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What does your child learn at school each day? Find information about our curriculum subjects here.

Our Philosophy:

We, at Goldenhill Primary Academy believe that primary school should be a safe and wonderful place where children want to be, and learning takes place both in and out of the classroom. Learning should be through a mixture of exploration, discovery, creativity and a variety of sensory and kinaesthetic experiences which encourage learners to want to explore more in a journey of lifelong learning.  They will learn the English and Maths skills needed for life and learning and to progress in their education. Children will learn to shape their futures and develop their unique capacities and skills. They will be encouraged to be curious and use thinking skills to innovate, be creative and problem solve. They will develop the first understandings of employment and entrepreneurship. A primary education should set up learners for life, with the knowledge and skills to be well-rounded individuals, emotionally and physically healthy, with an appreciation for and a generosity towards people, the world and the universe around them.

Curriculum intent

Our curriculum is broad, balanced and meets the requirements of the national curriculum. It has a project-based, thematic approach and provides children with a range of rich and memorable learning experiences.



  1.  engage children through interesting topics and hands-on activities.
  2. Make meaningful links between subjects.
  3.  develop children’s skills, knowledge and understanding of a range of themes and concepts.
  4. make effective connections to the real world.
  5. help children to think creatively and solve problems.
  6. develop children’s capacities to work independently and collaboratively.
  7. enable children to make choices about their learning.
  8.  take account of children’s interests and fascinations.


Our approach:

  1.  develops children to the best of their abilities
  2.  helps children to find their passions and interests
  3. facilitates children’s acquisition of knowledge, skills and understanding
  4. helps children to develop intellectually, emotionally, socially, physically and morally
  5. assists children in becoming independent, responsible, useful, confident and considerate members of the community
  6. promotes a positive attitude towards learning, so children enjoy coming to school
  7. helps children to acquire a solid basis for lifelong learning
  8. creates and maintains an exciting and stimulating learning environment
  9. ensures that each child’s education has continuity and progression
  10. enables children to contribute positively within a culturally diverse society


Our curriculum is built on The Four Cornerstones of Learning – Engage, Develop, Innovate and Express. These are four distinct stages that actively promote children’s learning and thinking

Picture 1

The Four Cornerstones of Learning link explicitly to pupils’ spiritual, moral, social and cultural (SMSC) development.


The focus for teaching and planning in each Cornerstone is as follows.



  1. hooks learners in with a memorable experience
  2.  set the scene and provide the context
  3.  ask questions to provoke thought and interest
  4. use interesting starting points to spark children’s curiosity


  1. teach knowledge to provide depth of understanding
  2. demonstrate new skills and allow time for consolidation
  1. provide creative opportunities for making and doing
  2. deliver reading, writing and talk across the curriculum


  1.  provide imaginative scenarios for creative thinking
  2. enable and assess the application of previously learned skills
  1. encourage enterprise and independent thinking
  2. work in groups and independently to solve problems


  1.  encourage reflective talk by asking questions
  1. provide opportunities for shared evaluation
  2.  celebrate success
  3. identify next steps for learning


Memorable Experience

Each Imaginative Learning Project (ILP) begins with a memorable experience that stimulates children’s curiosity and prepares them for a new theme. A memorable experience often involves an educational visit out of school or a visitor coming into school to share their expertise with the children.

Goldenhill Primary Academy- Learning project overview 2018-2019



English is a core subject and is at the heart of our curriculum. Each project covers a range of reading and writing genres and, where appropriate, links to other areas of the curriculum.


During 'English lessons' the use of differentiated quality texts is used to teach the core skills in-line with the expectations of the National Curriculum.


Please find below a  map of all the English genres covered across the academy.


Spoken language is promoted throughout the curriculum and across all subjects.


Spelling, vocabulary, grammar and punctuation are promoted throughout all writing opportunities, with each year group following a specific programme. Please see below the coverage and progression map for English Spelling, Grammar and Punctuation for our academy.

English Long term cross curricular genre overview: 2018-2019

English spelling, grammar and punctuation coverage and progression map: 2018-2019

Texts explored across the Academy: 2018-2019

How we teach reading at Goldenhill Primary Academy

Learning to read is one of the most important things your child will ever learn. It underpins everything else, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We also want your child to develop a real love of reading and to want to read for themselves. This is why, in partnership with parents, we work hard to make sure children develop a love of books as well as simply learning to read.


We start by teaching phonics in Nursery and throughout the Foundation Stage and Keystage 1. At Goldenhill Primary Academy we follow the Letters and Sounds principles and practice of high quality phonics.


For more information, please follow this link:    


The six phases of the Letters and Sounds document provides a structure for the teachers to follow and plan children’s progression. The teachers carefully adapt their planning to meet the needs of the children within their class. The teacher’s individual assessments will inform the rate at which the children are able to progress through the phases and adapt their pace accordingly.


It is expected that Nursery will introduce Phase 1 phonics through small focused groups and activities. This includes learning to make different sounds and developing listening skill. When appropriate, the practitioners will then introduce the initial sounds and may begin to teach digraphs.


