Our School Curriculum



The learning journey that the pupils go on, covers all subjects and are captured in one book.  The missions allow for clear coverage of the National Curriculum. Coverage of curriculum areas is evident in the schools’ curriculum coverage grid.


​​​​Teaching and learning is underpinned by cognitive challenge. Teachers use the model of ‘Access, Independent, Mastery’ to ensure differentiation is appropriate and does not place a glass ceiling on learning for any pupil.

Differentiation occurs by careful and strategic task matching and questioning and staff create the correct conditions for learning by delivering learning centralising around an Essential Learning Objective and providing opportunities for depth within this. The environment engages and inspires pupils but is also language rich to support the pupils’s oracy and writing development throughout the mini-adventure. (see learning environment policy for more detail).

A focus for our mini missions is to prepare our pupils to be ‘secondary ready’ by the time they leave Norton Canes. This is achieved by providing contextualized, purposeful learning that develop ‘life skills’ and focusses on pupils development in becoming writers, mathematicians, historians and geographers etc.

Norton Canes ‘Learning Attitudes Values’ of FLY HIGH will be central in encouraging pupils to be responsible for their learning attitudes. Throughout the missions, pupils are given opportunities to reflect on how their learning attitudes are developing in accordance to the FLY HIGH learning values. Pupils demonstrating these attitudes are recognised and rewarded within the classroom and the whole school celebration assembly. (see behaviour policy).


At Norton Canes Primary Academy we believe the bridge between teaching and learning is assessment. Therefore, our feedback policy is an integral aspect to the curriculum. The feedback policy ensures that learning is addressed and celebrated or moved forward in accordance to the essential learning objective where the planning has been derived from. Through the use of ‘Try it / Fix it’ time, pupils are given time to reflect on the feedback that the teacher gives and the expectation of this reflection is of the highest standard across the school. Feedback at Norton Canes is positive, reflective, challenging and provides opportunities for a teacher to communicate how successful a piece of work is and how this can be further improved (please see the feedback policy).


Key Principles of our curriculum:

  • Raises aspirations for all pupils

  • Is purposeful and relevant and ensures that learning is contextualised

  • Inspires and immerses pupils in their learning

  • Underpinned by FLY HIGH values

  • Develops a growth mindset

  • Celebrates the process of learning rather than just the product and ensures that failing is seen as an opportunity for new learning

  • Ensures that they are secondary ready by being heavily based on skills

  • Is memorable and experiential – ensuring that all pupils have opportunities to experiences that will enrich (please see Passport to Enriched Experiences)

  • Develops strong relations with the community; the school, local and wider community

  • Provides entrepreneurial experiences

  • Promotes SMSC and British Values throughout their learning journeys



Additional Curriculum Subjects



Music curriculum statement

Read Write Inc


At Norton Canes Primary Academy, we use Read Write Inc.

Read Write Inc. Phonics is a highly successful literacy programmes for 4-13 year-olds created by Ruth Miskin and published by Oxford University Press. The training and support from Ruth Miskin Training, rated Outstanding by the Department for Education, ensure the programme has the best chance of success in schools.

The Read Write Inc. programme is carefully matched to the new curriculum, giving your children the best chance of success in the national tests. It shows teachers, teaching assistants and parents step-by-step how to teach all children to become fluent readers, confident speakers and willing writers.

Our school uses Read Write Inc. Phonics for our children in Reception to Year 1 and for our children in Years 2, 3 and 4 who need to catch up.

Read Write Inc. Phonics is used by over a quarter of the UK’s primary schools. It is a comprehensive literacy programme, weaving decoding, comprehension, writing and spelling together seamlessly. Ruth Miskin developed the programme during her time as a headteacher in Tower Hamlets. She believes that in order for a school to be successful, every headteacher needs to adopt a consistent whole-school approach to teaching reading, writing and spelling. Fidelity to the teaching programme, rigorous assessment, tracking and one-to-one tutoring ensure that schools guarantee progress for every child.


For information and tutorials on how to support your child learning to read go to: http://www.ruthmiskin.com/en/parents/

R.E - Staffordshire Syllabus

Please see attached the Staffordshire Agreed Syllabus

At Norton Canes, the aim of Religious Education is to help prepare and equip all pupils for life in today’s increasingly diverse and plural Britain through teaching the children to become religiously literate.

