The Curriculum

The New National Curriculum, comes in to effect from the 1st September 2014. The school has adopted and will teach core subjects of English and Maths alongside the programmes of study, as set out in the National Curriculum 2014 for the Foundation Subjects: Art and Design, Design Technology, Computing (formerly known as Information Technology), Music, Modern Foreign Languages, History, Geography and Physical Education.




We have developed a fully comprehensive curriculum framework that meets the requirements of the latest national curriculum review. Our curriculum will ensure that our children’s learning is both meaningful and benefits from a specific focus on the core requirements.

We are working hard to ensure we provide a stimulating, engaging, relevant and fun curriculum. We aim for our children to be:


Successful learners who….

  • are numerate / literate and IT literate to enable life long learning
  • can think independently
  • are curious, inquisitive and willing to take risks and try new things
  • are motivated and interested
  • are creative in their approach to learning
  • can communicate thoughts and ideas effectively and ask appropriate questions
  • are able to apply and transfer skills in a variety of contexts
  • understand how they learn best and take responsibility for this
  • are resilient and accepting of change
  • are organised

Confident individuals who….

  • are independent
  • are self-motivated
  • can understand the consequence of their own and others actions and can negotiate and compromise
  • form good working relationships with others
  • look after their own health and well being

Responsible citizens who…

  • are spiritually and morally aware
  • have appropriate manners and behaviour
  • show respect and tolerance for themselves and others
  • contribute positively in their community and are responsible to and for others in their community
  • are world aware
  • are culturally aware
  • are eco-friendly

The school addresses these aims through specific policies which guide the way the school operates and how the curriculum is delivered. Policies are available on the website or from the school office, should you wish to see them.


Teaching Organisation


Our curriculum is delivered through a yearly planning cycle.  The teaching staff plan their work half-termly, weekly and daily within the framework provided by their overview.  The children will be taught either as whole classes, groups or individuals according to the subject and the nature of the task they are undertaking.


During any school day there will be opportunities for a variety of stylesof teaching and learning, such as whole class teaching, group teaching, individual teaching, guided exploration and independent self-directed activities.  An external educational visit or enrichment activity in school may be planned as part of a theme or topic or alternatively visitors may be asked into school to speak to the children. We may also plan whole school theme weeks for examples in 2013 – 14 academic year we had a whole school Winter Olympic Week, Health, Safety and Science week, Chick Week and Roald Dahl Day.


National Curriculum


The school follows the 2014 National Curriculum. In common with all maintained schools in England we teach English, Maths, Science, ICT, Geography, History, PE, Art, Music, Design Technology and Religious Education.  These subjects form the National Curriculum and will be taught in an integrated manner or as separate subjects.  English, Maths, Science, RE and ICT are the five core subjects and therefore take up a considerable part of the school week.  Teacher assessments areconducted regularly and recorded, children’s progress is carefully monitored in the school.  In addition there are National Curriculum Assessments, tasks or tests, at the end of each Key Stage (i.e. at 7 years and 11 years).


The National Curriculum forms the basis for Curriculum planning throughout the school. The core subjects of Maths, English, Science and ICT are the main priority with the children gaining a good level of/sound basic knowledge and skills in all other subject areas. Our themed approach to curriculum planning aims to maximise cross-curricular links.


The children continue their learning in the Foundation Stage through the early learning goals with activities planned to meet each child’s educational needs. This prepares them for the National Curriculum usually when they begin Year 1, but may be sooner. The emphasis on individual needs continues throughout the school and is reflected in the School’s Policies.


Through the National Curriculum, the children are expected to acquire skills and knowledge and to develop into self-motivated learners. We aim to develop the whole child emotionally, socially, spiritually and academically. At the start of each term, parents are provided with a brief outline of the topics and areas of study that the children will be covering.


Careful assessments and records are kept of your child’s attainment and progress. Parents and guardiansare kept as fully informed as possible through parent evenings and the end of year annual report. Further information and appointments are provided as and when necessary. A copy of the school’s most recent National Assessment results with comparative national data can be found in the prospectus folder and on the website. (See also our assessment guidelines).

Throughout the school, homework plays a developing role in supporting the children’s schoolwork and learning. We strongly encourage all children to read regularly at home each night, but at least three times a week.




