Curriculum

Learning in Reception at Iron Acton is rooted in the Early Years Foundation Stage (EYFS) Curriculum. Children experience a rich balance of play-based, practical and hands-on learning, both indoors and outdoors, through a combination of adult-led activities and child-initiated experiences.

We believe Reception is about building strong foundations for future learning and life. This means developing the knowledge, skills, confidence and attitudes children need to flourish. Alongside the foundations of reading, writing and mathematics, we prioritise communication, physical development, independence, self-regulation, positive relationships, resilience and creativity. We build carefully on each child’s starting point, ensuring that all children are supported and appropriately challenged to make progress.

Continuous provision is central to our approach. Carefully planned areas, including construction, role play, sand and water, books, creative activities, investigation, mathematics and writing, provide opportunities for children to explore, make choices, solve problems and develop independence. Skilled adults support and extend children’s thinking, language and learning through purposeful interactions.

At Iron Acton, we strive to instil a lifelong love of learning, nurturing children’s natural curiosity and giving them the courage to explore, ask questions, make mistakes and try again. We want children to become confident, resilient and enthusiastic learners.

We place a strong emphasis on outdoor learning, with regular Forest School and outdoor learning sessions. These provide first-hand opportunities to explore the natural world, develop practical skills and resilience, and understand how we can care for and protect our environment. Through these experiences, we nurture children’s curiosity about the world, courage to explore it and care for others and the environment.

We also consider how children learn, through the Characteristics of Effective Teaching and Learning: playing and exploring, active learning, and creating and thinking critically. Our aim is for every child to leave Reception with strong foundations, a love of learning, confidence in themselves and a growing understanding of their place in the world.

Barn Owls Curriculum Overview

Our Approach to Writing

Intent

At Iron Acton we want every child to see themselves as an author. Our writing curriculum is designed to develop confident, fluent and creative writers who can communicate effectively for a range of purposes and audiences.
We aim to build pupils’ stamina, accuracy, and enthusiasm for writing, ensuring that all children, including those with additional needs, make strong progress from their individual starting points.
Through a carefully sequenced curriculum, pupils learn how writing works: from word and sentence-level choices to crafting complete, purposeful texts. Writing is valued across all subjects and forms a key part of our wider curriculum, helping pupils to express ideas, explore viewpoints and develop their understanding of the world.
The theory behind this approach is supported by national guidance, including the DfE’s Writing Framework (2025) and Ofsted’s Telling the Story English subject review (2024), both of which emphasise the importance of systematic progression, explicit sentence instruction, and meaningful opportunities to apply writing across the curriculum.

Long-Term Planning

Our long-term plan maps out text types and outcomes across all year groups to ensure both progression and breadth. This mapped approach ensures a balance of fiction, non-fiction and poetry across the year with each year group revisiting key genres through increasing complexity, allowing pupils to consolidate and build upon prior learning.
High-quality core texts have been carefully selected to reflect a range of realities, voices and experiences, supporting pupils’ understanding of diversity and broadening their cultural capital. Texts are chosen not only for their literary quality, but also for the opportunities they provide to explore vocabulary, grammar, and writing purpose in meaningful contexts.
As pupils move through the school, the progression of text types, sentence structures and authorial techniques enables them to write with increasing sophistication, confidence and independence.

Implementation

Our approach to writing follows a clear, consistent sequence built around three phases: Immersion, Author’s Style and Language, and Application.
This structure supports pupils in understanding the full writing process and provides opportunities for high-quality teaching of grammar, vocabulary, and authorial craft in context.

• Phase 1: Immersion – Pupils are introduced to a high-quality model text and explore it through reading and discussion. They identify audience and purpose, develop vocabulary, and take part in short writing tasks linked to the text.
• Phase 2: Author’s Style and Language – Pupils study the author’s techniques, exploring how language and structure create effects. Discrete grammar teaching is woven into this phase so pupils understand how grammatical choices shape meaning.
• Phase 3: Application – Pupils plan, orally rehearse, draft, edit and revise their own writing, applying the skills and features they have explored. Feedback, modelling and shared editing support pupils in refining their writing for a specific audience and purpose.

In addition to the writing sequence lessons, daily opportunities to practise transcription skills (handwriting and spelling) help pupils develop fluency and automaticity, reducing cognitive load during composition. Regular opportunities for oral rehearsal, editing, and reflection help children internalise the habits of effective writers. Writing is further embedded through purposeful opportunities across the curriculum.

