenges and opportunities of the modern world.

• History
  History

  At Fairlands, we believe that history is essential for helping children understand the complexity of the world and their place within it. Our curriculum, delivered through the Kapow Primary History scheme, is designed to foster curiosity, critical thinking, and a deep appreciation of the past.

  We aim to provide a high-quality history education that builds:

  • - Substantive knowledge – key facts, concepts, and narratives across different periods and civilisations.
  • - Disciplinary knowledge – understanding how historians investigate the past, interpret evidence, and construct accounts.
  • - Chronological understanding – helping pupils place events, people, and developments in time and see connections across eras.

  Pupils explore a diverse range of topics, from ancient civilisations to modern British history, learning how past events have shaped the present. They are taught to:

  • - Ask thoughtful questions and conduct historical enquiries.
  • - Analyse sources and consider different interpretations of the past.
  • - Reflect on continuity and change, cause and consequence, and historical significance.

  Our curriculum is carefully sequenced to support progression and retrieval, ensuring pupils build secure and connected knowledge over time. We also emphasise explicit vocabulary instruction, helping children articulate their understanding with clarity and precision.

  History at Fairlands encourages pupils to value their own and others’ heritage, fostering respect and cultural awareness in today’s diverse society. Through engaging lessons and meaningful enquiry, we help children become informed, reflective citizens with a strong sense of identity and historical perspective.

• Modern Languages
  Modern Languages

  At Fairlands, we believe that learning a foreign language is a powerful way for children to broaden their horizons, deepen their cultural understanding, and develop essential communication skills. Our curriculum is delivered through the Primary Languages Network (PLN) scheme, which provides a structured and progressive approach to language learning from Key Stage 2 onwards.

  Our teaching focuses on building:

  • - Phonological knowledge – helping pupils hear, recognise, and reproduce sounds accurately.
  • - Vocabulary and grammar – taught explicitly and revisited regularly to support retention and confident use.
  • - Language comprehension and production – enabling pupils to understand and express themselves in spoken and written forms.

  We aim to foster:

  • - Curiosity and enjoyment in learning another language.
  • - Confidence in speaking aloud, especially at a young age when children are less self-conscious and more receptive to new sounds.
  • - Cultural awareness, helping pupils appreciate the diversity of languages and traditions in the modern world.

  Our curriculum supports the development of literacy skills in English, as pupils make connections between languages and deepen their understanding of grammar, syntax, and vocabulary. It also prepares pupils to participate in a rapidly changing global society, where multilingualism is increasingly valued in education, employment, and everyday life.

  We encourage independent learning and initiative, helping children become resilient and reflective language learners. Through engaging lessons, songs, stories, and interactive activities, pupils build the foundations for future language study and global citizenship.

• Music
  Music

  At Fairlands, we believe that music is a powerful form of expression and communication that enriches children’s lives and supports their personal, social, and academic development. Our curriculum is delivered through the Kapow Primary Music scheme, which aligns with the National Curriculum and provides a structured, inclusive, and engaging approach to music education from EYFS to Year 6.

  Our music curriculum is designed to develop:

  • - Substantive knowledge – understanding musical elements such as pitch, rhythm, dynamics, tempo, timbre, texture, and structure.
  • - Disciplinary knowledge – learning how to listen, compose, perform, and evaluate music with increasing sophistication.
  • - Musical fluency – enabling pupils to internalise and apply musical concepts through repeated practice and meaningful experiences.

  Children are given regular opportunities to:

  • - Create, perform, and respond to music, both individually and collaboratively.
  • Explore a wide range of musical genres, traditions, and cultures.
  • - Develop technical skills in singing, playing instruments, and using digital tools for composition.
  • - Build confidence and enjoyment through performance, including assemblies, concerts, and enrichment activities.

  Our curriculum is sequenced to support progression in musical understanding, and includes explicit vocabulary instruction to help pupils articulate their ideas and responses. We also ensure that music is accessible to all learners, with adaptations and support where needed.

  Music at Fairlands fosters creativity, emotional expression, and cultural appreciation. It helps children develop a lifelong love of music and equips them with the skills to engage with it critically and joyfully.

• PSHE & RSHE
  PSHE & RSHE

  At Fairlands, we are committed to supporting pupils’ personal development, wellbeing, and readiness for life in modern Britain. We deliver our PSHE and RSHE curriculum through the Kapow Primary scheme, which is fully aligned with the statutory guidance from the Department for Education and National Curriculum requirements.

  PSHE & RSHE Policy

  What is PSHE?

  PSHE (Personal, Social, Health and Economic Education) is a broad curriculum area that helps children develop the knowledge, skills, and attributes they need to:

  Kapow’s PSHE curriculum is structured around five key strands:

  • Family and relationships
  • Health and wellbeing
  • Safety and the changing body
  • Citizenship
  • Economic wellbeing

  In Year 6, pupils also explore identity, supporting transition to secondary school.

  What is RSHE?

  RSHE (Relationships, Sex and Health Education) covers aspects within the PSHE curriculum which align with the Department for Education statutory RSHE framework.

  We focus on:

  - Healthy relationships – including friendships, families, and respectful interactions.

  - Physical and emotional health – covering wellbeing, personal hygiene, and safety.

  - Online safety and media literacy – helping children navigate the digital world responsibly.

  - Growing and changing – supporting pupils with age-appropriate understanding of their bodies and emotions.

  RSHE is taught sensitively and in partnership with parents and carers, ensuring children feel confident, informed and supported as they grow.

• Transition
  Transition

  At Fairlands, we understand that successful transitions — whether into Reception, between year groups, or onto secondary school — are vital for children's wellbeing, confidence, and continued learning. Our approach is rooted in current Department for Education guidance and national best practice.

  We treat transition as a carefully planned process, not a one-off event. Key elements include:

  - Strong partnerships with parents, carers, and feeder settings.
  - Gradual familiarisation through visits, shared activities, and pupil passports.

  - Tailored support for vulnerable pupils, including those with SEND, EAL, or emotional needs.
  - Clear communication between staff, settings, and families to ensure continuity and consistency.
  - Celebration of progress, helping children feel confident and excited about their next steps.

  Our transition policy ensures every child is supported to thrive socially, emotionally, and academically as they move to the next stage of their education.

• Remote & Home Learning
  Remote & Home Learning

  At Fairlands, we recognise the vital role that both remote and home learning play in supporting children's development and educational progress. Our approach is rooted in research on the importance of the Home Learning Environment (HLE), which highlights how everyday interactions—chatting, playing, and reading—can significantly influence a child’s language, emotional, and cognitive development.

  Home learning is designed to complement classroom teaching and includes reading activities, phonics, maths “Learn-Its!”, and optional extended projects. Resources such as the Games Library and Home Learning Flyers help parents support learning in engaging ways.

  Remote learning is provided only in exceptional circumstances, such as long-term medical absence or national lockdowns. While we prioritise face-to-face teaching, our remote offer ensures continuity of education when needed, using platforms like Google Classroom and LBQ.

  We work in partnership with families to ensure all children, including those with SEND, receive appropriate and meaningful learning support at home.