The School Curriculum


“The curriculum is the heart of the school and the child is the heart of the curriculum”

The school offers a curriculum which covers the requirements of the National Curriculum and is balanced and broadly based.

It promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The curriculum offers the children a wide range of learning experiences.  We have a two year rolling curriculum [found below] so that all the subject areas are covered as the children are in mixed year groups.

Curriculum Intent

At Chalton Lower School, the curriculum is designed so that the we teach a well planned, structured curriculum that ensures children’s learning is built on effectively each year; it develops a positive attitude to learning; it allows the children to be creative and develop their own thinking; it helps them to be prepared for life in modern Britain, building resilience and self-esteem; it allows them to become independent learners with high aspirations;

  • To enable all children to learn and develop their skills to the best of their ability;
  • To promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning;
  • To teach children the basic skills of literacy, numeracy and information technology (IT);
  • To enable children to be creative and to develop their own thinking;
  • To teach children about their developing world, including how their environment and society have changed over time;
  • To help children understand Britain’s cultural heritage;
  • To enable children to be positive citizens in society;
  • To fulfil all the requirements of the National Curriculum and the Locally Agreed Syllabus for Religious Education;
  • To teach children to have an awareness of their own spiritual development, and to understand right from wrong;
  • To help children understand the importance of truth and fairness, so that they grow up committed to equal opportunities for all;
  • To enable children to have respect for themselves and high self-esteem, and to be able to live and work co-operatively with others.


  • We recognise that all children are unique, and our curriculum promotes respect for the views of each individual child, as well as for people of all cultures.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community. We organise our curriculum so that we promote co-operation and understanding between all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each child in our school for who they are, and we treat them with fairness and honesty. We aim to enable each person to be successful, and we provide equal opportunities for all the children in our school.
  • We value our environment, and we aim, through our curriculum, to teach respect for our world, and how we should care for it for future generations, as well as our own.

Curriculum Implementation

The Early Years Foundation Stage

Our Early Years curriculum is based upon the seven areas of learning and development in the Early Years Statutory Framework.  All the areas of learning and development are important and inter-related.  Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building the capacity to learn, form relationships and thrive.  These three areas, the prime areas, are: communication and language, physical development, and personal, social and emotional development. Alongside these are the four specific areas of literacy, mathematics, understanding the world and expressive arts, through which the three prime areas are strengthened and applied.

Each area of learning and development will be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.  The planning will reflect the different ways that children learn:

  • playing and exploring – children investigate and experience things and ‘have a go’
  • active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • creative and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things


At Chalton Lower we teach phonics using Letters and Sounds and Sounds-Write across the school.  At the end of year 1 pupils take the phonics test.  A repeat test will be completed at the end of year 2 should any child not achieve the required standard.

Spelling, Punctuation and Grammar [SPAG]

We have specific lessons and times when we teach key grammar and punctuation skills.  Children are also given spellings to practise each week.

Key Stage 1 and 2

Over the six terms of the key stage, each child has the opportunity to experience the full range of National Curriculum subjects.

The National Curriculum is delivered using a combination of teaching styles.  Approaches such as whole class, group and individual work are used according to the activity in hand.  Usually the children will be taught in a whole-class situation and then prepared follow-up activities will be given to each child to allow them to work at their own level within a group.

Years 1 and 2 [2020-2021]

Subject Area Autumn Spring Summer
Art Sketching and pencil work Hedgerows   weaving and pastels Where the Wild Things Are
DT Wind Up mechanisms Puppets Sculptures
Humanities Our World Why do we Remember? Barnaby Bear Now and Then –Games and Toys Light and Dark

Sea Sides

ICT Online safety and coding

Spreadsheets and questioning

Effective Search

Creating Pictures

Making Music

Presenting ideas

Music Ocarinas Singing Pentatonic Music
PE Ball skills

Attacking and Defending



Attacking and Defending

Striking and Fielding Athletics/Sports Day


Kwik Cricket /Rounders

PSHE Year 2

Health and Well-being


Living in the World




Staying Safe

Right and Wrong


Keeping clean

Dental Hygiene

Drug Safety

Changing and Growing

Good relationships

Local Citizenship


Money and Finance

RE Who is Jewish?