Impact

Through this approach, pupils develop as proud independent writers. Their writing demonstrates secure understanding of text structure, grammar and vocabulary, and an increasing awareness of audience and purpose.
Progress is evident in pupils’ books, discussions and final outcomes. Regular moderation, both within school and across our wider network, ensures that assessment is accurate and expectations remain high.
By the time pupils leave Iron Acton they are able to write with fluency, creativity and control, meaning they are equipped with the skills to communicate successfully in the next stage of their education and beyond.

Phonics Scheme

We use Unlocking Letters and Sounds which was validated by the DfE in December 2021.

We begin teaching phonics in the first few weeks of term 1 in Reception and children make rapid progress in their reading journey. Children begin to learn the main sounds heard in the English Language and how they can be represented, as well as learning ‘Common Exception’ words for Phases 2, 3 and 4. They use these sounds to read and write simple words, captions and sentences. Children leave Reception being able to apply the phonemes taught within Phase 2, 3 and 4.

Actions, images and handwriting – Phase 2

In Year 1 through Phase 5a, b and c, they learn any alternative spellings and pronunciations for the graphemes and additional Common Exception Words. By the end of Year 1 children will have mastered using phonics to decode and blend when reading and segment when spelling. In Year 1 all children are screened using the national Phonics Screening Check.

In Year 2, phonics continues to be revisited to ensure mastery of the phonetic code and any child who does not meet age related expectations will continue to receive support to close identified gaps.

For further details please see the Unlocking Letters and Sounds Summary Progression document.

To ensure no child is left behind at any point in the progression, children are regularly assessed and supported to keep up through bespoke 1-1 interventions. These include GPC recognition and blending and segmenting interventions. The lowest attaining 20% of pupils are closely monitored to ensure these interventions have an impact.

Reading Scheme

At the Pinnacle Schools Federation we promote a ‘phonics first’ approach and in both our guided reading sessions at school and in the books children take home, texts are very closely matched to a child’s current phonics knowledge so that every child can experience real success in their reading. In these crucial early stages of reading we primarily use books from Ransom Reading Stars and Big Cat to ensure complete fidelity to the Unlocking Letters and Sounds progression we follow.

Once children progress beyond decodable texts, they move onto our book scheme so that they can continue to progress in their decoding, fluency and comprehension skills to become avid, expert readers

At Iron Acton we use the CPA (concrete, pictorial, abstract) approach to lessons. Concepts are introduced with concrete resources for children to feel and manipulate. As their conceptual understanding develops, they move towards the pictorial and abstract stages (formal written methods). Children are not moved through these stages until they are ready.

The Mathematics curriculum focuses on developing three key skills. Firstly, children will develop fluency in mathematical facts and methods in order to use these at speed and with sound knowledge. Secondly, they are encouraged to reason mathematically by following a line of enquiry, identifying relationships and generalisations and developing an argument through the use of mathematical language. Thirdly, children solve problems by applying their mathematics in a range of differing contexts. By developing these three fundamental stages, we aim for all children to achieve ‘mastery’ of their yearly objectives.

In addition to our daily Mathematics Lessons, pupils in Reception, Year 1 and Year 2, take part in the Mastering Number Programme. These are short, daily sessions which aim to support children with fluency in calculation and flexibility with number.

Curriculum Overview Mathematics

Mastering Number Reception Overview

Mastering Number Year 1 Overview

Mastering Number Year 2 Overview

At Iron Acton Primary School, an enriched science curriculum that provides opportunities for practical lessons on a weekly basis is key. The children are exposed to a wide variety of topics that support the children’s curiosity for learning and children are encouraged to be curious and form their own questions.

Our curriculum aims to broaden the children’s scientific view of the world around them, whilst promoting a love for enquiry and wanting to explore new things. In Key Stage 1, children are able to observe and experience scientific phenomena first hand. In Key Stage 2, children will be able to broaden their scientific view of the world around them and develop a deeper understanding of scientific concepts through discussion, exploration, testing and developing their own ideas.

Science is taught as part of the Curious City approach which is set out in more detail using the link above.

Curriculum Overview Science

At Iron Acton, we believe Art and Design is about experimentation, exploration and creativity. It is not simply about the finished piece, but about the whole creative process: exploring ideas, experimenting with materials and techniques, making choices, developing skills and reflecting on outcomes.

Our Art and Design curriculum is carefully sequenced to ensure clear progression in knowledge, skills and vocabulary as children move through the school. Children revisit and build on previous learning, developing increasing control, confidence and independence. They are encouraged to be resilient learners, understanding that creativity involves trying, adapting, making mistakes and having another go.

