At Calshot Primary School we teach a broad and balanced curriculum that is engaging, rigorous, memorable and challenging, and strives to meet the diverse needs of our children.

Since September 2014, primary schools have been teaching the new National Curriculum set out by the government. This establishes the content and the framework for most of the knowledge and skills we teach at Calshot from Years 1 to 6.

In Early Years children’s learning and development is delivered through Development Matters in the Foundation Stage which covers Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy, Mathematics, Understanding the World and Expressive Arts and Design. At Calshot EYFS each area of learning and development is implemented through planned, purposeful play and a mix of adult-led and child-initiated activities in an engaging environment (including outdoor learning).  Within each topic there are many cross curricular opportunities and chances to develop the children’s Characteristics of Effective Learning.

In Key Stages 1 and 2 children are taught the core subjects of English, Mathematics and Science alongside the foundation subjects of Geography, History, Physical Education, Computing, PSHE (Personal, Social & Health Education), Religious Education, Art, Music, Spanish or French (Key Stage 2 only) and Design & Technology.

We have a coherent, thematic approach to our curriculum that seeks to immerse children in their learning and make meaningful links between and across subjects, while still developing children’s disciplinary knowledge and subject specific skills. This means that children in Years 1 to 6 will, when appropriate, use their learning in subjects such as History, Geography and Science as a context for their English or Maths work, but it does not mean we will be forcing tenuous ‘topic’ links when the learning would be better approached through an alternative, subject specific text. We also strive to ensure that our Science and Foundation Subject lessons are used primarily to develop subject specific knowledge and skills, whilst still giving children opportunities to apply their reading, writing and mathematical skills across the curriculum. We also enthuse children through outdoor learning to enhance different subject areas.

Aspects of the wider curriculum are also taught through PSHE, RSE, Assemblies, Circle Times and RE that reflect the diversity of the school and promote an understanding of emotional wellbeing and acceptance of other religions, beliefs and cultures.

At Calshot, we aim to give children the widest range of opportunities possible to develop a skill or passion outside their daily lessons. This involves offering and running a wide range of out-of-hours clubs and sessions that cover a range of sporting and non-sporting activities and give the children chance to compete against, or work with, children from other schools.

Each year group go on trips in the local area that support their curriculum topics, so the children can experience first-hand the subjects they are being taught. It also includes the chance (in Year 5) to go on a short residential visit to Whitemoor Lakes in Staffordshire, which the children love going to.

In addition to this, we run special events that enrich our curriculum such as concerts, annual talent shows and topic themed events (i.e. pirate day, India day) throughout the academic year. We also regularly collaborate with outside agencies on special projects: for instance a whole school Maths Workshop from the Problem Solving Maths Company.

For further information please see our Curriculum Policy

Related Documents


Calshot Equality Objectives

  • To narrow the gap in attainment in Reading, Writing and Maths between boys’ and girls’ and pupils from low income/non low income families.
  • To reduce prejudice and increase understanding of equality through direct teaching across the curriculum.
  • To narrow the gap in attendance for pupils with protected characteristics by fostering good relationships with parents and carers and seeking to understand the barriers to good attendance.
  • To ensure equality and access for potentially vulnerable pupils, and those with protected characteristics, in clubs, activities and roles of responsibility.