Primary Curriculum

At Loxford Primary Phase, we aim to help pupils make meaningful connections in their learning. To that end, we have devised a themed curriculum, in which the different National Curriculum subjects are taught through a particular theme. Of course, we are aware of the danger of ‘tenuous’ links and we ensure that Maths and English – whilst sometimes present in themed work – are also taught daily as separate subjects. Similarly, Science, P.E. and Music are taught separately as well as within themes allowing children to access a broad and balanced curriculum.

Our Curriculum Intent:

  • Children are given the opportunity to explore and acquire reading and phonics skills through all subject areas in the curriculum.
  • Children are empowered to explore and develop language which gives them the tools to access all areas of learning. Through this, children are able to talk meaningfully, confidently and appropriately using ambitious vocabulary.
  • Children are given the opportunity to develop their knowledge, understanding and skills; being ‘determined to succeed’ and becoming independent thinkers and questioners; acquiring a solid basis for lifelong learning.
  • Children are permitted to explore a values-based education in our curriculum and show responsibility for themselves and their actions, are respectful and develop resilience.


Our English curriculum is carefully planned to ensure progression of skills, as well as coverage of genres, so that children grow up to be fluent readers and writers. We aim to create lifelong learners with a passion for reading and writing, who engage in a wide range of books and who are able to apply the skills to other areas of their lives, irrespective of socio-economic background.

In EYFS and Key Stage One, pupils read using phonics (through the unlocking letters and sound scheme), recite poetry by heart in class, learn the alphabet and write joined up words. During phonics, children are taught daily to identify graphemes, associate these graphemes with their corresponding phonemes, segment, blend and, apply digraphs and trigraphs in their reading and writing. Children are encouraged to take a reading book home that matches the sounds that they have been learning.

Reading is taught daily as a discrete subject in Key Stage One and Key Stage Two. The children explore a core text and learn a range of skills related to content domains such as vocabulary, retrieval, prediction and summarising. Our reading lessons encourage children to complete group work and read aloud every day. The reading skills are also applied to a range of subjects and children are given continuous opportunities to develop their English skills across the different curriculum areas.



At Loxford Primary school we want to inspire our children to be confident in the art of speaking and listening and to be children who can use discussion to communicate and further their learning as well as developing a love of language and the written word. We aim to do this by providing high quality learning experiences in order to develop pupils’ competence in both transcription (spelling and handwriting) and composition (articulating ideas and structuring them in both speech and the written form). Careful links are made across the curriculum to ensure the children’s learning is relevant and meaningful: where possible linking our reading, writing and the topics we are covering in history and geography.

Through differentiated texts and our writing process the children will acquire and learn the skills to plan, draft and refine their written work over time and are encouraged to develop their independence when identifying their own areas for improvement in a piece of writing.

In EYFS pupils:

  • Age 4/5 : By the end of Reception, most children will be able to use phonics knowledge to write simple words and sentences with recognisable,  clear letters and with clear finger spaces between words. They should also be able to demonstrate the beginnings of basic punctuation.

In Key Stage One pupils:

  • Age 5/6: In English lessons in Year 1, children will learn the spelling, grammar and punctuation rules they need to write clearly. They will start to write their own simple stories and non-fiction texts and learn how to hold a pencil. They will be introduced to a wide range of texts that will develop their vocabulary.
  • Age 6/7:In English lessons in Year 2, children will develop their knowledge of grammar and punctuation, as well as their speaking, reading, and writing skills. Children will become more familiar with spelling words using their phonics skills, and will learn to recognise and spell many common and tricky words such as because. They will be encouraged to explore their own ideas through creative writing and poetry, and will be taught how to use apostrophes correctly.

In Key Stage Two pupils:

  • Age 7/8: In Year 3, most children will have finished their phonics courses and will be focussing on learning specific spellings and spelling patterns. They will read a greater range of genres – both fiction and non-fiction. They will be learning more complicated grammar and punctuation and will be putting it all together as they write a range of text types.  
  • Age 8/9: In Year 4, teachers will nurture and encourage independent thinking, learning, and decision making in children. Children will get to know more complex punctuation like inverted commas and apostrophes, will learn key spellings, and will continue to develop their reading and writing. This is also the first year most children will graduate from using a pencil to using a pen – this can be a great incentive to improve handwriting!
  • Age 9/10: In Year 5, children will be encouraged to take more responsibility for their own learning. Children will be reading more books that they have chosen themselves, and will write across a wide range of topics (including what they are learning in other subjects, like space). Elements of punctuation like hyphens and colons are introduced, and they will learn new features of grammar like modal verbs.
  • Age 10/11: In English in year 6, your child will now be expected to understand how to use a full range of punctuation, to write with a wide variety of sentence structures, use powerful vocabulary, and to generally spell words accurately. They may well be fully independent readers, choosing their own books and non-fiction texts based on their own interests. The writing your child does at school will be increasingly confident and creative.

