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Welcome to Christ Church (Brondesbury)
CofE Primary School Going for GOLD with faith


Curriculum Rationale / Intent


At Christ Church School we deliver a deliberately ambitious broad and balanced curriculum for all of our children.

Our school vision, which focuses on inclusion and excellence, has led us to carefully select a series of schemes of work centred around a mastery approach to teaching and learning, which guarantees the progression of skills and knowledge required to excel in both written and verbal communication.

We expect all of our children to live our motto of Going for GOLD with faith and to live by our Christian values.


Our intent & implementation document is set out below. There is a PDF version for ease of view and a live version with links to progression documents.





At Christ Church we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.


As a result, all our children are able to tackle any unfamiliar words as they read. At Christ Church, we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.


Foundations for phonics in Nursery

We provide a balance of child-led and adult-led experiences for all children that meet the curriculum expectations for ‘Communication and language’ and ‘Literacy’. These include:

    • sharing high-quality stories and poems
    • learning a range of nursery rhymes and action rhymes
    • activities that develop focused listening and attention, including oral blending
    • attention to high-quality language.

We ensure Nursery children are well prepared to begin learning grapheme-phoneme correspondences (GPCs) and blending in Reception.


Daily phonics lessons in Reception and Year 1

  • We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week’s teaching to help children become fluent readers.
  • Children make a strong start in Reception: teaching begins in Week 2 of the Autumn term.
  • We follow the Little Wandle Letters and Sounds Revised expectations of progress:

Daily Keep-up lessons ensure every child learns to read

  • Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
  • We timetable daily phonics lessons for any child in Year 2 or 3 who is not fully fluent at reading or has not passed the Phonics screening check. These children urgently need to catch up, so the gap between themselves and their peers does not widen. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace. 


If any child in Year 3 to 6 has gaps in their phonic knowledge when reading or writing, we plan phonics ‘catch-up’ lessons to address specific reading/writing gaps. These short, sharp lessons last 10 minutes and take place at least three times a week.


Click on this link to see our progression map of Phonics and Spelling across the school


At Christ Church we value reading as a crucial life skill. Our intention is to provide a well-rounded knowledge and understanding of different authors and genres, whilst improving our children’s cultural capital. We aim for our reading curriculum to be ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs, the knowledge and skills needed to read fluently and often.

By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.



Reception, Year 1 and Year 2.

We teach children to read through reading practice sessions three times a week. These:

    • are taught by a fully trained adult to small groups of approximately six children
    • use books matched to the children’s secure phonic knowledge using the Little Wandle Letters and Sounds Revised assessments and book matching grids on pages 11–20 of ‘Application of phonics to reading’
    • are monitored by the class teacher, who rotates and works with each group on a regular basis.

Each reading practice session has a clear focus, so that the demands of the session do not overload the children’s working memory. The reading practice sessions have been designed to focus on three key reading skills:

    • decoding
    • prosody: teaching children to read with understanding and expression
    • comprehension: teaching children to understand the text.
  • In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
  • In Year 2 and 3, we continue to teach reading in this way for any children who still need to practise reading with decodable books.
  • In spring 2 in year 2 we will start a Destination Reader style shard reading session (see below) followed by reading at the child’s instructional level.


Reading KS2

Destination Reader is the approach we use for teaching reading in KS2. It involves daily sessions incorporating whole-class modelling, partner work and independent reading. Children deepen their understanding of the texts they read through different reading strategies and language stems.


Destination Reader is designed to support children’s comprehension and develop children’s motivation to read broadly for pleasure and purpose.


Click on this link to see the progression of learning across the whole school.



At the heart of English curriculum is a desire to inspire children by teaching writing creatively, placing high quality children’s books, linked thematically, at the centre of our lessons. To develop confident, capable and enthusiastic writers, we understand the importance of giving pupils a purpose for their writing, demonstrating the power of effective communication and its potential to affect an audience or reader.