What does it mean to be ‘religiously literate?’

A religiously literate person would have an established and growing knowledge and understanding of beliefs, practices, spiritual insights and secular world views.They wou have developed their own views on issues and would also be open to engaging with the views of others.


The three aims of the Staffordshire Agreed Syllabus are:


Explore, Engage, Reflect

To meet the three aims of the Staffordshire syllabus, at Norton we implement the following: reflecting, allowing pupils to process their own thoughts, values & beliefs; Deeper questions; we often set deeper thinking questions for the children to think and reflect upon. Examples: Who is responsible for looking after the world? What is the meaning of life? Why is there suffering in the world? Is there life after death? Will the world end one day? Does God exist? Why should we have respect for other religions? Is reincarnation possible? Where do we look for God? How can people try and contact God? Teachers may also create class deeper thinking questions that relate to their RE topic or any current issues happening in the world.

Click here to see Staffordshire's Agreed RE Curriculum

PSHE Learning

At Norton Canes Primary Academy we have recently started to use the ‘Cambridgeshire Primary Personal Development Programme’ framework which is designed to build progressively, adding skills and knowledge as the pupils grow and mature and journey from Nursery through to Year 6.

The framework covers four colour coded key strands in personal development;

  • Myself and My Relationships (Blue)

  • Healthy and Safer Lifestyles (Green)

  • Citizenship (Purple)

  • Economic Wellbeing (Red)

These strands cover all existing learning outcomes specified in the National Curriculum, selected areas of learning for the Early Years Foundation Stage and incorporate a range of other important areas like Personal safety education and promoting British Values.

Currently class teachers plan blocks of work following the scheme of work listed below. Teachers follow the medium term plan, using resources available in school, online resources and websites and contributions and visits from representatives of outside agencies.

For more information, please visit https://www.pshecambridgeshire.org.uk/

British Values


At Norton Canes Primary Academy we uphold and teach pupils about British Values which are defined as:

  • Democracy 

  • The Rule of Law

  • Individual Liberty

  • Mutual Respect

  • Tolerance of those of different Faiths and Beliefs

Some of the ways in which we promote British Values?


Pupils have a say in what happens in our school. They voted for who represents them on the school council. Children have a termly questionnaire where they are able to put forward their views about school.

The Rule of Law

The importance of laws, whether they be those that govern the class, the school or the country are consistently reinforced in school. Pupils have a voice, helping to create school rules, whether that is playground rules, safety rules, class rules or behaviour rules. Pupils are taught from Reception upwards the rules within our school and the value and reasons behind them. To encourage and promote good behaviour and a positive attitude to work, we have developed a behaviour/reward system that is constantly followed throughout the school. Pupils learn that laws govern and protect us, and what the consequences are when the laws are broken. Visits from authorities such the Police and Fire Service help reinforce this message.

Individual Liberty

Pupils are actively encouraged to make choices at our school, knowing that they are in a safe and supportive environment. As a school we provide boundaries for our pupils to make choices safely, through a planned curriculum. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through our e-Safety and PSHE lessons. Pupils are given the freedom to make choices, e.g. signing up for extracurricular clubs and choosing the level of challenge in some lessons.

Mutual Respect

Pupils learn that their behaviours have an effect on their own rights and those of others. All members of the school community treat each other with respect and we work together to help one another.

Tolerance of those of different Faiths and Beliefs

We actively promote diversity through our celebrations of different faiths and cultures. In Religious Education lessons, assemblies and PSHE lessons pupils discuss differences between people, such as differences of faith, ethnicity, disability, gender or sexuality to reinforce the messages of tolerance and respect for other faiths and beliefs.

At Norton Canes Primary Academy, our concentric curriculum motivates, engages and inspires the pupils through a series of learning journeys that we have titled ‘mini-missions’. All of the curriculum areas are then delivered through this mission (sequence of work). The beginning of each adventure is designed to hook all pupils in and acts as the ‘launch’ to the learning. Pupils are also made aware of what the ‘landing’ for this adventure will be so that they can always put their learning into context across the mini mission.

Mathematics Curriculum

Please follow attached link to view our maths curriculum statement.

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