In the early years, children are encouraged to explore and experiment freely with a wide range of materials, tools and creative processes. They develop an understanding of colour, texture, shape, pattern and form and begin to represent their ideas through drawing, painting, collage, 3D work, printing, textiles and other creative experiences. Children are encouraged to follow their own ideas, make choices and take pride in what they create.

As children progress through Key Stage 1, they develop greater control and proficiency in a range of techniques. They learn to observe closely, use sketchbooks to record and develop ideas, experiment with materials and begin to make deliberate choices about colour, line, shape, texture and form. They are introduced to a range of artists, craft makers and designers and begin to discuss and evaluate their own work and the work of others. They develop the courage to experiment and take creative risks, learning that there is not always one right answer.

Through Key Stage 2, children build greater technical skill, understanding and independence. They refine their use of different materials and processes, combine techniques and develop increasingly personal and purposeful responses to ideas. They use sketchbooks to research, experiment, develop and refine their work, and learn to evaluate and improve their outcomes using appropriate artistic vocabulary. Children are encouraged to persevere when their ideas do not work as expected and to see challenges and mistakes as an important part of the creative process.

Across all year groups, children develop their understanding of drawing, painting, sculpture and 3D work, collage, printing, photography and textiles, with skills revisited and extended as they progress. They encounter a diverse range of artists, craft makers and designers, developing an understanding of how art reflects different cultures, times and perspectives. Through this, children develop the courage to care: caring about the world around them, respecting the work and ideas of others, and using creativity to explore people, places, cultures and important ideas.

We want children to develop curiosity, creativity, confidence and resilience, encouraging them to experiment, take creative risks and understand that there is not always one right answer. We value the creative process as much as the final outcome and celebrate children’s individuality and self-expression. Children learn to take pride in their work, recognising the value of careful craftsmanship, thoughtful decision-making and the journey they have taken to create something of their own.

Art is celebrated throughout the school, with children’s work proudly displayed in classrooms and shared spaces. We want every child to see themselves as a creative individual and to leave Iron Acton with the confidence to have a go, persevere, care about what they create and take pride in their achievements.

Art and Design are taught through our Curious City approach, which provides further detail about our curriculum and the progression of knowledge and skills across the school.

Art and DT Overview

Why is Computing important?

Curious Computing provides high quality computing experiences through enquiry led learning. Pupils will become independent and skilled computer users. Through exploration and investigation activities, creative and problem solving skills are developed so they are able to adapt and develop a lifelong fascination with our ever-changing technological world. Enquiries are organised into three overarching themes; “Creative Computing”, “Programming and Coding” and “Digital Research”. Pupils will become digitally literate – able to use, develop ideas and express themselves through information and communication technology. Each enquiry develops skills and knowledge displayed within an end of enquiry challenge. E-safety is taught utilising resources, regularly updated, from Commonsense media which aims for children to take ownership of their digital lives. E-safety changes at a rapid rate and fundamental to creating digital citizens, using technology safely.

Computing Overview

Design and technology lessons provide opportunities for children to use their creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art.

Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. We work closely with The Travelling Kitchen to ensure all children have the opportunity to develop their cookery skills with links to the curriculum topics.

Design and Technology is taught as part of the Curious City approach which is set out in more detail using the link above.

Art and DT Overview

In History we will endeavour to teach children about:

• Changes within living memory.
• Events beyond living memory that are significant nationally or globally.
• The lives of significant individuals in the past who have contributed to national and international achievements.
• Significant historical events, people and places in their own locality.

History is taught as part of the Curious City approach which is set out in more detail using the link above.

History Overview

In Geography we will endeavour to teach children about:

• Location knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

Geography is taught as part of the Curious City approach which is set out in more detail using the link above.

Geography Overview

At Iron Acton Primary School we follow the Charanga Musical School Scheme of Work. This is an online program complete with music, video clips and tutorials which provides week by week support for teachers in delivering the Music curriculum. Each lesson is taught through three key stages: listening and appraising, creating and exploring and finally performing.

Every week the pupils take part in a singing assembly where the whole school sings a combination of traditional hymns and modern songs linked to our value of the term. Children also have the opportunity to sing songs from other cultures.

In addition to this, the school works with the South Gloucestershire Music Hub to ensure all pupils have an opportunity to experience playing a musical instrument. This occurs through termly workshops such as samba and singing. Families may also choose to fund individual or small group instrument lessons.

Music Overview

Music Development Plan 23-24

We use a Curious Linguists approach to teaching languages at KS2.  In years 5 and 6 we will be learning French as a basis for all European language study and to cover the statutory requirements for KS2 as well as carrying out language investigations based on different topics.