Our children will master four main writing ‘purposes’, developing and embedding key grammatical skills as they progress through the school:


  • Writing to entertain
  • Writing to inform
  • Writing to persuade
  • Writing to discuss

At Christ Church, teachers follow a long-term plan carefully designed by curriculum leads. The plan is both text-based and, where appropriate, thematically linked to other areas of the curriculum.


Our Literacy skills of vocabulary building and verbal literacy are the thread which link together all of our curriculum subjects.


Click on this link to see an overview of books studied and

click on this link to see the progression of purposes.


In Mathematics, we have chosen a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities, the knowledge and cultural capital they need in life.

Our curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.

We hold the same high academic ambitions for all of our pupils. Where this is not practical, for example, for some learners with high  levels of SEND, our curriculum is designed to be ambitious, meet their needs and to encourage challenge.

We use Mathematics Mastery programmes of study to inform our planning and teaching across the school. They support us to deliver a broad and balanced maths curriculum which develops language and communication, conceptual understanding and mathematical thinking skills. However, teachers are also encouraged to use other sources of mathematical problems, such as White Rose and I See Reasoning.


 Please click on this link to see an overview of each year’s planning.


In a Church of England school, Religious Education should be considered as an academic subject.


At Christ Church school, we follow the LDBS scheme of work in order to provide learning in RE which:

  • enables children to become religiously literate
  • develops the skills of
    • critical thinking
    • engaging critically with texts
    • asking deep and meaningful questions
    • making connections within and across worldwide religions and worldviews
  • enables children to make their own choices and decisions concerning religion based on a deep knowledge and understanding of religions, belief systems, values and practices.


Our RE schemes of work are from the LDBS and as a Christian school they focus on Christianity (2/3) and Other World Religions (1/3). Throughout the units, the children reflect on 3 distinct strands – Theology, Philosophy and Human Sciences. These strands assist the children to learn both about and from the topics studied as they apply their learning to their own daily life and spirituality.


The Units of work guide children’s learning through big questions.


Click on this link to see the progression of questions across the school:




The history curriculum at Christ Church seeks to give pupils a solid foundation and broad overview of some of the most important periods, events and themes in British and world history. The units explore themes of change and continuity, perspective and power. The curriculum is deliberately ambitious and places a high value on domain-specific vocabulary. It challenges pupils to make connections across time and place and sets up pupils for, we hope, a life-long love and understanding of an important subject, while providing a foundation of understanding that will make them curious, active citizens of this country and the world.


At Christ Church, we subscribe to the Reach Out curriculum.

Click on this link to see an overview of the subjects studied in KS1 and KS2.


The geography curriculum at Christ Church is based on the only safe assumption that a teacher can make: that the pupil might go on to study the subject at university, require particular subject knowledge in their future career, or need particular subject knowledge or skills to enable them to be active members of society. As a result, the curriculum has been designed to be fit for that purpose

The geography curriculum incorporates fundamental geographical knowledge and skills, allowing pupils to build on a firm foundation in future years.


At Christ Church, we subscribe to the Reach Out curriculum.

Click on this link to see an overview of the subjects studied in KS1 and KS2.


At the heart of our science curriculum is the desire to build a secure knowledge of the world around us. We do this by systematically building up the students’ schema of knowledge about natural phenomena and their investigation. In doing so, we believe our students will be able to use a strong knowledge foundation to ask questions of any area of the world in which their curiosity may take them and have the tools to meaningfully make progress in this pursuit.

At Christ Church, we subscribe to the Reach Out curriculum.

Click on this link to see an overview of the subjects studied in KS1 and KS2.


In PSHE, we have chosen a curriculum which crosses the whole school and that:

  • builds social skills,
  • grows emotional literacy,
  • enables good mental health, nurtures children’s positive relationships with themselves and others,
  • provides a whole-school approach to delivering this challenging work and
  • makes this learning enjoyable and straightforward.

At Christ Church, we use the JIGSAW curriculum in order to provide high-quality learning in PSHE.

