Curriculum Subject Visions


“Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment.” (National Curriculum 2014)

At Charlton Horethorne Primary School we aim to provide children with a rich and balanced maths curriculum. Thorough teaching of the National Curriculum’s three aims of Fluency, Reasoning and Problem Solving, ensures: children know and understand key mathematical facts and methods and can recall these efficiently; children can effectively use their mathematical skills and understanding; and children can make links with maths to practical and real life situations. Our innovative teaching encourages our children to be mathematically confident and to share an enjoyment for this subject. Children at our school are taught the fundamentals of maths, enabling them to make connections, to see the application of maths in other subjects and to see the value of mathematics in everyday life. We believe that positive attitudes and high expectations inspire children to achieve high standards.


“The more that you read, the more things you know. The more that you learn, the more places you’ll go!” Dr Seuss.

Our aim is to empower children to acquire, demonstrate, articulate and value the knowledge and skills that will support them as life-long learners and competent communicators. English is for everyone. We foster a passion for reading and writing: quality texts are used to inspire and promote the love of reading and writing throughout the school. We recognise that the precise acquisition of language skills forms firm foundations; children leave our school with secure English skills that allow them to thrive and become life-long learners in a multitude of subjects. Our children are encouraged to express themselves and reinforce their opinions with thoughtful, reasoned arguments: speaking and listening skills are carefully crafted and include, public speaking, debating, and drama activities to assist in the development of vocabulary. Our school values all aspects of writing and we aim to make children proud of their written work in all areas of the curriculum through engaging stimuli!


Curiosity is the engine of achievement’ Sir Ken Robinson

Our vision is to ignite and build upon our pupil’s natural curiosity to explore and discover a deeper understanding of the world we live in. In addition, promoting respect, care and appreciation of our natural world and all its phenomena. Concepts will be developed through a practical enquiry approach allowing pupils to develop core skills by observing changes, noticing patterns, grouping and classifying, developing fair tests and using secondary resources. Our units of study are made relevant and efforts are made to link to their own experiences, using cross-curricular skills and ideas. In addition, lessons foster a development of vocabulary, communication, teamwork and a passion to discover more. We endeavour to provide experiences that will increase our pupil’s enjoyment for this subject, to appreciate the contributions Science has made to the present world and promote STEM careers.

RELIGIOUS EDUCATION- Linked to our schools core values

We feel children need to embrace the changing world around them, understand and respect the beliefs and backgrounds of the people they will meet throughout their lives and develop their own set of beliefs and values.  We believe that meaningful and thought-provoking Religious Education makes a distinctive contribution to the school curriculum. We will seek to give children knowledge of the key concepts that underpin religions and beliefs and how these impact individuals, culture, behaviour and national life. We use the locally agreed syllabus (Awareness, Mystery and Value) which identifies the ‘Essential Core’ beliefs of Christianity and Judaism (for Key Stage 1) and Christianity, Judaism, Hinduism and Islam (for Key Stage 2). Each unit of work has an overarching enquiry question providing the context for a range of exciting learning experiences. Religious Education is concerned with the deep meaning that individuals and groups make of their experiences and how this helps them give purpose to their lives. We endeavour to provide opportunities for children to explore, make and respond to the meaning to the religious and non-religious experiences of others and their own experiences. Reflecting on feelings, attitudes, beliefs, values and relationships and developing empathy is an integral part of R.E and makes a significant contribution to children’s spiritual development.