We will be learning through ‘investigations’ where the children will have a task and will learn about an area of language or culture which is not language specific i.e. they will be learning through different languages which gives them a broad base to learn about languages later on. This ensures that language learning is investigative and fun in primary school.

Languages Overview

PSHE is taught through 6 puzzles, each containing six pieces.  They are entitled: Being me in my world; Celebrating difference; Dreams and goals, Healthy me; relationships and Changing me.

Alongside this, we also have an anti-bullying week, which looks at relationships and reinforces good behaviour and a health week which looks at healthy eating and making healthy choices concerning lifestyles etc.  Every other year we have a visit from the Life skills.

For the SRE (Sex and Relationships Education) section of PSHE, we follow the Living and Growing primary scheme throughout the school during one week in the summer term.

Overview of Jigsaw PSHE scheme of work

PSHE sex and relationship guide for parents

PSHE Safeguarding support for parents

PSHE Overview

PE (physical education) at Iron Acton provides a range of opportunities for all pupils to become physically confident in a way that supports their health and fitness. It encourages children to become competitive both within school and beyond.

KS1

Pupils develop fundamental movement skills, become increasingly competent and confident in a broad range of activities. These extend their agility, balance and coordination individually and in groups. Pupils will be taught to:

• Master basic movements including running, jumping, throwing and catching and begin to apply these in a range of activities.
• Perform dances and gymnastic routines using simple movement patterns.

KS2

Pupils continue to apply and develop a broader range of skills, using them in different ways and linking them to make actions and sequences. They enjoy communicating, collaborating and competing with each other. They understand how to improve in different physical activities and can evaluate and recognise their success. Pupils develop in greater depth the skills learnt in KS1 and apply these in a wider range of sports and activities, such as:

• Games including football, tag rugby, hockey, cricket
• Outdoor and adventurous activities including orienteering and school camp
• They will also take part in athletics, swimming, gymnastics and dance lessons.

Boys and girls are taught together in class groups and both genders are encourage to participate in all sports.

Class teachers teach one hour of PE. In addition, we use sports coaches to teach a further hour each week and also upskill staff. The PE lead teacher liaises with the small schools network (and other local networks) to arrange competitive events for the children to represent our school at tournaments and festivals.

There are a range of extra-curricular sports clubs which run throughout the year and provide additional opportunities for children to excel.

PE Curriculum Overview

PE curriculum map

Iron Acton Primary School is a church school which makes Religious Education a crucial part of the children’s experiences. We use the locally agreed syllabus for South Gloucestershire to provide a high quality Religious Education. This comes from the organisation RE Today and uses questions to stimulate thinking and engage learners, for example:

• What does it mean to belong to a faith community?
• What does it mean to be a Muslim in Britain today?
• Who is a Christian and what do they believe?

We use a range of artefacts and resources to support the teaching of Religious Education. We plan visits to places of worship in the local area and welcome visitors from different religions into school to talk to the children.

In Early Years, children learn about important religious festivals at key times of the year. They also reflect on special people, places and stories.

At Key Stage One, children learn about the Christian, Muslim and Jewish religions.

At Key Stage Two, children learn about the Christian, Muslim, Jewish and Hindu religions.

Children from all year groups learn about a range of non-religious world views.

There is a heavier weighting towards the teaching of the Christian religion across both key stages.

Should parents not wish for their child to participate in this aspect of the curriculum, they should discuss the matter with the head teacher in the first instance in order that all the issues relating to opting out may be explored.

RE overview

RE subject leader: Mr Mike Riches

Collective Worship takes places on a daily basis and is wholly or broadly of a Christian character. Each term, one of our Christian values forms the basis for the themes in Collective Worship. Other major events and celebrations from all of the main religions are also recognised, including, Harvest, Diwali and Eid.

During each Collective Worship, there is usually a welcome and greeting, an opportunity to engage in sung praise, a Bible story or other story with a message and an opportunity to reflect and pray. Sometimes, visitors are carefully selected and invited into school to lead Collective Worship, for example, the local priest and Christian organisation Regenerate.

Children are involved in the planning and delivery of Collective Worship, particularly each Friday when there is a celebration focus. Often children are invited to lead prayers, act out stories and share learning that has taken place.

Through the year, a variety of themed weeks and days will be utilised to enhance the curriculum. These include: health week, maths week, science week, anti-bullying week, Black History Month and Fair Trade Fortnight. In addition, religious festivals from the major world religions will form part of children’s learning and will be embedded alongside the Christian values explored each term.