Each class receives a full JIGSAW lesson each week, following the structure as set-out in their planning documents. In this way, we cover all areas of the PSHE curriculum as prescribed by the DfE.


Click on this link to see the progression of learning across the whole school.

MFL Spanish

Our Spanish curriculum aims to:

  • give the children the communication skills they need to learn a language at Secondary School and to
  • give the children a grounding in one of the major European languages

Our schemes of work are based upon the QCA units and are tailored to build upon the 3 key elements of phonology, grammatical structures and vocabulary.


Through vocabulary learning, conversation and reading & writing the children will focus on their key language skills.

Click on this link to see the progression of skills and key questions across Key Stage 2.



At Christ Church School, our high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. 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 next stage in their continuing education and as active participants in a digital world.

Through our Computing curriculum we aim to demystify computing technology, the internet and communication systems for the children.

Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems.

The core of our 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.

Our curriculum document is based upon the expectations and recommendations of the National Curriculum.

Computing is embedded in the teaching timetable as a PPA subject, ensuring that children are learning and practising for at least 1 lesson of 1 hour at the very least.



Click on this link to see the progression of learning across the whole school.


Our high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.

It provides opportunities for pupils to become physically confident in a way which supports their health and fitness.

P.E. also offers our children an opportunity to grow spiritually in line with our vision of being their best in God’s creation and “Going for GOLD with faith.”

Our curriculum offers opportunities to build character and help to promote our school values.

Our programme of work covers all the expectations of the National curriculum and the long-term plan shows progression across the areas of gymnastics, dance, athletics and games (invasion, net, striking) from lower school to Year 6.

P.E. is embedded in the teaching timetable as a PPA subject, ensuring that children are physically active for at least 1 lesson of 1 hour at the very least.


Click on this link to see the progression of learning across the whole school.


At Christ Church School, we believe that music is an important and valuable part of a child’s life. Music is an avenue which allows children who may not be as able in other academic subjects to have a voice and an opportunity to express themselves and to work in or lead a team.

Therefore, we intend that by the time they move on from our school, every child will have had access to high-quality music teaching and an equal opportunity to begin to learn a specific instrument taught by specialist teachers.

Our music curriculum is provided by Brent Music Service.

Lessons are delivered weekly by a specialist music teacher following a carefully designed and progressive programme of work. The lessons are carefully differentiated in order that all children have access to music making and there is sufficient challenge for those who are developing above the expected level.


Click on this link to see the progression of learning across the whole school.

Art & Design

At Christ Church School, our Art & Design curriculum is design to allow children to experience the aims of the National Curriculum guidelines in that we aim to ensure all pupils:

  • Produce creative work, exploring their ideas and recording their experiences
  • Become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • Evaluate and analyse creative works using the language of art, craft and design
  • Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Art & Design are taught specifically during themed weeks at key points throughout the year.

In the year 2021 – 2022, these were at Christmas, Easter and in the Summer Term. Two of the focus weeks matched with Christian religious festivals and the third with the summer term of growth and changes.


Each themed week the children focus on a different artist and style of art, then learn the techniques used in famous pieces produced by these artists. The children then use the techniques learned to create their own art work in a given style reflecting the theme of the week.


The art/design focus of these weeks will change each year in order for the children to experience the full range of subject content from the National Curriculum as they progress through the school.


Click on this link to see the plans for this year’s themed art & design weeks and to see the art focuses covered in each of these.


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Class of the Week

  • Year 1 98.5%

Current Totals

  • Nursery 78.0%
  • Reception 84.0%
  • Year 1 98.5%
  • Year 2 95.2%
  • Year 3 95.7%
  • Year 4 98.4%
  • Year 5 91.7%
  • Year 6 88.6%

Overall School

  • Weekly: 94.6% Year to date: 94.8%

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Class Points

  • Nursery
  • Reception
  • Year 1 - Flamingo
  • Year 2 - Kingfisher
  • Year 3 – Quetzal
  • Year 4 - Phoenix
  • Year 5 - Hummingbird
  • Year 6 – Sisserou