“There is no more important issue facing education, or humanity at large, than the fast approaching revolution in Artificial Intelligence or AI.” Sir Antony Seldon, 2018

At our school, we share the view of Dr Bill Mitchell (Director of Education at the British Computer Society) that the reasons for teaching computing are the same as those for teaching anything. There are many definitions, descriptions and depictions of how we choose what to teach our learners. We teach them the knowledge and skills that we believe will enable them to make sense of and contribute to their world. Computers are part of everyday life – technology is essential to our lives, at home and at work. We believe it is vital to prepare children for their future with many jobs in this area not even created yet.  We will equip them to be digital citizens, digital creators, digital communicators and digital investigators. We aim to grow problem solvers, careful sequence checkers, creative thinkers and logical predictors. Our children will be guided on how to become global citizens in a safe and responsible way. They will need to be able to thrive in an ever-changing landscape, particularly when we consider that our pupils will graduate in the mid 2030’s and their careers will last through to 2060 and beyond.


“The study of Geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents and in the end, it’s about using all that knowledge to help bridge divides and bring people together.” Barack Obama

At Charlton Horethorne, we believe that Geography plays a unique and vital role in a child’s education. Geography at our school seeks to give children knowledge and understanding of their own place in the world and of the other peoples and cultures they share it with. We will seek to impart in children a wonder and interest in the natural and man-made phenomenon that occur around us. We believe that not only should the Geographical skills and knowledge outlined in the Primary Curriculum be rigorously taught, but that this learning should occur in context so that children steadily gain geographical and cultural understanding through applying these skills. This should enable them to make links between the characteristics of places and societies and the geographical situation of where these places and societies flourish. We want all of our children to understand physical and human aspects of Geography. What is more, our pupils should understand the links between these aspects, the issues that arise when these links are studied and the ever-increasing importance of these links in the modern world.


“People without the knowledge of their past, history and culture is like a tree without roots.” Marcus Garvey

At our school, we understand that History plays a crucial role in helping children develop a sense of place and identity. We will seek to provide the knowledge and skill required for children to understand the development and changes that have forged modern Britain and the wider world. We believe that children should be given a robust sense of chronology; they will have a vision of the timeline, geography and order of key Historical periods by the end of Year 6. Moreover, it is crucial that we develop a “sense of a time”; that is a visualisation of what different periods were like to live in. A thorough understanding of this will enable children to recognise trends in human development and the human experience, and will equip them to develop their own political and cultural vision. Furthermore, we will use a wide range of sources to not only engage children, but to teach them the value of critical thinking and to allow them to evaluate how reliable different opinions and versions of events are. In a modern world where “fake news” is prevalent and pressure is ever-present for young people via social media, it is vital that children learn how to decide which sources, stories and news they can trust, and to recognise that different people can have different perceptions of one event. Finally, we will ensure that children’s learning has a purpose. This will be though the use of over-arching “enquiry questions” (both within lessons and throughout schemes of work), providing context for learning and skill based lessons, and by giving children the opportunity to produce and share meaningful end of unit pieces of work and home-school learning


Jigsaw holds children at its heart, and its cohesive vision helps children understand and value how they fit into and contribute to the world.

The world that our children and young people face today is constantly changing, and the way in which they build relationships, interact with their peers and manage their own mental and physical wellbeing has changed significantly. Along with all the positives of modern technology and new media come great risks, as children and young people are exposed to information, content and people that could and do cause harm. For many young people today, there is little distinction between their online and offline lives. That is why it is now more important than ever to give our young children the knowledge that they need in every context to lead safe, happy and healthy lives. At Charlton Horethorne, we believe that our Relationship and Health Education curriculum should give our pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active and responsible citizens inside and outside of school. We believe that children should develop sustainable relationships with others and also understand how their bodies change over time, as this will prepare them for later life. We use the Jigsaw scheme to connect PSHE, emotional literacy, social skills and spiritual development through discrete lessons, which covers the new DFE Relationships and Health Education requirements. We want our learners to engage actively in our lessons being stimulated by effective questioning about topics that affect them and the world that they will be living in once their education has ended. Discussions in our sessions are integral as they explore scenarios in a range of different contexts and build upon their existing knowledge to respond appropriately in a given situation. We believe a strong Health and Relationships curriculum helps children to develop social and personal attributes, which results in them being secure in their well-being.

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