Cage Green Primary School Cage Green Road, Tonbridge, Kent, TN10 4PT T. 01732 354325 F. 01732 369 468
Head Teacher: Joanna Styles, NPQH, Headteacher

The Curriculum

Our Creative Topic Based Curriculum

At Cage Green we strive to provide a broad, balanced and creative curriculum, delivering an education for our pupils which will engage them in rich, inspiring and exciting learning experiences. 

Our topic based approach ensures pupils receive a varied experience that develops key skills, furthers their knowledge and broadens their interests. Furthermore, we encourage a cross-curricular approach which strengthens and consolidates learning and is proved to have a positive impact on pupils understanding of topics. The cross-curricular approach encourages a themed approach to learning, where pupils focus on a topic across each of the various subjects. This enables a deeper understanding of the topic and is thought to improve pupils’ attainment in the core subjects of English and Maths, as they are embedded across the curriculum rather than being taught in isolation.

Our curriculum is designed to develop our children as self-assured, confident individuals, fully prepared for their transition into secondary school and beyond.

The aims of our Topic based curriculum are:

·         For children to have lots of fun expressing themselves and learning about the world through a variety of topics.

·         To provide children with the skills, concepts and knowledge necessary for them to express their responses to ideas, feelings and experiences in a written, visual and tactile way.

·         To enable children to use geographical enquiry and skills to develop knowledge and understanding of places, patterns and processes.

·         To enhance children’s appreciation of the diverse cultures within the school and our local community and across the world.

·         To encourage children to become responsible citizens who value and care for the environment.

·         To enable children to learn about significant events, people and places through historical enquiry.

·         To encourage the development of imagination, original thought and personal expression.

·         To enhance the children’s confidence and self-esteem by involvement in the arts.

·         To enable all children of all abilities, gender, culture and social background to develop their understanding and appreciation of the arts.

Throughout each topic the children will have opportunities to develop their knowledge and skills throughout the Foundation subjects. In addition, stories, non-fiction texts and poems are carefully selected alongside other literature that will form the basis of the learning in English and drive the children's interest in their topic.

We strongly believe that it is important to keep the curriculum lively and varied.We aim to provide the experiences, resources, support and environment in which all children will enjoy and develop their talents in a supportive atmosphere.

Topic Overview

Below is the whole school topic curriculum plan. It is a two year programme with a different topic being covered over two terms. 

Please click to see our Topic Web Yearly Overview

Programmes of Study
At the beginning of each half term we provide Parents/Carers, with key information about the planned provision for pupils in Key Stage 1 and Key Stage 2.
Mathematics - The CurriculumAnchor
At Cage Green School we aim to provide children with the mathematical knowledge, skills and understanding that will help them make sense of the world around them as they grow and develop.  We are following the New Curriculum for all year groups, with some additional learning in Year 2 and Year 6 to keep in line with the current assessments.
The National Curriculum for Maths aims to ensure that all pupils:
-  become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
-  reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
-  can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. “
Mathematics is taught daily for a minimum of 45 minutes per day in Key Stage One and 60 minutes per day in Key Stage Two.  Teachers differentiate accordingly through the use of manipulatives and extend children to broaden and deepen their thinking.  We use Numicon from Reception up as the main tool to teach number facts and calculations. Problem solving and investigations are used to enable children to apply their learning.
AnchorEnglish - The Curriculum Anchor
Reading is central to children’s learning in every subject and in all parts of life, therefore at Cage Green we have a huge commitment and focus on the teaching of reading. We aim for all children to:

-  Read easily, fluently and with good understanding

-  Develop the habit of reading widely and often, for both pleasure and information
-  Acquire a wide vocabulary

