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Fairhouse Primary School

Courage, Kindness, Respect, Responsibility

Our Curriculum

At Fairhouse Primary School we have a broad and balanced curriculum which has been designed to meet the needs of the children in our school. Our curriculum covers all areas of the National Curriculum and ensures that there is progression in skills and themes across the school.

We use a range of teaching styles, resources and stimuli to teach the curriculum and children take part in enriching and stimulating trips and events. We expect a high standard and quality of work produced particularly in relation to written and spoken English and presentation.



At Fairhouse, our aim is for all children to leave with the ability to communicate through the written form, in a range of contexts.

We adopt a thematic approach to writing which matches our topics, which means children already have a secure amount of knowledge and vocabulary to support them.

In KS1, children follow a one-week cycle which promotes speaking and listening skills to support writing

In KS2, children follow a two-week cycle. Their first week aims to practice and develop skills associated with the genre, and the second week puts the emphasis on children writing more independently.

Key skills are clear at each year group. Click here to see our skills progression maps

Handwriting is taught through ‘Letterjoin’ in short 15minute sessions, 2-3x a week.

Spellings is taught through the PiXL spelling scheme in short 15 minute sessions, 2-3x a week.

Our approach incorporates best practice and up to date research, such as:

• A strong emphasis on writing

• Key GPS skills are taught in context

• There is consistency with delivery across year groups, which supports the children to become confident and independent

• There is planning time for children to gauge understanding of the whole text

• There are speaking and listening opportunities, particularly in planning lessons and in the KS1 writing cycle

• Good modelling and good models are used to expose children to good quality writing

• Metacognition opportunities and self/peer analysis is prominent throughout the writing cycle

• Where possible, experiences are used to engage and support the writing sequences

• Editing and revising is built in at the end of sequences 


Each year group has core texts which are read and studied in good detail. These texts are carefully selected to ensure progression in difficulty based on word/language/length and context. We have used the Centre for Literacy in Primary Education (CLPE) and other research to help us select appropriate, quality texts. Our texts usually match our half termly topics.

Reading is a high priority at Fairhouse. All children are expected to read at home at least 5 times a week.

In Reception and year 1, we have a weekly book focus. The children will become very familiar with this book through the week.

Every class has a dedicated 15 minute story time, where the class teacher reads to the children using the class novel.

In Key stage 2 (and halfway through year 2), the children use their core text to develop a greater understanding and depth of the text in reading sessions on Mondays and Fridays. The Monday and Friday sessions place a focus on authorial intent, predicting, summarising and understanding of the text as a whole.  On Tuesdays, Wednesdays and Thursdays, the children study a theme of reading which changes weekly. This theme is linked across three texts which have been selected to develop a broad range of reading experiences and genres. Within these sessions, there is a high focus on retrieval and inference skills. 

Early reading is taught using Read Write Inc, which teaches the children to read accurately and fluently with good comprehension. Children learn to form each letter, spell correctly and compose their ideas step-by-step.

Children in Reception and KS1 will take home 2 books: A Read, Write Inc. (RWI) phonics based book and one other book from our book banding system which exposes the children to more words.

Children who have finished the RWI scheme will take home book from our book banded system, which is matched to their reading level and context appropriate. The children are responsible for changing these as they are needed.


We follow the White Rose curriculum for mathematics. Our daily maths lessons aim to ensure that all children gain a deep understanding, confidence and competence in mathematics and give them access to different levels of challenge and depth of application.

Children often have the opportunity to use concrete resources. Our aim is to quickly move children on to visualising number.

At the beginning of each session, the children will practice and review arithmetic skills that have already been taught.  Each Friday, they have 10 mixed arithmetic questions which helps teachers to make assessments on what has been secured and which areas need further development. 

Children are given time to explore concepts in order to gain a deeper understanding of the learning at the beginning of the unit. It is vital that children use the correct mathematical vocabulary which will be modelled by the class teacher within lessons and used on working walls.

Maths lessons will follow a similar structure each day: input, modelling by the class teacher (I) , guided application (we) , individual attempts (you) and then move on to independent practice by children. The lesson should include aspects of reasoning. It may focus on an aspect of arithmetic or develop into use of application through problem solving and further reasoning.

Every maths lesson should have scaffolds and support for those who need more time to grasp the concept and challenging activities and tasks to stretch those who are working at depth within the concept although the main priority is to master the concept before moving to depth. This will involve varied fluency tasks.

Times tables:

· From 2020, children in year 4 will be tested on their times tables. The children need to be taught procedural fluency and conceptual fluency.

· The school has a curriculum map of when each times table should be taught.


Fairhouse Primary has developed its own PSHE curriculum using units form "Jigsaw" and enhancing these with bespoke units for our own children. Each term has a focus: Living in the wider world, Relationships and wellbeing and Health. You can see how these themes are broken down into small units and how they progress across our school from reception to year 6 by clicking here.


Here at Fairhouse, we follow the Discovery RE scheme to teach RE. This is an enquiry approach to religious education, covering Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism. You can see more about the units by clicking here. 


We are very proud of our computing curriculum at Fairhouse. We follow Rising Stars for our curriculum which ensures that the children have full coverage of the computing curriculum and that the progression is built in. We have a HLTA with fantastic subject knowledge who who delivers our curriculum. We also boast a 32 PC computing suite where every child has access to a good quality PC.

Computing is also taught at other times within our Cornerstones curriculum where skills are embedded. 

Cornerstones Curriculum

We have a broad and balanced curriculum in place, with clear progression across subjects, year groups and key stages, covering the national curriculum. In order to gain a thorough understanding and enjoyment, units are taught in blocks (usually each half term) with a range of cross-curricular links for foundation subjects. This follows the Cornerstones curriculum theme which outlines learning under four distinct phases:





We use a range of teaching styles, resources and stimuli to teach the curriculum and children take part in enriching and stimulating trips and events. We expect a high standard and quality of work produced, particularly in relation to written and spoken English and presentation.

Alongside daily topic lessons, the children will spend one day each half term being creative. These 'Creative Days' will form part of their topic and may include singing, dancing, art or DT.

Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


Me and My community

Starry Night

Once Upon a Time

Big Wide World

Sunshine and Flowers

Moving On

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6