The teaching of English encompasses reading, writing, spelling, handwriting, drama, speaking and listening. English is taught daily. We use Letters and Sounds and Read Write Inc to teach phonics and early reading skills using the scheme called KTC. In Year R and Key Stage 1 phonics is taught as a whole class for 20 minutes each day. We use a range of reading schemes e.g. Oxford Reading Tree etc to provide the core of the school reading scheme, however this is supplemented by a wide range of other fiction and non-fiction books. There are guided reading sessions in each class through the week which are carefully planned to help the children develop their comprehension and understanding of fiction and non-fiction texts. Theatre groups visit the school each year so that the children will have the opportunity to enjoy live performances. Through concerts, musical productions and class assemblies all children are involved in performing to audiences.


Knowledge Transfer Centre

Linked with the Knowledge Transfer Centre, Foundation Stage, Key Stage One and Key Stage Two teachers have been trained on teaching shared and guided reading that encourages children to use a range of reading strategies and answer questions about the text.  Children in Foundation Stage 1 access stories through continuous provision and when a book is shared and are exposed to reading in their environment.  Children in Foundation Stage 2 and Year One have guided reading sessions twice a week and regular shared reading sessions.


Children in Year 2 upwards read at least once a week in a guided reading group with an adult where they have the opportunity to read and discuss a book, short story or non-fiction text alongside other children and their teacher. Key Stage Two pupils develop comprehension and inference skills, through the guided reading sessions.


Some children who need additional support with their reading, may access additional provision such as Better Reading Partners, Read Write Inc< Reading Miles and additional guided reading sessions.

Phonics at Eyres Monsell Primary School


All children in Foundation Stage and Key Stage 1 have daily phonics sessions.   Phonics is a crucial part of Foundation Stage and Key Stage One as it gives children confidence and helps them become independent readers and writers. Eyres Monsell Primary School is a Core school for the Knowledge Transfer Centre scheme for Phonics and Reading.  This is a project for phonics and reading based on Letters and Sounds developed by Literacy Consultant Ann Smallberger.  Children also learn to read and spell tricky words; words which don’t rely on phonics. Children at Eyres Monsell Primary School are excited to read and write new words and sentences and enjoy having these challenges.


  • Phase 1 focuses on everyday sounds, rhythm and rhyme, alliteration and orally segmenting and blending.
  • Phase 2 focuses on learning all single sounds and how to read and write them in words.
  • Phase 3 focuses on learning simple digraph and trigraph sounds and applying these to words and sentences (for example, igh, oo, ear and er)
  • Phase 4 focuses on learning adjacent consonants in words (for example, fl, pr,cr and st)
  • Phase 5 focuses on learning alternative digraph and trigraph sounds and applying these to words and sentences (for example, ie, ph, oe and ai)


Children in Year 2 start in September by recapping phase 5 of phonics before moving on spelling rules and patterns.



Emphasis is placed on the teaching of mathematical skills and strategies through the structured programme of teaching. The children are encouraged to become confident explorers and users of all aspects of the Mathematics National Curriculum. Mental maths is practiced daily as part of the mathematics lesson and is an essential element to the children’s mathematical development. Children are further encouraged to practice mental maths skills such as times tables and number bonds at home. The children are also given rich mathematical tasks, which challenge them to apply what has been learnt to unfamiliar situations through practical and investigative work.




The Science curriculum provides children with a progression of skills in observation, prediction, hypothesising, fair testing, seeking and recording evidence, interpreting results and drawing conclusions. The wide range of practical scientific investigations and demonstrations that the children experience are designed to help them develop a wide knowledge of scientific principles that helps them make sense of everything around them.


Religious Education


Religious Education aims to develop the spiritual side of each child. Children develop knowledge and understanding of the Christian Faith whilst appreciating other religions within our society. Throughout their time at Eyres Monsell, the children’s learning focuses on finding out about aspects of Hinduism, Judaism and Islam as comparisons to Christianity. The children are encouraged to develop an attitude of caring, co-operation and appreciation of others. Religious Education is taught following the Leicester City Council Scheme of work. The school also follows a 3 year rolling programme to celebrate and investigate different festivals, this encourages tolerance and understanding of different cultures.




In the new Primary Curriculum 2014, Computing becomes a new focus and a core subject. A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming.


Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.


