Key Stage 2
Our Curriculum


Cavendish Primary Phase offers a curriculum which is balanced and broadly based and which:
• promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
National Curriculum 2014 provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
National Curriculum 2014 is just one element in the education of every child at Cavendish. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.


Pupils of compulsory school age in community and foundation schools, including community special schools and foundation special schools, and in voluntary aided and voluntary controlled schools, must follow National Curriculum 2014. In primary school it is organised on the basis of 2 key stages and eleven subjects, classified in legal terms as ‘core’ and ‘other foundation’ subjects.
National Curriculum 2014 is required to publish programmes of study for each national curriculum subject, setting out the ‘matters, skills and processes’ to be taught at each key stage. Schools are free to choose how they organise their school day, as long as the content of the national curriculum programmes of study is taught to all pupils. The structure of National Curriculum 2014, in terms of which subjects are compulsory are set out in the table below:
All schools are also required to teach Religious Education across both key stages. At Cavendish we follow the locally agreed syllabus.

Key Stage 2

Subject Overviews

Learning Enviroments

Classroom management reflects our aim to encourage children to be independent, well organised and to develop good learning behaviours. This will require flexibility in the organisation of furniture and creativity in learning.  Each classroom promotes a positive learning ethos, which is calming and open ended.

Each learning environment will contain working walls in English and Maths to aid children in their learning.  The classroom environment is used to create a safe working environment which promotes good behaviours for learning and celebrates success.


We continue our Linguistic Phonics programme through the whole of Key Stage Two. The rationale for Linguistic Phonics is that children are taught to understand the relationship between spoken language and written words. It starts with what the children naturally acquire, spoken language, and teaches them the relationship between sound-spelling correspondences. Teaching children to read through Linguistic Phonics allows them to develop their decoding skills; this supports children in learning to blend graphemes (letters) for reading, segment phonemes (sounds) for spelling and manipulate phonemes (sounds) to develop accuracy in reading and spelling. Linguistic Phonics teaches the concept that all sounds can be spelled. We therefore do not promote silent letters, magic letters, or memorising whole words by sight. We appreciate parental support and ask that you read with your children in this way, encouraging children to use their decoding skills to read and spell.

Our teachers and teaching assistants receive training to deliver the Sounds-Write phonics programme. Sounds-Write takes children through systematic, incremental steps to teach children the 44 sounds in the English language and their multiple spellings.


At Cavendish, we map out high-quality books for each year group to be used across Reading and Writing lessons.

We use the whole class texts each day in our Reading lessons to support the teaching of the main reading strategies: summarising, inference, prediction, making connections, clarifying, evaluating and questioning. Each week we focus on one of the reading strategies, with the teacher modelling how to use the strategy within the whole class book context. The children then use sentence stems to practise the reading strategy as the continue reading the whole class book in pairs. Two days a week children read a book chosen from the shelves of ‘Recommended Reads’ as seen below. These are diverse books that encompass a range of genres and expose children to many different authors. 

wider curriculum

At Cavendish, the children receive a broad and balanced curriculum that enables pupils to progressively build and deepen their knowledge, understanding and skills through all Key Stages. The carefully sequenced curriculum is accessible and inclusive of all learners. 

Educational workshops and visits are an integral part of our curriculum and enrichment activities are offered.  This can be in the form of a visitor, workshop in school  or trip linked to the theme. Pupils experience ‘real-life’ opportunities through having these opportunities. Some of the enrichment activities the children have enjoyed this year include; The PlanetariumThe Toy Museum,  Brooklands Motor Museum and workshops on Chinese dancing.


of pupils achieved 9-4 in English.

After School programs


of pupils achieved 9-4 in Maths.

Years Established

Celebrating Success

The staff and governors of Cavendish wish to congratulate all of our Year 11 pupils for the fantastic GCSE grades they have achieved this year.

Headteacher, Peter Marchant said, "The grades that our pupils have achieved are a reflection of their hard work throughout their time at the school and they can rightly feel proud of what they have achieved through these  challenging times."