Alongside this we also want pupils to acquire a wide vocabulary, a solid understanding of grammar and to be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.

In Key Stage Two pupils:

  • Age 7/8: In Year 3, children will continue to develop their spelling. They will write and read more, learning more complex spellings as they go. They will use dictionaries to check words they are unsure of, look at how a word's meaning changes when adding a prefix or a suffix and look at common homophones.
  • Age 8/9:  In Year 4, children will continue to develop their spelling. They will write and read more, learning more complex spellings as they go. They will continue to  use dictionaries to check words they are unsure of, look at how a word's meaning changes when adding a prefix or a suffix and look at common homophones. They will also start looking at using an apostrophe for possession with regular and irregular plurals.
  • Age 9/10: In Year 5,children will be spelling more complicated words with increased accuracy. They will start to look at the etymology and morphology of words as well as recognising and spelling some words that contain silent letters.
  • Age 10/11:  In Year 6,children will be spelling more complicated words with increased accuracy. They will continue to look at the etymology and morphology of words,recognising and spelling some words that contain silent letters and the difference between homophones and other confusing words.


Considerable importance is attached to the children achieving and understanding mathematical processes, concepts and skills. A favourable attitude is encouraged by presenting it in an interesting and enjoyable way, allowing the children to actively participate in the learning process, thus creating a sense of achievement and confidence. There is a strong emphasis on the development of mental arithmetic and giving opportunities for pupils to use and apply mathematics in real life situations.

Maths is taught through a daily maths lesson. Class teachers also plan for opportunities to develop and apply key mathematical skills in other subjects throughout the year.

In EYFS pupils:

  • Age 4/5: Add and subtract within 10.
  • Understand the composition of each number to ten.

In Key Stage One pupils:

  • Age 5/6: Count to 100, use simple fractions, tell the time
  • Age 6/7: Add and subtract three digit numbers

In Key Stage Two pupils:

  • Age 8/9: Master 12 times tables, convert decimals and fractions
  • Age 10/11:  Are introduced to algebra


To enable a scientific approach to learning, developing useful knowledge, skills and attitudes about the world in which we live, science experience is presented to the children in a practical, relevant context. Systematic inquiry, analysis of problems, formation of ideas, their testing and modification are encouraged through whole class, group or individual investigations and project work, designed to arouse the children’s natural curiosity.

In EYFS pupils:

  • Age 4/5:  Will respond to questions about the world around them.

In Key Stage One pupils:

  • Age 5/6:  Experiment with paper, elastic, foil, fabrics etc
  • Age 6/7:  Are given an introduction to the reproduction in animals

In Key Stage Two pupils:

  • Age 8/9:  Build simple circuits with bulbs, buzzers etc
  • Age 10/11:  Focus on evolution and inheritance, importance of diet and exercise/effect of drugs


Computers and other technological aids are used throughout the school. ICT skills are taught as a discrete subject and as a means of supporting other areas of the curriculum. The children are encouraged to communicate ideas and information in a variety of forms, where appropriate, using equipment and computer software to enhance their learning. The school is Internet linked.

In EYFS pupils:

  • Children will interact with the technology within the classroom. (The interactive whiteboard)

In Key Stage One pupils will:

  • Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology purposefully to create, organise, store, manipulate and retrieve digital content
  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies

In Key Stage Two pupils will:

  • Design, write and debug programs that accomplish specific goals
  • Use sequence, selection and repetition in programs
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet
  • Use search technologies effectively
  • Select, use and combine a variety of software on a range of digital devices
  • Use technology safely, respectfully and responsibly


At Loxford Primary School, we aim to bring History learning to life, engaging and inspiring our pupils as they delve into the past, developing their historical knowledge and skills through the exploration of their own history and the history of the world.

