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The Curriculum

The Rediscovery Curriculum

Find out about what we have been doing for our Rediscovery Curriculum (from Sept 20) here:

Rediscovery Curriculum (link)


At Crossways, the children are central to everything that we do.   We have designed our curriculum to be broad and well-balanced catering to the needs of our learners and the individual characteristics of our community. We have sequenced our curriculum to enable children to develop their knowledge, make links in their learning and to master key skills, offering experiences to develop a love of learning and to prepare them for the next stage in their learning.  Our curriculum is language rich with a strong emphasis on Reading – reading for understanding, reading for pleasure and reading as a life skill. We want our curriculum to allow children to develop strong skills for learning, create individuals who understand the purpose of what they are doing and to enable them to understand their place in the community.

We have carefully considered the needs of our children and have identified two key strands that we believe are particularly important within our school curriculum and reflect the needs of our community. These are woven through all areas of our curriculum. The two strands are diversity and opportunities (where the learning fits into the bigger picture). We have paid particular focus to these based on the community we serve. We considered the diversity in the population locally is more limited than in other local areas and to help our children understand and appreciate the successes and contributions of people of, for example, different genders, ethnicity and physical disability. The opportunities strand is aimed at helping our children to understand how their learning fits the bigger picture and how this supports them with different professions they may choose to follow. It is also aimed to develop and expand the aspirations of our learners and help them to realise their dreams.

Our curriculum design uses our curriculum principles and will allow our children to engage in enriching experiences, equipping them with relevant knowledge and skills to become well-grounded individuals who make positive contributions socially, morally, culturally and spiritually to the society in which they live.

Curriculum principles

At Crossways, we have developed our curriculum considering the needs of the children from our community. The children are at the heart of Crossways and therefore it is only right that we provide them with a breadth of knowledge that is topical and relevant to the past, the present and the future whilst providing opportunities to learn about how our local history has shaped our landscape and the world in which we live. This then enables our learners to understand and be an active participant in the world in which they live. At Crossways, caring for others and understanding ourselves is also key and therefore through our curriculum, we will provide opportunities for our children to learn, engage and reflect on emotions and appreciating and empathising with others.

Therefore our curriculum provides:

Through their time at Crossways and engagement with all areas of our curriculum, our aim is send our children onto new adventures where they will be:

Clive Pigg, a Stone Age Man
Clive Pigg, a Stone Age Man


In creating and delivering our curriculum we aim to be innovative and provide a range of high quality learning opportunities both within the classroom and outside.

Our curriculum is planned to build on children’s prior learning, ensuring key knowledge, skills and vocabulary is taught through a sequence of carefully planned units of work designed to inspire and engage children in their learning. . Learning is carefully assessed throughout units of work (topics) and informs subsequent teaching and learning.

Teachers use a range of pedagogies in delivering opportunities for learning to ensure children’s needs are met and that all children are able to access the learning. Planning is completed collaboratively in partnership across the year groups to ensure parity across classes and across the key stage and ensure provides opportunity to share good practice and subject expertise.  Teachers and Leaders model themselves as learners to support with children’s love of learning and recognition of lifelong learning.  The school ensures the learning environment creates the conditions and ethos to support, nurture and challenge children to learn across all areas of the curriculum, encouraging them to be independent, creative, resourceful and resilient.

We believe that it is important to provide learning beyond the classroom and beyond the academic.  Children are regularly provided with opportunities to develop socially, culturally, morally and spiritually through the school’s values, British values and the PSHE curriculum. 

Our curriculum is relevant and flexible.  We ensure that opportunities are provided to explore, investigate and/or celebrate events both locally, nationally and globally. This includes seasonal related learning and learning using our school grounds and local area. 

Alongside this, we are committed to working in partnership with parents and strongly believe that this relationship is pivotal in supporting our children to make the best progress .

Below you will find more information about how we do this.

The National Curriculum

Children in Years 1 to 6 follow the National Curriculum (2014). If you require any further information please look at your child’s year group page or contact the class teacher.

To view a full copy of the national curriculum click below.


The School Curriculum

Each school is free to decide how it will organise its curriculum in order to achieve the best outcomes for its pupils. At Crossways each year group follows a different topic(s) every term around which the wider curriculum is taught. Many subjects lend themselves better than others to this approach, for example History and Geography. Other subjects like Mathematics and Science are often not taught under the ‘topic’.

On a typical day most children will be taught a full session of English and Mathematics (usually in the morning). They will then spend the remainder of the day learning other subjects which may be linked by their topic.

Each term (6 times a year) teachers publish a ‘term overview’ detailing the learning which will take place in each subject that term. Copies of these overviews are available on the ‘class pages’ of this site. Please see the current list of topics for each year group below.