In the Reception Class we will revise all letter sounds and learn new digraphs and trigraphs. At this stage the children are also becoming more confident with segmenting and blending sounds to read whole words. In the Reception class children are also taught words with 4 and 5 sounds in them and alternate ways to read and write different sounds. This continues into Year 1 and 2 as appropriate and children learn to read and write a range of graphemes and alternate graphemes. Along side this the children are taught the ‘tricky words’ – high frequency words which do not follow the regular phonetic pattern.


Phonics and reading activities are taught in whole class and small group situations. Your child will work with children who are at the same phonic and/or reading level.  This is so that the teaching can be focussed on their needs.  Discreet phonic sessions take place daily for 15 - 20 minutes and there are also enhanced phonic activities within the indoor and outdoor environment available for the children to explore independently throughout the day – (in the Nursery and Reception classes.) Phonics provision is also supplemented by a wide range of speaking and listening, English, spelling and grammar activities.


All teachers will formally assess their children’s progress at the beginning of the year and the end of every term in order to inform their planning. Informal assessments are ongoing and plans adapted to meet the needs of the children.


At the end of year 1 the children will take the statutory National Phonic Screening Test. If the test shows that children are still working towards the expected standard then they will work in a small intervention group to enable them to retake the test in year 2.


Teachers regularly read with the children so the children get to know and love all sorts of stories, poetry and information books.  This is in addition to the books that they bring home.  This helps to extend children’s vocabulary and comprehension, as well as supporting their writing. All classrooms have attractive book corners where the children can access a wide range of books, both fiction and non fiction to help embed their love of books, stories and reading.


Accelerated Reader.

Accelerated Reader (AR) is a targeted programme that helps us monitor children’s independent reading. Children choose a book at their own level and read it at their own pace. Once finished (and parents have signed in their child’s reading diary) they take a short quiz on the computer. Passing the quiz is an indication that they have understood what they have read. AR gives both children and staff immediate feedback based on their quiz results.


To determine a child's reading level children take a computerised reading assessment known as a STAR test at the beginning of the year and at set times throughout the year. The test uses multiple-choice questions and adjusts to the children’s responses – if an answer is correct the next question increases in difficulty and vice versa. The test takes approximately 10 minutes.


All of the reading books in the academy that children take home have now been banded into these levels or 'zones'. 


It is easy to keep a check on your child progress, seeing what books they have read and how well they are performing on their ‘quizzes’, by logging onto the following web address (this works better using Google Chrome as the internet explorer)and entering the log in details which you were sent when the programme started. These can also found in your child’s reading diary. (if you can not find these please contact your child's class teacher and we will happily send these again)

If you select the notification button you can receive email alerts when your child has completed a quiz so you can keep a check on how well they are doing.


Research has shown that children using this system and reading regularly make excellent progress both in their reading and comprehension skills.


What can parents/carers do to help?

You can help your child to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word.  Try not to refer to the letters by their names.  Help your child to focus on the sounds.  


Sometimes your child might choose to read a picture book that they know well. Encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story.


Make reading and learning phonemes/spellings fun for example using magnetic letters on the fridge, foam letters in the bath or playing eye-spy.  Remember to keep reading to your child.  They will come across far more adventurous words than they will in their early reading books.  You will be helping them to grow a vast vocabulary and understand the meaning of different stories etc.  It will also encourage them to love books and want to read more.


Your support really does get your child off to a flying start and encourages them to make great progress!



Mathematics is also a core subject and is taught discretely following the planning and support from the White Rose Maths Hub. However, where relevant, mathematics is linked to ongoing project work.


Our maths curriculum:

  • has number at its heart. A large proportion of time is spent reinforcing number to build competency
  • ensure teachers stay in the required key stage and support the ideal of depth before breadth.
  • ensure pupils have the opportunity to stay together as they work through the schemes as a whole group
  • provide plenty of opportunities to build reasoning and problem solving elements into the curriculum.


As an academy, we believe that all children, when introduced to a new concept, should have the opportunity to build competency by taking the following approach.


  • Concrete-children should have the opportunity to use concrete objects to help them understand what they are doing.
  • Pictorial- alongside this children should use pictorial representations. These representations can then be used to help reason and solve problems.
  • Abstract- both concrete and pictorial representations should support children’s understanding of abstract methods.


Science skills and scientific enquiry are fully covered following a discrete programme (Snap Science). Some projects also have a science focus, and others will have less of a scientific emphasis.

Science long term plan: 2018-2019

Religious Education


RE is a statutory part of the curriculum and follows the locally agreed syllabus.

RE long term plan: 2018-2019


The core skills of ICT are taught as a discrete programme (Purple Mash) across the academy. However, other elements of the computing curriculum are integrated into the curriculum as part of project work. These include online-safety, digital publication and presentation, research, data handling and the use of digital media.

Foundation Subjects


The foundation subjects – history, geography, design and technology, art and design, PE and music – are integrated into each project and provide enrichment across the curriculum.


The core skills of music are taught as a discrete programme through a specialist teacher.


Spanish is taught as a discrete programme at Goldenhill Primary Academy through a specialist teacher.



What is SMSC?

SMSC stands for spiritual, moral, social and cultural development. All schools in England must show how well their pupils develop in SMSC.



Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect.



Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views.



Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.



Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity.

Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance.

SMSC throughout the Academy

PSHE long term plan 2018-2019