Using creative and meaningful lessons, we aim to develop our students’ knowledge of chronology through the exploration of their own personal history (EYFS), their local history (KS1) and the history of Ancient civilizations of the world (KS2). History allows our students to develop their ability to interpret, enquire, investigate and research, with the goal of encouraging open minded and enquiring thinkers who understand how people have lived in the past and are able to compare this to modern life. We encourage first hand experiences through handling sources and artefacts and, wherever possible, arranging workshops and visits to help engage our students' curiosity. 

In EYFS pupils will:

  • Have lots of opportunities to develop a sense of past and present, through discussion.
  • Be encouraged to talk about their experiences of events, for example, festivals and birthdays, using the language ‘yesterday,’ ‘today,’ ‘last week.’
  • To begin to ask and answer simple questions as they explore
  • Begin to make sense of their own life story and family history


In Key Stage One pupils will:

  • Explore their own place in history by sharing what they know bout their lives and the lives of their families
  • Study famous individuals to compare life in different periods
  • Study key events in British History such as the Great Fire of London and the Gunpowder Plot

In Key Stage Two pupils will:

  • Pupils will study the history of Britain, from the Stone Age to the Great fire of London, and explore ancient civilizations including the Ancient Egyptians, Romans, Ancient Greeks and the Mayans.
  • Extend their knowledge and understanding of chronology
  • Pop Back and make links to previous learning


Geography allows our students the opportunity to explore and develop their knowledge and understanding of the world around them. Through the exploration of their local area (KS1) and different countries and environments (KS2), we aim to ensure children are able to navigate

In EYFS pupils will:

  • Explore features of the school.
  • Use maps and photographs to investigate different places as we begin to compare and contrast different environments.
  • Make use of school grounds to enhance and apply their skills as geographers.
  • Observe and discuss the weather and seasonal changes.
  • Learn about the different jobs which people do in our community.
  • Describe their immediate environment
  • Explore and observe the natural world around them

In Key Stage One pupils will:

  • Begin to explore their local area, gaining a greater understanding of the world around them
  • Name and locate the world’s seven continents and five oceans
  • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
  • Identify seasonal and daily weather patterns

In Key Stage Two pupils will:

  • Pupil will name and locate countries and cities of the United Kingdom, gaining a greater insight into geographical regions and their identifying human characteristics, physical characteristics and key topographical features
  • Pupils will locate and explore a range of countries from around the world, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • Use and explore a variety of geographic tools to explore 

Design and Technology

At Loxford, design and technology is taught cross curricular within subjects such as Humanities and science. This gives opportunities for pupils to explore the world of D&T linked to the real world they are learning about. Pupils will have the opportunity to problem solve with their plan, create a product and evaluate the creative process.

In EYFS, pupils begin to explore the concept of design and technology. In nursery, they begin to construct with a purpose safely. They use different materials to create. In reception, they continue by looking at mechanisms as well as shape and assemble materials. They take a closer look at flaps and joints.

In Key Stage One pupils will study cutting and creating simple mechanisms. In Key Stage Two pupils will build circuits incorporating switches, bulbs, buzzers and motors. Throughout the learning journey, pupils will have opportunities to look at food and nutrition , where they learn about food safety and look at  dishes from the past and present.


At Loxford, art is taught within the Humanities lessons. This gives opportunities for pupils to explore the world of art linked to the real world they are learning about. Pupils will have the opportunity to plan, create and evaluate their own work while building their artistic vocabulary.

In EYFS, pupils develop their artistic skills and work on understanding and creating pictures. In nursery, experiment with different colours and materials to create an image. They look at different patterns and create their own and start to mix colours. In reception, they continue their art journey by creating from observation and imagination. They build on their knowledge of tools/resources by naming them and talk about how it is used.

In Key Stage One pupils will study the work of a range of artists and make links to their own work. Pupils will focus on the skills of drawing, painting, collage and printing as well as identify the tools needed to achieve their artistic goals.

In Key Stage Two pupils will continue to work on their skill set by recording their observations and use them to review and evaluate their ideas. Pupils will continue to refine their drawing skill and build on new disciplines such as textiles and 3D art form. Pupils will continue to research the work of a variety of artists and designers to support their studies and to improve their mastery of art and design techniques.



