Our curriculum challenges and supports all children to reach their full potential in all subjects. We develop their strengths and support them to progress in areas that they find challenging. Our IKB curriculum intent statement for this can be found here.
Foundations of Learning
At IKB, we believe in creating strong foundations of knowledge and skills for all of our children, allowing them to build on their learning. We track the performance of all, enabling us to challenge lack of progress and support when needed, closing gaps in attainment.
We are passionate about how we approach this and use everything from drama, music and art to immerse children into everything they do. Making links and connections between areas of learning, developing new skills to a mastery level is an integral part of the National Curriculum.
Using our engaging IKB curriculum, we are able to support each child to discover and develop their interests and talents. Through regular communication we are able to work with our parents and carers to assist children both at home and at school.
Our staff work in curriculum teams to plan the sequence of learning and to ensure that our curriculum is broad and balanced, and that regular links are made between areas of learning; we know that this is how children learn best and retain that knowledge.
Our curriculum evolves each year to suit the needs of our children, and although topics may start with a similar stimulus, we are more than happy for our children to work with their teachers to direct where their learning journeys take them.
To find out more about the curriculum our school is following please contact the school office or speak to your child’s class teacher.
Reading success for every child is a priority at IKB.
Reading is a key life skill that underpins learning in all subjects. Reading supports the development of a wider vocabulary and can support the development of analytical thinking. It can also lead to improved writing skills. We want our children to be confident, fluent readers who enjoy reading.
At IKB all of our children are taught strategies to decode new words and read fluently with good understanding. We prioritise early phonics skills from Nursery onwards to ensure that reading is not a barrier on children’s learning. In Reception and KS1 we use Little Wandle – Letters and Sounds. Robust and regular assessment and intervention ensure that our children meet our ambitious expectations.
Children are exposed to high quality, engaging texts in their classrooms through story time, more structured reading lessons and with access to the reading corner. Emphasis is placed on reading beginning in Nursery with the sharing and enjoyment of quality stories and early phonics skills.
At IKB, we want our children to enjoy reading and also understand the importance of the skill to unlock other areas of the curriculum. We want our children to read a range of texts and to seek out new authors and genres.
Our reading skills, beginning in the EYFS and developing throughout KS1 and KS2, outline the skills children develop to understand what they are reading:
Retrieval – extracting information from the text
Inferring – using clues in the text or from own life experiences to understand what has been written
Predicting – using clues or evidence in the text to anticipate what will happen next
Summarising – being able to give a brief recollection or account of what has been read
Skimming – a reading technique to give an idea of what a full text is about
Scanning – a reading technique to help find specific information within a text
Please follow this link for Miss Fahy’s parent/ carer reading workshop:
Reading Workshop - YouTube which provides a clear overview of how we teach reading at IKB as well as giving useful tips to use at home.
At IKB we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that phonics provides the foundations of learning to make the development into fluent reading and writing easier. Through phonics children learn to segment words to support their spelling ability and blend sounds to read words.
We follow the Letters and Sounds programme to ensure that our phonics system is well-organised and use the skills of staff to tailor this to meet the needs of all children. Phonetic knowledge is taught directly through phonics lessons and when children are heard read. Teachers are ambitious in their expectations of the sounds and words children should be able to read by the end of each term.
Please follow this link for Miss Fahy’s parent/ carer phonics workshop:
Phonics Workshop - YouTube which provides a clear overview of how we teach phonics at IKB as well as giving useful tips to use at home.
At IKB, we promote a love for writing in all areas of the curriculum. Writing competence for all children is imperative. It is a life skill that enables communication and allows for the expression of inner thoughts and feelings.
At IKB, we want all children to be able to confidently record their thoughts and ideas. We want to enable them to become effective communicators and to write to inform, entertain and express themselves with precision. We aspire to develop and maintain a whole-school understanding of the importance of writing and how it will remain essential in all walks of life.
Our children are provided with engaging stimuli and will acquire a strong foundational understanding of English grammar and apply their phonics knowledge to be effective spellers. Children are expected to write a wide range of genres for particular purposes, audiences and contexts with text types linking to the year group curriculum subjects they are studying to build on their scientific, geographical or historical knowledge.
