Key Stage 1
Our Curriculum

National Curriculum Key Stage 1

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.

Structure of the National 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:

Key Stage 1

Subject Overviews

learning Environments

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

Classroom management should reflect 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 should promote a positive learning ethos, that is calming and open ended.

In Year 1 children will continue, initially, to learn through play. They will experience hands on open ended activities that promote extensive communication and cooperation. This will develop into a structured learning environment through into Year 2.

Statutory Phonics Screening Check

At the end of year one, your child will undergo a statutory phonics screening check. This is a statutory assessment which began in 2012.

All children in Year One must take the check and any Year Two children who did not meet the expected standard in the previous year will take the check again.  The phonics screening check is designed to confirm whether or not individual children have learned phonics decoding to the appropriate standard.

In KS1, we follow a linguistic Phonics approach called Sounds-Write. This is a quality first phonics programme. Its purpose is to provide pupils with a comprehensive system in which to learn reading, spelling and writing. It is introduced in Reception EYFS, taught in KS1 and fine-tuned throughout the rest of Key Stage 2.

The rationale for Linguistic Phonics is that children are taught to understand the relationship between spoken language and written words. 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.

At the start of the programme (Initial Code), simple, one sound/one spelling, one-syllable, CVC words only are introduced. As the programme progresses, the complexity of one-syllable words is increased to four-, five- and six-sound words of the structure CVCC, CCVC, CCVCC/CCCVCC, before introducing the most common consonant digraphs. Throughout KS1, once the children are secure in initial code, the children are taught in the Extended Code. This teaches children that spellings have more than one sound and sounds can be represented in more than one way.


At Cavendish, the children are taught History, Geography, Science, Art, Design and Technology and computing alongside English and Maths.

Each term, the curriculum is underpinned by a key enquiry question such as ‘What was significant about 1666?’ and ‘What are the wonders of the UK?’

Educational workshops and visits are an integral part of our curriculum offer and an enrichment activity is planned during each theme.  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; Battle Abbey,  The Toy Museum, Brooklands Motor Museum and workshops on Chinese dancing.

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."