We also ensure Information and Communication Technology is used as a cross curricular subject and is taught in all areas of the curriculum. The school has an ICT suite containing 30 PC’s which are linked to the Internet, as well as 30 netbooks and 20 ipads which are used wirelessly, allowing us to both teach ICT skills and to use ICT to support other areas of the curriculum. Each class uses this suite for at least 1 hour each week. The school has a wide range of Educational and PC software as well as a range of other equipment, roamers, digital cameras, scanners, and portable data loggers etc. to support the use of Computing in the curriculum. Each class has an Interactive whiteboard which is used by the teacher and pupils during lessons.


We currently teach ICT skills in line with Switched On ICT scheme of Work published by Rising Stars.




Learning about the past and the methods used to study it helps pupils make sense of the world in which they live. They are introduced to what is involved in understanding and interpreting the past and this helps them to establish their own ideas, beliefs and values and to form an understanding as to why the world is as it is. As well as developing knowledge of the past the children learn historical skills which help them understand and interpret historical information. The History curriculum is taught following a programme which includes first hand experiences provided by school visits and speakers which enrich the learning. Where appropriate, cross-curricular links such as ICT and drama help to consolidate the pupils’ understanding.


In Key Stage 1 children learn about events from beyond living memory e.g. Great Fire of London, first aeroplane flight to individuals and events in the past which hada significant influence.


In Key Stage 2 there is a general progression of chronological study from ancient civilisations such as Stone Age, Iron Age, Romans, Anglo Saxons etc to modern times. Children also develop an understanding of Britain’s past and study an aspect of British history.




Geography is taught through topics that focus on environmental issues, the study of places and the human and physical processes, which shape them and the people who live in them. Skills and knowledge are taught through first -hand experience wherever possible allowing children to develop appropriate fieldwork skills. There is a general progression of countries/ areas studied becoming further away from the UK as the children move through the school.


Design and Technology


Throughout Key Stages 1 and 2 children complete design and technology projects in materials, textiles, food and control mechanisms. These projects provide opportunities for the children to design and make products, learn and develop practical skills and investigate and evaluate simple products. Cooking opportunities are available to the children through topics or enrichment activities.


The Arts


Performing and visual arts also play a significant part within our curriculum and is an area which we are continuing to develop. In addition to the curriculum subjects of Art, Design and Music, we encourage all children to perform in class assemblies and productions.


Art and Design


We aim to develop each child’s creativity and imagination through a range of visual, tactile and sensory experiences. These opportunities help them to understand and respond to the world by expressing their ideas and feelings.

In Key Stage 1 the children begin to develop an understanding of colour, form, texture and pattern through a variety of media including paint, clay, textiles, and sculpture.


During Key Stage 2 children build on their knowledge, skills and understanding of materials and processes through a wide range of experiences including visits to art galleries, museums and workshops. By exploring the ideas and meaning of the work of other artists, craftspeople and designers they learn about their different roles and about the functions of art, craft and design in their own lives and in different times and cultures.




Children across Key Stage 1 are taught musical skills through class teaching using Music Express scheme of work. Key Stage 2 have a class music lesson for an hour each week. The school participates in the Leicester Music Services WCET Project, with children in Year 1 / 2 receiving Vocalease lessons, Year 3, 4 and from 2014 Years 5 and 6 receive instrumental lessons as a class. Each year focuses on a different instrument e.g. African drums (djembe), singing, steel pans and new for the 2014 – 15 academic year – Woodwind instruments.


At the end of each term the children present a group performance for parents so they not only experience performing to and audience but to celebrate their musical achievements. Where possible we encourage children to perform on a wider stage, such as participating in the schools concert at DeMontfort Hall.


All children have the opportunity to listen to and learn to sing a wide variety of songs from around the world. Appreciating the efforts of others and performing in front of an audience is actively encouraged. 




In Key Stage 2 the children are introduced to the French language through weekly lessons. Children are provided the opportunity to communicate for practical purposes and build a foundation for further study.


Personal, Social, Health and Citizenship Education (PSHCE)


Careful attention is given to Personal, Social and Health Education. Aspects of children’s safety, health and personal development are studied through schemes and involves liaison with outside bodies such as the Police, Health Authority and various Charities. Children are taught about aspects of personal care and to have an awareness of the dangers of today’s society.


Citizenship and having respect for one another, different cultures and diversity, is an important part of this education and is explored through a variety of activities including the School Council. The School Council is made up of representative children from Year 1 to Year 6, elected by their peers. They meet regularly with members of staff to discuss school issues.