We focus on two main strands: word reading (decoding) and comprehension (both listening and reading.) Different kind of teaching is needed for both areas and for more information on the decoding of reading, sees the phonics information.
To teach and develop children’s comprehension skills, each class will read a class book. This is chosen by the class teachers in their year group and is linked to either their topic for the term or their science. Teachers will focus on one objective from the National Curriculum per week and teach the children this objective through reading the class book. Class, group and individual activities will support children in understanding and practicing the skill they are learning.
To promote the enjoyment of reading, children will have one reading lesson a week dedicated to ‘reading for pleasure’ where they will chose their own book to read on their own or share with a peer. Once a week also, the reading lesson will be ‘reading buddies.’ This is where two classes are paired up and they will share a book together. The younger child may read to the older child who will listen to them and support them in decoding any words they are unsure of and the older child may pose comprehension based questions based on the text.
For our Phonics  Schemeswe use Letters and Sounds and Jolly Phonics. For reading we have lots of schemes, Songbirds, Big Cat, Project X, and more.
Writing is split into two strands also – transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing.) Children are taught both strands throughout key stage 1 and 2 and alongside this are taught SPAG (spelling, punctuation, grammar and vocabulary) lessons also.
Children are taught to plan, draft, revise, evaluate, edit and improve and re-draft their writing regularly. This constant cycle of evaluation helps children recognise what they can improve on as a writer and along with the support of teaching, they can constantly ‘up level’ their own work.
Writing is very closely linked to reading and to ensure the links are maintained, lessons are planned, once again, around the topic and class book. Writing for a real meaning and purpose will inspire children and promote the need and love of writing. Lessons are interactive and engaging and are always supported by drama activities and oral story telling. Children are encourage to become self critical in order to be able to improve their work and often work with peers to support each other in their development.
A range of genres are taught in each year group – fiction, nonfiction, poetry and plays. The choice of which genre to cover when allows class teachers the freedom to plan lessons that are intrinsically linked to their topic and book which motivates the children and in turn produces a high standard of writing across the school.
All pupils at Cage Green enjoy a variety of music which is embedded in the curriculum and enriches their learning at all levels.
Children are taught to listen with concentration and with attention to detail in order to help them understand, appreciate and enjoy music as well as how to respond to it.
Regular class lessons and weekly singing assemblies develop singing, rhythmic and instrumental skills.
The Phoenix Centre follow an exciting and very 'Hands on' music scheme 'Kindermusik' which links music and movement together, nurturing musical development in a fun and social way.
EYFS, KS1 and KS2 follow the 'Music Express' scheme which promotes a topic based, cross curricular approach to support children's learning in music from one year to the next ensuring consistent musical development.
Year 6 perform at the London O2 in the annual 'Young Voices' concert which is the largest school choir concert in the world and a real special treat and experience to have in the final year at Cage Green.
Extra curricular musical opportunities such as:
- Guitar (Acoustic and Electric)
- Flute
- Saxophone
- Clarinet
- Oboe
- One to one vocal lessons/or small group vocal lessons
- Drum
are provided by Music Station.
Music Station is a Tonbridge based company which aims to provide an exciting range of music education courses, lessons, activities and services for the whole community regardless of age or ability, using the best teachers, facilities and technology, at an affordable price. Lessons are held at school in our Music room and at the Music Station studio.
We hold regular showcase evenings where the children that have had music lessons can perform alongside a live band to an audience and show off their developing skills.
The Cage Green Pop Choir rehearse weekly and perform on several occasions throughout the year, in school, and at local venues in competitions and musical events.
There will be Musical events each seasonal term.  Please check the website for further details.
At Cage Green we have adopted the Kent Science Scheme, which aims to raise standards in Science through meeting the needs of children in different contexts.
Themes covered include Forces, Ourselves, Light, Sound, Electricity, Materials, Keeping Healthy, Green Plants, Habitats and Living Things.
Lessons are set within the context of Knowledge and Understanding, many of the lesson objectives and their associated levelled outcomes are investigation based. Most lessons are based on scientific enquiry. Children are actively involved in the planning stage, deciding what evidence to collect, carrying out investigations, recording results and answering scientific questions.
Assessment is a key element throughout the scheme, levelled outcomes for each task enable teachers to make assessments and to develop pupils’ skills and knowledge for the next lesson.
The scheme provides interesting and challenging activities and the scientific vocabulary children need at both Key Stages. The scheme builds upon previous knowledge and ensures there is continuity and progression as the children move through Year groups and Key Stages. 
Personal, Social, Citizenship and Health Education (PSCHE)
The school’s PSCHE programme aims to help all our pupils acquire the necessary skills, knowledge and understanding that they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.
Cage Green’s strong ethos actively promotes, supports and secures high standards of personal behaviour and our pupils are helped to learn about their own and other people’s feelings and develop an awareness of the views, needs and rights of their peers and people outside the school environment. The school celebrates the achievements of pupils who demonstrate kindness and friendship and places due emphasis on the importance of developing good relationships and respecting the differences between people, both of which are an essential part of life and learning.
Regular class ‘Circle Time’ opportunities provide an opportunity for all our pupils to reflect upon their experiences, leading to an understanding about how they are developing personally and socially. The PSCHE curriculum across Key Stage 1 and 2 tackles many of the key spiritual, moral, social and cultural issues that are central to the process of growing up as well as preparation for Key Stage 3 and the world of work.
RE and Collective Worship
School assemblies take place each day either in the school hall or in classrooms. These enable teachers and pupils to celebrate and reflect upon, through music, role play, prayer, stories and song etc., matters of a spiritual, moral, social and cultural nature. Acts of Collective Worship provide an appropriate vehicle through which aspects relating to our moral well-being and service to society can also be shared, supporting the schools’ Personal, Social Citizenship and Health curriculum.
Religious Education is compulsory in all State Schools and regular lessons are taught, with work often incorporated in other subjects across the schools’ broadly based curriculum. The school follows the Discovery RE Framework that covers the Kent agreed syllabus for R E. Discovery RE is an enquiry – based approach to teaching and learning.  It incorporates the study of the Christian faith as well as an introduction to other main faiths.
The Education Act allows parents with other faiths the right to withdraw their children from R E lessons and from the assemblies. Parents are asked to contact the Headteacher in this regard and appropriate arrangements will be made to support the circumstances of each request. 