How and why do we celebrate significant times?

How do we show we care for others?

Why does Easter matter to Christians?


Why should we care for Earth?

What can we learn from sacred books and stories?

Science Animals including Humans

Seasonal Changes

Materials and their properties

Seasonal Changes

Plants -structure and varieties

Seasonal Changes

Years 1 and 2 [2021-2022]

Subject Area Autumn Spring Summer
Art Printing – wallpaper Mother Nature Designer
DT Vehicles Playground Structures Eat More Fruit and Veg
Humanities Comparing Villages

Amazing Women

Local History/Victorian Life

Our Local Area

Fire and Plague


ICT Online safety

Grouping /sorting

Pictograms/Lego builders

Maze Explorers

Animated Stories




Music Recorders Ocarinas Pentatonic Music
PE Ball skills

Attacking and Defending

Dance Gymnastics


Attacking and Defending

Striking and Fielding Athletics/Sports Day


Kwik Cricket /Rounders

PSHE Year 2 Pirates

The spirit of Christmas

The Famous five

Neighbourhood Watch

Where the wild Things Are
RE What do Christians believe God is like?

Why does Christmas matter to Christians?

Who is a Muslim?

What is the ‘good news’ Christians believe Jesus brings?

Who is an Inspiring Person?

What makes some places significant?

Science Living Things

Seasonal Changes

Everyday Materials Seasonal Changes Plants – growing

Living things/habitats

Seasonal Changes

Years 3 and 4 [2020-2021]

Subject Area Autumn Spring Summer
Art Portraying Relationships Andy Warhol World War II pictures
DT Photo Frames Take a Seat Pop Up Books
Humanities Egyptians

Battle for Biosphere

Roman Empire Waterworld World War II Local Area
ICT Online Safety



Writing for an audience



Effective searching

Hardware Investigators

Music Sing Up Sing Out Singing or Instrument Sing Up Sing Out Singing or Instrument Ocarinas Sing Up concert
PE Invasion Games Attacking and Defending Dance Gymnastics


Attacking and Defending

Striking and Fielding Athletics


Kwik Cricket /Rounders

PSHE Year 4

1. Health and Well-being

2 Relationships

3. Living in the Wider World

On line privacy

Internet Use

Gender stereotypes

Persistence and Resilience


Balanced Diets

Responding to others

Loss and separation

Family changes

Identifying strengths

Setting goals

Family links

Celebrating diversity

Managing money

RE Where, how and why do people worship?

How is faith expressed in Hindu communities and traditions?

Why do Christians call the day before Jesus died ‘Good Friday’?

How do festivals and family life show what matters to Jewish people?

What are the deeper  the ‘meanings of the festivals?

What is the ‘Trinity’ and why is it important for Christians?

Science Animals Including Humans

Living Things

Digestion and Teeth Electricity Plants -roots and shoots

Years 3 and 4 [2021-2022]

Subject Area Autumn Spring Summer
Art Matisse Collage Investigating Pattern Landscapes
DT Money Containers Packaging – healthy eating Moving Monsters
Humanities Stone Age Comparing Places Anglo Saxons Settlements Vikings

Mapping Skills

ICT Online Safety





Branching data bases



Music Sing Up Sing Out Singing or Instrument Sing Up Sing Out Singing or Instrument Ocarinas Sing Up concert
PE Invasion Games Attacking and Defending Dance/Gymnastics


Attacking and Defending

Striking and Fielding Athletics


Kwik Cricket /Rounders

PSHE Year 3

Health and Well-being


Living the World

Online safety




Physical, Emotional and Mental



Physical changes

Seeking help

Healthy Lifestyles

Working together

RE How and why do people try to make the world a better place?

Why do some people think that life is a journey?

What kind of world did Jesus want?

How is faith expressed in the Sikh communities?

