We aim to provide a curriculum, which is:

  • Broad and balanced
  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at school and in society
  • Prepares pupils for the opportunities, responsibilities and experiences of adult life

The curriculum is made up of all the activities that relate to the life of our school. It includes the formal learning such as those detailed below and just as importantly: respect, self discipline, consideration, tolerance and perseverance.

Details of the new Curriculum, followed by all year groups can be found at here , if you would like further information on our curriculum please email

In line with the requirements of the National Curriculum 2014, our curriculum includes:

Core Subjects

  • Mathematics
  • English
  • Science
  • Computing
  • Religious Education – we follow the Northamptonshire Syllabus with Cornerstone ‘Celebrate’.

For content year by year please click here

3I Curriculum

The Foundation Subjects are taught within a creative curriculum, The 3I Curriculum. The 3Is are; Innovative, Individual and Inspiring. The 3I Curriculum enables children to make connections between subjects and to follow their own learning journeys; posing their own questions and following an investigation until an answer is found. Learning skills are focused upon; creating confident learners who use initiative and are independent. This approach begins with the Early Years and develops into student lead projects by the upper years in KS2.

The foundation subjects are:

  • Art and Design
  • Design Technology
  • Music
  • Geography
  • History
  • RE
  • ICT
  • PSHE (including Sex Ed age appropriate)
  • Circle Time
  • MFL
  • PE

We work to ensure that our curriculum is broad, balanced, relevant and differentiated, to take account of individual strengths or weaknesses whilst providing for progression and continuity. To achieve this the staff adapt their teaching methods to include individual, group and class teaching to impart the subject matter and skill development.

The whole school follows an overall termly theme with age appropriate class themes.  Consideration has been given to the theme structure, for example the order of historical periods studied.

Catmose Primary Theme Overview 2020/21

Autumn 1Autumn 2Spring 1Spring 2Summer 1Summer 2
DriverLove for learningHistoryGeography ReadingScienceThe Arts
TitleAdventure TimeStep back in timeDon’t forget your passport for…Nose in a bookWe are scientistsThe Mighty Creatives
EYFSDo you want to be friends?Do dragons exist?Why do zebras have stripes?Will you read me a story?Are carrots orange?What’s that sound?
Year 1SuperheroesDinosaur PlanetPaws, Claws and WhiskersThe Enchanted WoodlandSplendid skiesRio de Vida
Year 2Land AhoyTowers, Tunnels and TurretsStreet DetectivesMuck, Mess and MixturesWriggle and CrawlBeat Band Boogie
Year 3PredatorTribal TalesTremorsGods and MortalsFlowHeroes and Villans
Year 4I am Warrior!Traders and RaidersMisty Mountain SierraPotionsBurps, Bottoms and BileBlue Abyss
Year 5Beast CreatorOff with her headEqypt (Pharoahs)Time travellerStargazersAllotment
Year 6Frozen KingdomRevolutionHola MexicoBlood HeartDarwin’s DelightGallery Rebels
Super Learning DayProblem Solving WorkshopRemembrance:
KS1: Poppies
Don’t forget your translator for.. Languages DayWorld Book DayScience WeekGallery exhibition – Art Attack Day

Our curriculum is under regular review to enable us to meet the needs of all our pupils, within the framework of the National Curriculum and the requirements of the Five Outcomes for children as identified in The Children Act. The Five Outcomes are to:

  1. Be healthy
  2. Be safe
  3. Enjoy and achieve
  4. Make a positive contribution
  5. Achieve economic well-being

Curriculum Breakdown by Year Group

Year groupCurriculum Download
EYFS – Ash ClassDownload
Year 1 – Beech ClassDownload
Year 2 – Cedar ClassDownload
Year 3 – Oak ClassDownload
Year 4 – Redwood ClassDownload
Year 5 – Silver BirchDownload
Year 6 – Willow ClassDownload


Children have prep to complete at home from Reception through to Year 6. We aim to provide worthwhile activities for parents and children to work on together as well as individual reinforcement and development tasks. We strive to achieve a balance between allowing children time at home to pursue other activities whilst supporting and developing classroom learning and preparing them for the next phase in their education.

The school shares prep expectations for each year group annually in the Meet the Teacher parents evening in Term 1. Children will receive spellings, literacy and/or Mathematics prep. Prep linked to the creative curriculum topic may also be set.

Parent’s Evening / Reports

Sessions are held twice during the year to discuss your child’s work and progress with their class teacher.

Reports are sent home 3 times a year with a pastoral report at the end of the year.


In the Early Years, English is known as Communication, Language and English and is one of 6 areas of learning taught on a daily basis, through the indoor and outdoor learning environments. This indoor and outdoor learning is continued into KS1.

In the Early Years and KS1 we lay the foundations to enable children to want to be successful readers and writers. We aim to make the learning in English as ‘real’ to the children as possible, as without a true purpose the children will not see the reason for reading and writing.

Reading books are taken from a selection of publications which have been banded into reading bands. This allows children to select the correct level of reading material with the choice of author and type of book.

At Catmose Primary we follow the order of sounds as prescribed by Letters and Sounds. We supplement this with many other schemes and resources to ensure that the children are learning their sounds in a multisensory approach. e.g. having a picture rhyme or an action to help them remember a particular sound. The children start learning single letter (grapheme) sounds (phoneme). They use these to blend (read) and segment (spell) words. As the children become more confident we teach them to recognise digraphs (2 letters on sound) and trigraphs (3 letters one sound).  Throughout this time children will be engaged in playing games to support their learning and be encouraged to identify and recognise these sounds in their reading books as well as using these to spell words. The children then explore split digraphs (magic e) and alternatives for reading and spelling. All these skills are taught alongside a varied diet of books and other literature to ensure that the children become confident readers, who understand text and love books.

