Curriculum Overview Subjects

National Curriculum

Click here to find out information about the Statutory National Curriculum. Schools are free to choose how these subjects are taught.  Our school is using the Creative Curriculum approach to develop pupils skills, knowledge and understanding.

Our Curriculum Statement in Holy Spirit

We believe that primary education is the most critical stage in children’s development. As well as giving our children the essential tools for learning we allow them to experience the joy of discovery, the satisfaction of solving problems and the pleasure in creativity.  We aim to educate our children for life; to give all our pupils the opportunities to develop their self-confidence as learners and to mature socially and emotionally, so that they are prepared for the next stage of their education.

At Holy Spirit we recognise our duties regarding equality and inclusion for individual disabled children under the Equality Act 2010. We make reasonable adjustments, including the provision of auxiliary aids and services for disabled children to prevent them being put at significant advantage. We also recognise that these are anticipatory duties and strive to make arrangements in advance to prevent disadvantage. It is important to foster good relations and promote equality of opportunity generally so that barriers to learning are removed.

Children are encouraged to participate fully in the life of the school. This includes extracurricular clubs and activities where the SENCO monitors the attendance of those with Special Educational Needs and Disabilities to ensure that there is good representative participation from these groups.


This year we are using the prospectus curriculum for humanities and art but it also covers other aspects of the curriculum.


Writing Overview

How do we teach writing in Holy Spirit?

Our writing focus is very much based on our children taking ownership of their work and using strategies to make it better. We gather information as a class, plan our writing carefully, write a first draft, edit and up-level our writing then write a final piece we are proud of.

This format of teaching and learning aims to build children's writing skills and independent ownership of their development in writing to meet the requirements of the National Curriculum. Children will be expected to meet set criteria in writing by the end of each Key Stage. We use the interim frameworks in order to assess our children in writing in all subjects where writing takes place. 

We want our children to enjoy being good writers and as such we aim to create a stimulating and interesting environment in which the children can be inspired. 

For more information on end of year expectations in writing for years 2 to 6, please click the links below.

Year 2 End of Year Expectations for Writing

Year 3 End of Year Expectations for Writing

Year 4 End of Year Expectations for Writing

Year 5 End of Year Expectations for Writing

Year 6 End of Year Expectations for Writing

Key Stage 1 Interim Framework

Key Stage 2 Interim Framework



Phonic Overview

What is Letters and Sounds?

Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance for Practioners and Teachers. 


Phonic Knowledge and Skills

Phase One(Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two(Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three(Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four(Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segent longer words with adjacet consonants, e.g. swim, clap, jump.

Phase Five(Throughout Year 1)

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six(Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.


If you want to help your child to recognise letters and sounds click on the websites below:

Reading Overview

This is another systematic approach that we use to support our pupils to get them reading quickly. Click on the link below to access some free parent resources to help you to help your child.

Make sure you have your volume on as this link helps you to listen to each sound the letters make and how they blend together.

The links below show an overview for reading with regards to the End of Year Expectations.

Our main home reading scheme is Oxford Reading Tree but it is supplemented with a number of other books that are book banded.

Reading Year 1

Reading Year 2

Reading Year 3

Reading Year 4

Reading Year 5

Reading Year 6


Maths overview

See Maths Tab