Children in Years 1 to 6 are taught regular English lessons. The curriculum enables children to express themselves clearly both verbally and in writing, and to develop a love of reading. The curriculum is organised into the following areas:

Spoken language
Reading words (phonics)
Reading comprehension
Writing transcription
Writing composition
Vocabulary, grammar and punctuation

The requirements for each year group can be read below. These objectives are used to guide the English curriculum for each year group. Within each class children will be working at different levels – some will be working above and some may be working below the objectives for their year group. Teachers will adapt their lesson planning to ensure the needs of every child are met and that the curriculum enables children to make good progress over time.

English objectives for each year group

Year 3 & 4

Year 5 & 6

Teachers create opportunities for children to apply the skills and knowledge they have been taught, for example, having been taught about the features and form of a non-chronological report, children may be asked to write such a report about a historical figure they have been learning about.

There is a presentation about reading attached below which explains the process of reading development and how parents can support their children. There is also a book list of recommended reads for all children.

If you would like any more information about the way English is taught please speak with your child’s class teacher.

Releasing the class butterflies
Releasing the class butterflies
Shape sorting
Shape sorting


Children in Years 1 to 6 are taught a daily mathematics lesson. The curriculum enables children to work confidently with a range of mathematical concepts. The curriculum is organised into the following areas:

Number and place value
Addition and subtraction
Multiplication and division
Fractions (including decimals from Year 4 onwards)
Geometry (properties of shapes / position and direction)
Statistics (from Year 2 onwards)
Ratio & proportion (Year 6 only)
Algebra (Year 6 only)

To find out more about Maths at Crossways, please click here https://www.crosswaysschools.co.uk/cjs/maths/ 


Assessment of the curriculum is key in order to ensure that we constantly review and reflect on the offer that we are providing and to support the learning of our children. The ongoing assessment of knowledge and understanding underpins this.

Teachers provide different opportunities for assessment, both formal and informal, that help to understand the needs of each learner, the progress they are making and to shape the direction that the learning needs to take.

To do this, the assessment tools include:

  • Children mind mapping what they know before starting learning in a particular unit and identifying what they want to find out.
  • Marking and feedback. We understand that marking is an important to aid progress but the process must be interactive for the learner to engage with the marking and feedback in order to understand how to improve. This can be through both written and verbal interactions or through learners expressing their thoughts, understanding and confidence in what they have completed.
  • Pupil voice. This is through peer/self marking and talking to the children about their learning to understand their perspective and knowledge.
  • Test/data outcomes.
  • Annotating and updating planning.
  • Monitoring of books.
  • Use of displays.
  • Lesson learning walks.
  • Discussions with teaching staff, pupils and parents.

By drawing on all of these sources of information, we aim to ensure that the impact of the curriculum offer we provide is maximised and can be developed to continually improve over time.

How this is achieved:

Staff work within Curriculum teams to ensure development and continuity of the curriculum areas. The teams provide a strategic lead and direction for the subjects and offer advice to colleagues on issues related to the subjects; monitor pupil progress in that subject area and provide efficient resource management for the subject.

Each Curriculum Team has a pair of Subject Leaders who are responsible for monitoring the way the subject is taught across the schools, for tracking the coverage and skills/knowledge progression for the Crossways’ curriculum and providing subsequent support for teachers with planning and delivery of the subject area. They examine long-term and medium-term planning and ensure that appropriate teaching strategies are used, leading individuals and staff meetings where appropriate. Regular monitoring ensures subject leaders know how their subject is being taught and the impact on children’s understanding and achievements. Monitoring includes lesson visits, pupil conferencing, book looks, reviewing resources and planning.

Our subject leaders are champions for their subjects, taking responsibility for ensuring their knowledge is up-to-date and disseminated to other staff and that their subject area is well resourced to deliver the subject.

Ultimately, the desired outcomes for our curriculum (and the assessment of this) will ensure that pupils are well rounded and ready to embark on the next stages of their life and with lifelong learner skills that will help them to achieve success. We want our children to understand their strengths and embrace their areas for development in order to support their ongoing learning.


“The knowledge needed to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.”

At Crossways, we build Cultural Capital in a variety of ways including:

  • Specific focus weeks either within year groups or across the Federation
  • Access and understanding of art/sculpture and poetry
  • Assemblies and in class learning around world events and achievements such as Olympics/Paralympics, General Elections, Black History and understanding of successes of individual people eg Edison, Obama
  • Visitors from specific professions e.g. STEM
  • Focus on specific achievements within our local area eg aerospace industry, street art, Brunel