Writing is taught in a three-weekly cycle through an adaptation of Pie Corbett’s Talk for Writing. The first week, imitation, largely focuses on immersing our children within a text in the style of the genre being taught as well as introducing key concepts. In the second and third week of the writing cycle, children are encouraged to become more independent writers and accurate editors by applying the concepts taught in the first week, firstly by innovating the text and then by inventing one of their own. WOW events launch each topic text at the start of a term and have the purpose of engaging the children and capturing their attention and imagination.
It is fundamental that children have strong teacher modelling, shared writing, discussions, presentations and debates using high quality, fun and engaging texts as a stimulus.
At IKB, we are continuously striving towards teaching for mastery in mathematics. There is a focus on the 3 over-arching aims of the National Curriculum: fluency, reasoning and problem solving, while also considering the Five Big Ideas of teaching for mastery. This ensures that children have a deep understanding of concepts before progressing onto new learning.
Mathematics is a highly connected subject; each piece of learning influences the next. The mathematics curriculum should be taught through a mastery approach, not moving quickly through content but exploring deeply the links between the maths. This is achieved through a thorough decomposition of each composite element of the curriculum into specific components; by doing this, it enables each piece of knowledge to be mastered, ready for children to move onto the next area of learning. Concepts are revisited, in line with our recall pillar, through starter activities in the EYFS and through maths meetings in KS1 and KS2. It is the aim to provide children with a secure foundation, which will enable them to meet the three main aims of the maths curriculum to: work fluently; have the ability to reason mathematically and be able to apply these skills to solve problems.
Please follow this link for Miss Fahy’s parent/ carer maths workshop: Maths Workshop - YouTube which provides a clear overview of how we teach maths at IKB as well as giving useful tips to use at home.
To support your child’s Maths learning we recommend the 1 Minute White Rose Maths Apps which can be downloaded here.
“Our greatest glory is not in never falling, but rising every time we fall.” – Confucius
Through our knowledge-rich curriculum, year groups progress from studying recent local history to the history of Britain (history within their lifetime, the 80s, WW1, Victorian Britain, etc) and then are given opportunities to look at world history comparing significant European and non-European civilisations.
Each topic has been specifically chosen to further develop children’s knowledge of how the current world was shaped, with each year group travelling further back in time.
Each topic is framed with an enquiry and include questions that challenge stereotypical narratives of history. This helps prepare children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement. Children will present their knowledge through a carousel of activities to demonstrate the different components of knowledge they have acquired.
Through our knowledge-rich curriculum, the children learn about diverse places, people, resources and human and natural environments e.g. their local area of Wellington, coasts, jungles, etc.
We help our children to understand the complexity of the physical world, the process of change, the diversity of societies, relationships between human and physical processes, how we impact the world and the impact the world has on us.
Through this we hope they will gain an underlying respect for the human and natural world and a sense of awe and social responsibility towards it. Linked to this, our Thunberg house (named after Greta Thunberg), is a cornerstone of our house system at IKB. The children learn about climate change activism and conservation work and are actively given opportunities to engage in this during their time at IKB, e.g. through forest school, trips and visitors linked to particular topics, important dates in the calendar celebrated (Jane Goodall on International Women’s day), our daily recycling, assemblies, etc.
Computing skills and knowledge are developed across the whole curriculum. From the very youngest age, children become familiar with technology and develop their computational thinking through play.
In the EYFS there is an introduction to computing through a STEM (Science Technology Engineering Maths) focus. Children are given opportunities to use technology through classroom learning e.g. Interactive white board interactions; having access to bee-bots and opportunities to program them; following algorithms as instructions e.g. following recipes; gaining recognition of different technology open to them and the children making decisions around the type of technology to access to get the information they need.
In KS1 and KS2, computing sessions are taught in blocks:
Every year group explores every block of learning each year, building upon their skills and knowledge. Online safety is taught explicitly and discretely within every block. Please follow this link for Mr Healey’s parent/ carer online safety workshop:
Safer Internet Week 2021 - YouTube which provides a clear overview of how we keep children safe online at IKB as well as giving useful tips to help keep children safe online at home.
RE is not only a window into other peoples’ views and beliefs but an exploration of our own. Our aim is to develop our pupils’ knowledge and understanding of beliefs and the world around them. In line with British Values, we teach our children to be respectful and tolerate those of different faiths and beliefs and encourage individual liberty. We provide ambitious enquiry questions which encourage children to reflect and share their own judgements. We use the Discovery RE scheme of work as a starting point then incorporate elements of PSHE, British Values and our IKB values and attributes into our lessons.