Children have the opportunity to explore how to use our voice and bodies to make sounds, experimenting with tempo and dynamic when playing instruments and identifying sounds in the environment.

Key stage 1

Children learn to identify the difference between the pulse and rhythm of a song and consolidate their understanding of these concepts through listening and performing activities. Children use their bodies and instruments to listen and respond to pieces of classical music that represent animals.

Key stage 2

Children learn what ballads are, how to identify their features and how to convey different emotions when performing them. The children develop their singing technique. Learning to keep in time and work on musical notation and rhythm.

Physical Education

In EYFS, pupils will develop gross and fine motor skills, to support core strength, stability, balance, spatial awareness, positional awareness, coordination and agility.

In Key Stage One, pupils will master basic movements (run, jump, throw, catch etc.) They will also be introduced to team games.

In Key Stage Two, pupils will study competitive games such as football, netball, rounders, cricket, hockey, basketball, badminton and tennis.They will apply the fundamentals to transfer these into games and opposed situations.

By the end of Key Stage Two children should swim 25 meters, perform a range of strokes and demonstrate life saving techniques.

PE lessons are taught by three specialist PE teachers either once or twice a week in addition to lessons taught by class teachers.

Religious Education

The core purpose of RE is to engage pupils in exploring and responding to challenging questions raised by religion and worldviews, so that they can develop the knowledge, understanding and skills needed to appreciate and appraise varied responses to these questions including their own.

EYFS: What do pupils learn in RE at this key stage?

In Early Years and Foundation Stage RE is taught through the specific area ‘Understanding of the World’ (ELG: Past and Present, ELG: People, Culture and Communities and ELG: The Natural World). This framework enables children to develop a positive sense of themselves, and others, and to learn how to form positive and respectful relationships. They will do this through a balance of guided, planned teaching and pursuing their own learning within an enabling environment. They will begin to understand and value the differences of individuals and groups within their own immediate community. Children will have the opportunity to develop their emerging moral and cultural awareness.

Children are provided with opportunities in RE to:

  • listen to and talk about appropriate stories which engage them
  • directly experience religion – engage with artefacts
  • listen and respond to visitors from faith communities
  • get to know and use religious words accurately e.g. God, Bible, church, prayer
  • use all five senses – smell (e.g. incense); taste (e.g. special foods) see and touch (e.g. religious artefacts); hear (e.g. chants/hymns/prayers/bells)
  • make and do – make festive food, role play, dress up, dance
  • have times of quiet and stillness
  • share their own beliefs, ideas and values
  • begin to use ICT to explore religious beliefs and beliefs as practised in the local and wider community.

KS1: What do pupils learn in RE at this key stage?

Pupils should develop their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should use basic subject specific vocabulary. They should raise questions and begin to express their own views in response to the material they learn about and in response to questions about their ideas.

KS2: What do pupils learn in RE at this key stage?

Pupils should extend their knowledge and understanding of religions and worldviews, recognising their local, national and global contexts. They should be introduced to an extended range of sources and subject specific vocabulary. They should be encouraged to be curious and to ask increasingly challenging questions about religion, belief, values and human life. Pupils should learn to express their own ideas in response to the material they engage with, identifying relevant information, selecting examples and giving reasons to support their ideas and views.

The curriculum for RE aims to ensure that all pupils:

  • know about and understand a range of religions and worldviews.
  • express ideas and insights about the nature, significance and impact of religions and worldviews.
  • Gain and deploy the necessary skills needed to engage seriously with religions and worldviews.

It is our intent for the RE element of our school curriculum to engage, inspire, challenge and encourage pupils, equipping them with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions and develop a more rigorous understanding of numerous religious traditions, beliefs and practices that are followed in our multicultural society.

Personal, Social and Health Education

We aim to promote healthy, independent and responsible members of society, encouraging all our pupils to play a positive role in contributing to school life and the wider community. Our pupils are given opportunities in PSHE lessons, during circle times and assemblies to develop confidence, self-motivation and an understanding of their rights and responsibilities within our school and our diverse society.

Children are given the opportunity to explore a range of topics:

  • Healthy and Happy Friendships
  • Similarities and differences
  • Caring and responsibilities
  • Families and committed relationships
  • Healthy bodies and Healthy minds
  • Coping with Change


In Key Stage Two pupils study Spanish in order to understand basic grammar and hold simple conversations