A robust and engaging curriculum taught by enthusiastic teachers is the foundation on which we nurture knowledgeable and skilled young people.
Our curriculum helps children to understand the world while learning the best that has been thought, known and created. Our curriculum brings together well-proven programmes, including Read Write Inc., Andrell's Big Maths and the Pie Corbett model of Talk for Writing. In history, geography, science and art, we have developed our own schemes of work and resources to ensure that children's learning is knowledge-rich, logically sequenced and engaging.
Our focus is on maths and the core literacy skills of speaking, listening, reading and writing. We reinforce these skills across the school, whatever subject is being taught. Our teaching and learning in these areas is broadened by our knowledge-rich curriculum in other subjects. We have subject-specific teaching in music, computing and sport at Key Stage One, and in all subjects at Key Stage Two. The subjects that we teach at Key Stage Two are English, maths, grammar, history, science, geography, art, physical education, religious education, computing, music and French. Pupils begin learning Latin in Year 5.
In Reception, adults work closely in a team to ensure that a happy, caring and child-focused environment gives children the best possible start to school life. We place equal importance on academic, physical and social development, so that children are well-prepared for the next stage of their schooling.
Educational trips and visits support learning outside the classroom.
For more information about our curriculum, please contact the school office.
Our aim is to inspire the next generation of readers and writers.
Our teaching of reading begins in Reception, when children are introduced to phonics. We use Ruth Miskin's 'Read Write Inc.' programme, at the heart of which is the systematic teaching of all the common sounds in the English language. Children are taught to recognise the sounds and to put them together into words for reading.
Throughout the school, the teaching of reading ensures that pupils' comprehension of words develops alongside their decoding of letters and sounds. Children are taught to read in small groups, supported by an adult.
We foster a love of reading and of good literature, promoting a life-long habit of reading for enjoyment and as a source of information and knowledge. We introduce children to myths and legends, to fables and to traditional tales, as well as to modern classics.
Children are taught to recognise the characteristics of different types of writing from poems, to letters, to non –fiction texts. Their extended writing sessions provide opportunities to write independently, and at length, types of writing including poems, letters and non-fiction texts.
We teach handwriting in all classes, and encourage children to take pride in their attractive, swift and fluent script. The careful formation of letters begins in Reception, and the joining of letters in ‘continuous cursive style’ begins in Year Two. Neat, cursive handwriting is the expectation for pupils beyond Year Two.
We teach grammar explicitly, and our grammar curriculum is aligned with the National Curriculum. Our youngest pupils in Reception begin to learn how to punctuate their writing correctly, while older pupils use advanced punctuation and ambitious vocabulary choices to make their writing more effective.
Our specialist maths teachers use the ‘Big Maths’ programme to deliver rigorous and inspiring lessons that aim to ensure that students exceed the expected national standard by the end of Key Stage Two.
When learning new concepts, especially in EYFS and Key Stage One, learning is firmly rooted in practical experience, and in concrete resources such as Numicon. We deploy a mastery approach to teaching difficult concepts.
We place an emphasis on learning core mathematical skills and number facts, and we understand that pupils need to practise and to revisit these frequently in order to embed their learning. These opportunities to review skills form an important part of our teaching.
We aim to enable most pupils to move through the curriculum at broadly the same pace, and we timetable regular opportunities for teachers to intervene immediately with any pupils at risk of falling behind. Able mathematicians are challenged through interesting problems which develop their logical and reasoning skills, rather than through introducing additional curriculum content too early.
History is valued very highly at Future Academies’ schools, and is given much more timetabled time than at other primary schools, with pupils studying two History lessons per week from Year 1, and three History lessons per week from Year 3. Students are taught History chronologically, beginning with a study of the prehistoric world, Ancient Iraq and Ancient Egypt in Year 3. They then study the classical world for three years, with Ancient Greece being taught in Years 4 and 5, and Ancient Rome being taught in Year 6.
Our History curriculum has a clear focus on improving students’ literacy. Pupils are asked to complete creative writing tasks in most lessons, and pupils build up to essay tasks as they get older. Our History curriculum is also designed to improve students’ cultural literacy.
Our primary History curriculum dovetails neatly with the History curriculum at Pimlico Academy, where students begin with a study of Roman Britain, before moving onto the Anglo-Saxons and the Norman Conquest. Our students who go on to Pimlico Academy, therefore receive a thorough, and chronological, grounding in both the ancient world and the history of Britain.