For Christians, what is the impact of Pentecost?

How do festivals and worship show what mattered to Muslims?

Science Amazing Magnets

States of Matter Scientists

Rocks and Fossils Light and Shadows

Listen Up

Religious Education

As required by the Education Act 1988 RE is part of the basic curriculum for all pupils.   Parents may withdraw their child from Religious Education and/or Collective Worship. A copy of the policy can be obtained from the School Office.

Sex and Relationships Education Policy [SRE]

Relationships Education best describes the teaching and learning we offer to the young people in our school, helping them to understand their own and others sexuality and to develop skills for relationship and informed decision making.  We believe that SRE is the entitlement of all young people and we are committed to deliver it within the context of a broad and balanced programme of health education, supporting them in learning about different faiths and cultures and underpinned by values promoting equality and respect.


The school uses the the 3 Dimensions scheme of work to cover our work in Personal, Social, Health and Economic Education.  There are three core themes of health and well-being, relationships and living the world.


We use a range of reading schemes – Story World, Oxford Reading Tree, Project X, Jelly and Bean.  However we also use a variety of other approaches to develop the child’s reading skills.

We very much value the parental help we receive in hearing your child read at home.  This makes a real contribution to the children’s progress.

We always welcome parent volunteers to hear children read in school.

English and Language Development

High priority is given to language development as this is the key to formulating and communicating ideas and concepts.   Children are encouraged to ;

Describe, explain and sustain a dialogue

Develop fluency and coherence in speech

Develop comprehension and understanding using creative approaches such as drama

Develop listening skills

Be aware of the importance of literature

Participate actively in simple discussion

Initiate conversation


There is a strong emphasis on mental maths, especially in the early years.  In addition to this the children learn about numbers, measure, shape, space, pattern and handling data.  Using and applying mathematical skills in a wide variety of practical activities is an important part of our approach to the children’s mathematical learning.


Children learn to enquire and hypothesise about the world around them.  Through investigating and questioning they will be encourage to report and record their finding through oral and written work.


Computers are used as a tool in the process of learning in subjects across the curriculum.  Younger children are taught to word process, draw, store and interpret data.  Older children enrich their learning with materials which they access through the internet.  The children have access to the Chalton Virtual Learning Environ and are all issued with passwords which you should keep safe.  Our E-Safety Policy reflects how the children will use this resource and the internet safely. They also use ICT to store and edit their work.


We aim to provide the children with as wide a range of media as possible with which they use to observe nature and the works of various artists to see how different things are represented at different times and in different values.

Design Technology

Children learn design and make artefacts, and systems using a range of materials.  They are encouraged to discuss and evaluate their work.


Children in years 3 and 4 take part in learning songs and poems in French.  They are encouraged to participate and to learn basic vocabulary.

Humanities [History and Geography]

These subjects help children to develop and understand our world and their own place in society.  We aim to increase the children’s awareness of our inheritance and other cultures and provide opportunities for research and exploration.


The school uses ‘Sing Up’ and the Espresso scheme of work.  Our approach is to make it fun and exciting for the children.  They will make their own music through singing, rhythm work and the use of instruments.

Physical Education

We aim to develop co-ordination and a positive and enjoyable attitude to physical activity.    This will be achieved by developing an understanding and appreciation of various forms of games and physical activities including dance and movement.

Personal, Social, Health and Citizenship Education [PSHCE]

All the children take part in PSHCE where they are encouraged to discuss and understand their relationships and attitudes to each other and learning.  They look at the seven units of work from the Social Emotional Aspects of Learning programme and the Values Education.  The children learn about road and water safety.


Children are provided with a Learning Log which is sent home every week on a Friday with details of their homework.   The children are encouraged to present their homework in their own style after accessing information from books and the internet as appropriate.

The children will be sent home spellings to learn every week.

In addition we ask you find a few minutes every day to listen to your child read and then to sign the diary.

Monitoring and Review

Our Governing Body’s curriculum committee is responsible for monitoring the way the school curriculum is implemented.