Each term at IKB we look at a different religion:
Term 1 – Judaism Term 2 – Hinduism Term 3 – Buddhism
Term 4 – Christianity Term 5 – Islam Term 6 - Sikhism
In each religion we explore the areas of religious texts, places of worship, religious celebrations, Gods, foods specific to that religion and religious symbols. Different year groups share their particular learning with other year groups in the school at an end of term assembly.
“Everything is theoretically impossible until it is done.” – Robert A. Heinlein
Science at IKB is about giving children the tools to develop their ideas and ways of working, whilst also understanding the world in which they live. We want our children to be scientists within their science lessons, whilst also making STEM (Science Technology Engineering Maths) links into the wider curriculum and their everyday lives. We want the children to love science, to remember the concepts they have learnt and to utilise this knowledge and vocabulary to understand the world they live in and how it works. Children at IKB are taught our science curriculum in a carefully structured order to ensure that they are developing their scientific knowledge and their understanding of working scientifically, whilst expanding on their ever-growing vocabulary.
Each topic has been specifically chosen to further develop children’s knowledge of how biology, physics and chemistry is intricately woven throughout their world. Year groups progress through nature, processes and methods of science and then get opportunities to look at these concepts in their own world, such as materials, Earth and space and animals including humans. Each topic is framed with an enquiry and include questions that challenge stereotypical misconceptions in science. This therefore prepares children to ask investigative questions, think critically, weigh evidence and draw conclusions to help answer and understand scientific lines of enquiry.
Below highlights the different areas of STEM learning children experience at IKB and the process they go through when being STEM engineers:
The teaching of the arts and creativity is an important aspect of the curriculum at all ages. Art and pictures will underpin the development of literacy from the youngest age and will continue to influence pupils’ speech and writing as they mature and their skills develop. Music and singing will be encouraged not only in their own right, but also to enhance other areas of the curriculum.
“Music is a universal language that embodies one of the highest forms of creativity.” – National Curriculum
We believe children deserve a broad and ambitious music curriculum which is both rich in skills and knowledge. With this in mind, our music curriculum has been designed to ignite a child’s curiosity and inspire their creativity as they embark on their musical journey to become confident, reflective musicians.
Music is taught progressively and is divided into three categories: singing, playing instruments and composition. As children progress through the school, they will increasingly understand and explore how music is created and communicated through the interrelated dimensions of music: pitch, duration, dynamics, tempo, timbre, texture and structure. These are integrated within each lesson and are regularly revisited to embed the knowledge.
At IKB, we hope to foster a life-long love of music within every child by encouraging them to not only listen and respond to a diverse range of music styles and genres but to find their voices as singers, performers and composers too. At IKB we are fortunate to work within The Castle Partnership Trust and we are able to collaborate with The Castle School and their subject specialist music teachers who deliver music lessons to our children as well as upskill and deliver continuing professional development in music to our IKB staff.
“Every child is an artist. The problem is how to remain an artist once they grow up.” - Pablo Picasso
Our intent is for a curriculum which promotes a curiosity and love of art and design whilst developing pupil’s knowledge and skills; it will ultimately enable them to create their own works of art and critique others. Through art and design children will develop their individual creativity, express their ideas and understanding and have opportunities to work both individually and collaboratively with others. We aim for all children to leave IKB as artists.
Art is taught progressively and every year the skills and techniques are revisited. In the EYFS we focus on immersing children in a variety of different styles of art and expose children to a diverse range of artists from different cultures e.g. Wassily Kandinski, Vincent Van Gogh, Henri Rousseau, Frida Kahlo, Brittney Lee and local Wellington artists. In KS1 and KS2, for every year group term 1 and 2 is drawing and colour, term 3 and 4 is collage and photography, and term 5 and 6 is 3D sculpture. This gives the children the opportunity to engage with a range of media, techniques and experiences but also to build and develop upon previously learnt skills which will deepen their knowledge.
The sequence of lessons is also revisited every year so that the content is clear to learners and teachers alike and the knowledge can be built upon throughout every child’s journey at IKB.