Children study the earth and the people who live on it. Our emphasis is on physical geography first, so that pupils fully grasp the concept of location, and the physical processes that shape the world. They later move on to human and environmental geography.
We introduce children to the geography of the world, and help them become very familiar with the geography of the UK. We teach them to use maps and globes, and to think spatially.
The curriculum is very deliberately sequenced, with geographical vocabulary and concepts carefully built up year by year in a logical progression. We revisit key concepts and vocabulary with increasing complexity, so that older pupils’ thinking is challenged, and their knowledge deepened.
We teach Latin in Years 5 and 6 as one of the ways in which we develop our students’ English literacy skills. It improves our students’ understanding of the structures underlying the English language, and this improves their written English. An understanding of the Latin roots of words also helps to extend their English vocabulary, which allows them to read and to write more sophisticated texts, and to understand the meaning of everyday abbreviations and phrases like ‘a.m.’ and ‘i.e.’
We teach French in Key Stage Two. Initially, children learn through songs and games, before they graduate to lessons in comprehension and grammar. This allows them to learn how to speak with increasing confidence and fluency, to express their ideas clearly, and to understand and to respond to what they hear. They also develop writing skills, learning to write for different audiences and purposes. Pupils also develop an understanding of aspects of French history, geography and culture.
We teach the children to ask questions while teaching them knowledge and understanding. We explore the main tenets of world faiths in order to support children in developing their own values and principles.
We strive to promote pupils’ spiritual, moral, social and cultural development.
Pupils learn about the making of art, and they use a range of media and styles to create their own. They also learn about its meaning, becoming skilled in how to read works of art. Our approach to teaching visual literacy enhances our pupils’ conventional literacy too.
A specialist Art teacher directs our teaching.
We encourage pupils to develop a sense of excitement and curiosity about natural phenomena. Our teaching helps them to understand scientific concepts, to engage in scientific enquiry and to understand the uses and implications of science.
We have an exciting science lab and an expert science teacher, so pupils have excellent opportunities for practical, hands-on experiments and investigations.
We encourage pupils to be discerning users of technology, beginning by teaching key computing skills in Nursery and Reception. Older children learn sophisticated control skills, and use computing for learning in all areas of the curriculum.
Computing is taught in all year groups and, there are interactive whiteboards in all classes, i-pads, well-chosen educational software, a well-equipped computer room and many laptop computers.
Appreciating music is a rewarding and important life skill, whether or not pupils are enthusiastic performers. Our specialist music teacher explains ways to listen to music and respond to it, and teaches many of the building blocks of performing, understanding and composing. Children sing and they learn a range of instruments, both as part of the curriculum and with external instructors.
Our aim is to inspire pupils to develop a love of music. We teach children to listen to, and evaluate, music from a range of styles and periods, and to experiment with composition and performance. Our practical music lessons teach children about; sound, beat, rhythm, notes and composers.
We value the pleasure children gain from performing together. Our links with Pimlico Academy provide access to specialist music teaching, and opportunities to join in with the secondary school’s productions. All children from Year 2 upwards are invited to the Future Academies' Saturday music school.
PE & Sport
Healthy children are better learners. They are also happier and will live longer lives. We therefore encourage pupils to be physically active and fit. We also use sport and physical activity to teach children leadership and initiative, and to help them to develop social and team-building skills.
All year groups have sports coaching during the school day. We encourage participation and a healthily competitive attitude, teaching key skills and an understanding of the rules of major sports.
A specialist teacher directs our teaching, and our strong sporting links with Pimlico Academy provide additional opportunities for pupils.
We offer Saturday coaching in football, basketball, dance, table tennis and gymnastics at Pimlico Academy for all pupils aged 7 to 11.
Our inclusion strategy recognises every child’s right to a broad, balanced, relevant and challenging curriculum.
We set high expectations for each child’s learning and achievement at every stage of their school career. We believe all children should reach their full potential, regardless of their individual need, background or starting point. Our strategy therefore recognises the diversity of our pupils, and seeks to identify and to minimise the barriers to learning and participation they might experience.
Our specialist staff are well-supported by expertise within Future Academies, and they maintain close links with external support services and agencies.
Specialist speech and language provision
We have a specialist speech and language facility with 40 places for pupils from schools across Westminster and neighbouring boroughs. There are four classes, each with a speech and language therapist to support the children's learning. Children return to their original mainstream school as soon as they are meeting national expectations.