In KS2 a daily GAPS (Grammar, Spelling and Punctuation) focus is taught in groups which are tailored to meet ability needs. This work is then referred to in Writing and Reading focus sessions.

Reading with your child

Here are some simple tips to help your child with reading at home.

Enjoy it!

  • Make book sharing a fun time that you both enjoy – snuggle up with a book!
  • Read old favourites together as well as new books.
  • If your child reads to you, or joins in when you are reading to them, show them that you are proud of what they can do.

Make time and space!

  • Make reading a special part of your day. Try to find a time when you aren’t busy doing other things so you can spend ‘quality time’ reading together – even if it’s only for a few minutes.
  • Try to find a quiet place away from distractions like the television or the computer.
  • Try to find some time every day for reading together – 10 minutes each day is better than a long session once a week.

Be positive

  • Give your child lots of praise, encouragement and support when they read to you. Focus on what they did well, not what they did wrong. Even small successes are important.
  • Never force your child – if they are reluctant to read you could offer a small reward such as playing a game they enjoy. If they are tired or very reluctant, read to them instead.

Found out what they like to read!

  • Sometimes we read for pleasure but much of the time we read for a reason, Read lots of different things together – stories, information books, comics, magazines, websites, cereal packets, TV listings – anything you and your child enjoy reading or need to read.
  • Let your child make his or her own reading choices sometimes. They need to develop their own personal likes and dislikes. It is OK not to like some books! Don’t worry if they choose an ‘easy’ favourite book over and over again. This is normal and helps children build their reading confidence and enthusiasm.
  • Join the local library and let your child choose from the great range of books on offer.

Talk about it!

  • Talking about books will help your child become more involved and interested in reading and can help them understand more.
  • After you’ve read a book together – or anything else you choose to read – talk about it. What was it about? How did it make you feel? What did you like or not like about it? What did you learn? Spend some time looking at the pictures and talk about what they tell you. Never cover the pictures while sharing a book.
  • You can talk with your child about anything – games, TV programmes, films or other things you do together.

Find out more about our reading bands and useful reading questions below


In the Early Years, Mathematics is known as Problem Solving, Reasoning and Numeracy and is one of 6 areas of learning taught on a daily basis through the indoor and outdoor learning environments. This indoor and outdoor learning is continued into KS1.

The children follow our own calculation policy and learn the key skills to begin their Mathematical understanding. Similar to Literacy, the children learn through real experiences linked to their daily lives.

Early Years and KS1 children have a daily Mathematics focus and are often set challenges in which to use and consolidate their learning. KS2 have a daily mathematics focus with daily arithemetic practice. KS1 and KS2 follow the White Rose Maths Hub approach to maths; focusing on Fluency, Reasoning and Problem Solving.

We follow our own Calculation Policy which is based on the Dcsf National Strategies, but is planned to meet the specific needs of our children at Catmose Primary.

To help clarify the type of calculation used in each year group in Mathematics for parents, we have created the following document.  Please click here to view the document and if you need any further information, see your class teacher.


At Catmose Primary we see computing as an exciting tool to aid autonomy and stimulate learning across the whole curriculum.

We have a carefully planned and controlled internet access policy which enables children to explore the world beyond their immediate surroundings.

The school is fully networked and children have access to PC’s in each classroom, iPads and a computing suite.  Children are also taught to use digital cameras, scanners and printers.

A clear curriculum is followed, with all teaching starting with cyber safety.  Tasks and activities become increasing difficult year on year and including coding skills.


Children at Catmose Primary have access to a wide variety of arts subjects. These are delivered within the 3I curriculum through the study of artists and designers within the framework of the National Curriculum. This includes learning how to review the arts, whether drawings, plays, musicals or galleries. Pupils learn a variety of language to support them in critiquing and giving their own opinion on different genres and learn to share their views with others.

Art and Design Technology are regularly delivered on a rotational basis to classes by specialist staff from Catmose College. Food, resistant materials, 3D and painting and drawing are taught in a cross-curricular approach by these teachers. Where appropriate, children can also access the specialist teaching rooms at Catmose College during terms 5 and 6. This also assists Year 5 and 6 pupils in their transition to secondary school.

PHSE and Citizenship

PHSE & Citizenship education is an important part of our curriculum and embedded in the life of the school. The Science and Personal, Health and Social education, (PHSE) programmes support this. We use the SEAL materials (Social and Emotional Aspects of Learning) to support the whole school approach to the PHSE themes.

All children have access to filtered, cold, drinking water throughout the day. We have also incorporated healthy eating, healthy bodies, and healthy lunchbox sessions into our curriculum. Children in Foundation Stage and Key Stage 1 receive one piece of free fruit each day under the Governments’ Free Fruit for Schools scheme.

Sex and Relationships Education

The Governors have agreed that Sex & Relationships education shall be treated naturally from a young age and our aim is to answer questions when they arise. Our Sex & Relationships curriculum begins, in an age appropriate way, from Reception onwards. It is a statutory requirement that our Sex & Relationships Policy is reviewed annually by both staff and governors. We treat this subject as a joint school/parent responsibility. Parents meetings are offered when children reach Year 5 & Year 6.


We are not a faith school, but we do conduct assemblies which are fundamentally of a Christian nature. We also celebrate the festivals of other religions in order to foster enjoyment, empathy, understanding and tolerance of all faiths as well as those of no faith. We provide a curriculum which reflects the needs of all in our multi-cultural society whilst respecting the worth of each individual of whatever colour, race, creed or disability.

Every parent has the right to withdraw their child from Religious Education or worship on the grounds of conscience. Such requests should be made to the Head of School in writing.