The school uses the Social, Emotional Aspects of Learning programme, to ensure children develop awareness, confidence and the ability to manage their own feelings, emotions and behaviours. Children participate in circle time and other activities, in order to recognise, understand and begin to manage their feelings and behaviours. A school wide programme of nurture activities and support, ensures these principles are embedded across school life.


Environmental Learning


Developing a sense of social consciousness also forms an important part of our curriculum. We want all our pupils to become more aware of the impact they have on their environment and how they can protect it for generations to come.


Children have access to a nature area, gardening with our raised beds and children are encouraged to take an active role in environmental school activities such as recycling and composting. We also encourage healthy and sustainable lifestyles through initiatives such as walking to school.


Special Educational Needs and Disabilities (SEND)


At Eyres Monsell Primary School pupils with Special Educational Needs are identified with regard to the 2014 ‘Code of Practice’ and the ‘Disability Discrimination Act’. The SEN policy is updated annually and the special needs provision is reviewed in order that all children have access to a broad and balanced curriculum, which is differentiated to meet their needs and ensures inclusion.  At Eyres Monsell Primary School the children with special needs are supported by a hardworking and committed team. By working in partnership with parents/carers we aim to give children the support and encouragement needed for them to make progress and enjoy a fully inclusive education.


As part of this process, individual education plans (IEPs) are written for identified children, which establish small step targets for progress. The IEPs are shared with parents and progress is regularly monitored. Support for children is provided in a variety of ways; one to one with a teacher or teaching assistant in small groups within the class or in withdrawal groups. Where appropriate outside agencies e.g. Educational Psychology Service, Speech Therapy Service, Occupational Therapist, etc. are involved in supporting children with special needs. During the summer term children in YR are screened for possible future specific difficulties with reading.


Any child identified as needing additional support will follow an individual, supplementary phonics programme led by a teaching assistant.


The SEN Coordinator (SENCo) is Mrs. Hill.


PE and Games

Physical Education and Games are an important part of the school curriculum. All children are expected to take part in an indoor gym or dance session and an outdoor games session each week, unless there are special circumstances. All children are encouraged to participate in a wide range of physical activities to the best of their ability. They are taught why exercise is important and how / whythey should maintain a healthy lifestyle.


Building on their enthusiasm for movement Key Stage 1 children begin to work with others in pairs and small groups. By listening, watching and experimenting with movement and ideas they develop their skills co-ordination and ball and racquet skills. In Key Stage 2, children learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. Children are encouraged to enjoy both collaborating and competing with each other, learning how to evaluate and recognise their own and others’ success. To ensure children receive high quality sports coaching, we use external specialists to help us to provide a high standard of Sport and liaise with local clubs such as Leicester City Football Club, Leicester Tigers Rugby Club, Tri Golf and the Lawn Tennis Association to support our sports curriculum.


Children in Years 1 to 6 participate in swimming lessons at Aylestone Leisure Centre. The aim is for them to be able to swim 25m before leaving Primary School.


Competitive sports are encouraged with children participating against each other, against other local schools and in area tournaments in School teams.


We offer a range of extra-curricular activities that are usually held after school. In the past year there has been a rugby club, a football club, multi-skills, gymnastics and a dance club. Some clubs are run by outside providers for which there is a charge.


From 2013, for a three year period, Schools have been allocated funding known as the 'P.E. and Sports Premium' to improve physical education (PE) and sport in primary schools over the 3 academic years 2013 to 2014, 2014 to 2015 and 2015 to 2016. More information can be found in our Sports Premium Statement, which describes our rationale and the spending of the amounts allocated for provision and continuous professional development.


Sex Education


The school has a programme of Personal, Social and Health Education which includes units of sex education. Human reproduction is covered in the context of secure, loving family relationships, the teaching about which is matched to the growing awareness and understanding of the children in Years 3 – 6.  When these particular units come around, parents will be notified by letter in advance and have the opportunity to discuss any aspects with the teacher.


Children in Year 6 receive a programme of Sex Education lessons, to ensure they have an awareness and understanding of the changes linked to puberty.


Curriculum Overview


You can download the long term curriculum plan by clicking the link at the bottom of the page.



Curriculum Maps

Foundation 1

Foundation 2

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Additional Information


For more information about the National Curriculum, click this link

For information regarding the curriculum changes, please see the link below.


Please note that the school is not responsible for the content of external websites

  • Eyres Monsell Primary School
  • Simmins Crescent
  • Leicester
  • Leicestershire
  • LE2 9AH
  • United Kingdom
  • Tel: (0116) 2773855
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