Our intent is to give children a solid foundation and broad experience of the STEM engineering process (see above) - ‘asking’, ‘imagining’, ‘planning’, ‘creating’, ‘testing’ and ‘improving (evaluating)’ through a variety of media and materials. The curriculum is divided into five categories which are: cooking and nutrition, structures, mechanisms, electrical systems and textiles. Children will gain knowledge and skills within each of the categories and have opportunities to use them to explore their own ideas as well as the ideas of others.
Children will learn the importance of planning, testing and reviewing ideas in order to improve them. The curriculum is taught in a way that builds on knowledge and skills each year in order to develop and master each area.
Modern foreign languages (MFL)
At IKB our MFL curriculum develops a genuine interest and curiosity in foreign languages and enables children to recognise the benefit of learning a foreign language. We want to ensure all children develop language skills and knowledge that will open up a wide range of possibilities in further education, jobs and life experiences. Our ultimate aim is that all children will feel willing and able to continue studying languages beyond KS2.
Our MFL curriculum will enable children to celebrate and welcome differences in our world and understand different languages, countries and cultures. This will enable children to show respect to other cultures and play a valuable part in our global society.
We teach the curriculum in such a way that makes the learning meaningful for children and allows them to make links across the curriculum as well as applying their knowledge and skills to real life situations.
From the EYFS children are taught to use Makaton to help develop their communication skills alongside their speech. Makaton supports their emotional development, attention and listening skills. We find that it helps bring our children together socially, in a fun way that also helps to develop their fine and gross motor skills.
We are fortunate to work within The Castle Partnership Trust where we are able to collaborate with Court Fields School and their subject specialist MFL teachers who deliver French after-school enrichment to our EYFS children as well as upskill and deliver continuing professional development in French to our IKB staff. This continues throughout KS1 and forms the foundations of the bespoke French lessons that take place throughout KS2 at IKB, preparing all our children for the next stage in their language journey at Court Fields School.
Physical education (PE)
A high-quality PE curriculum inspires all children to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for all children to become physically confident in a way which supports their health and fitness as well as developing values and transferrable life skills such as fairness and respect. Opportunities to compete in sport and other activities build character and help to embed such values and skills. At IKB, our aim is to ensure all children enjoy and are engaged in PE and sport. Through PE we aim to develop the children’s knowledge, skills and understanding, so that they can perform skills with increasing confidence and competence in a range of physical activities. We aim to improve health and well-being, promote active participation and lifelong learning, and for each child to fulfil their potential. We aim to ensure that the children’s experience of PE is positive and motivating and that children’s attitudes to a healthy lifestyle are firmly embedded in our curriculum.
Personal, social, health and economic education (PSHE)
PSHE education is a subject through which children develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. Jigsaw PSHE brings together Personal, Social, Health and Economic education, emotional literacy, social skills and spiritual development in a lesson-a-week programme. Designed as a whole school approach, Jigsaw provides a comprehensive scheme of learning for Foundation Stage to Year 6. It actively promotes and teaches the five core British Values within it – Democracy; Rule of law; Individual liberty; Mutual respect; Tolerance. Jigsaw holds children at its heart and its cohesive vision helps children understand and value who they are and how they fit and contribute to the world.
Jigsaw PSHE has a bespoke area of the curriculum specific to Relationship and Sex Education (RSE). For further information on this please follow the link provided: Jigsaw-RSE-Guide-for-parents
Knowledge organisers and class newsletters
At IKB we believe in the strength of the triangulation between school, home and every child and we strongly believe that involving parents/ carers/ families in the learning of their children positively impacts the strength of learning of all children.
Before the beginning of each new term and each new topic, class teachers create and send home knowledge organisers and class newsletters to update parents/ carers on the learning content and curriculum events coming up in the term ahead. Knowledge organisers provide topic content, key vocabulary, questions and images that the children will be learning about, whereas class newsletters provide important dates and key things to remember that are taking place in that term. For examples of both of these from our reception cohort, please follow the link provided and scroll down: Reception (ikbschool.co.uk)
At IKB, we strive to develop the whole child, not just academically. We provide opportunities to enrich children's educational journeys and enable them to reach their full potential. Please follow these links to see information about our Personal Development Programme and our Personal Development Curriculum Map.