   Early Years Foundation Stage

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

(Statutory Framework for the Early Years Foundation Stage 2014)

We follow the Early Years Foundation Stage statutory framework that sets the standards for Learning, Development and Care for children from birth up to 5 the end of the Reception year.

Four guiding principles shape our practice:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.

  • Children learn to be strong and independent through positive relationships.
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.
  • Children develop and learn in different ways and at different rates.

The Curriculum we follow:

The curriculum is everything the children do, see, hear, and feel, planned and unplanned, both indoors and outdoors. Children learn through three prime areas and four specific areas which are:

Prime areas:

  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language

Specific areas:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

The prime areas are fundamental, work together and support development in all other areas. The specific areas include essential skills and knowledge for children to participate successfully in society.

All seven areas of learning & development are important to us:

  • Personal, Social and Emotional Development

We want our children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

  • Physical Development

We want our young children to be active and interactive; and to develop their co-ordination, control, and movement. We also aim to help them to understand the importance of physical activity, and to make healthy choices in relation to food.

  • Communication and Language

Through communication and language development we aim to give children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

  • Literacy

Through Literacy we will support children to link sounds and letters and to begin to read and write. We believe it is important that they are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

  • Mathematics

Through Maths we aim to give opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures. At Cage Green we use Numicon to develop strong foundations in number.

  • Understanding the World

We want our children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

  • Expressive Arts andDesign

We will encouragechildren to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

We consider that none of the seven areas of learning can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child initiated activities.

In each area of learning there are Early Learning Goals (ELG's) that define the expectations for children to reach by the end of the EYFS. At the end of each school year, teachers and practitioners will make a judgment for each of the Early Learning Goals, based on ‘best fit’,  as to whether the child is at the level of “Emerging”,  “Expected” or “Exceeding” each Early Learning Goal.