Accept Cookies

This website uses cookies to help us know a little bit about you, how you use our website and improve the browsing experience. Manage cookies.

Skip to main content

Turner Martello Our Curriculum

Banner Image
Banner Image

Our Curriculum

Our curriculum is subject based and knowledge-rich ensuring that everything is appropriately sequenced to develop understanding and skill.

Our goal is to develop culturally literate pupils and our approach is consistent with the expectations of the Primary National curriculum.

Our curriculum brings together well-proven programmes from the UK and USA. Details of these can be found in the subject specific information below.

Our House Team system rewards hard work and progress.

As a starting point children are taught to be aware of each subject they learn and its unique identity. Pupil versions of subject descriptions, or rationales, can be found around the school building to help children scaffold their learning. These rationales can also be found in subject information, below.

For more information on our curriculum, please contact the school office.

Dr. Jo Saxton asked Dr. E.D. Hirsch: “How young can you start with a knowledge based curriculum?”


Year Group Overviews

Available via the link below, our curriculum overviews outline the content of our curriculum from our Reception class through to Year 6.

Curriculum Overviews EYFS-Yr6


The teaching of reading begins in Reception when children are introduced to phonics. We follow a programme of synthetic phonics with Read Write Inc., which takes the learner incrementally through phases into full proficiency as confident readers.

Our teaching of reading ensures that comprehension develops at the same rate as decoding of print.

At the same time as the teaching of reading skills, we are determined that a love of reading and of good literature is taught to the children, promoting a life-long love of reading for enjoyment and as a source of information and knowledge.

Our English rationale for pupils can be found here:

Read, Write Inc.

This programme, a collaboration between Ruth Miskin, OBE and Oxford University Press, guides our teaching of writing and wider literacy.

Read Write Inc

Read Write Inc for Parents

We also use aspects of the Core Knowledge Language Arts scheme, to develop aural skills and comprehension, and recommend the ‘What Your Year 1/2/3/4/5/6 Child Needs to Know’ parent books for material to read-aloud to your children at home.

The highest form of pure thought is in mathematics

We primarily teach maths using Numicon, where pupils study moves from the concrete to the abstract and is carefully sequenced.

On Numicon

In addition, we do Rolling Numbers for our KS1 pupils, and Times Tables Rock Stars for those in upper Key Stage 2.

On Rolling Numbers and Times Tables Rock Stars:

Our pupil Maths rationale is here:

A people without knowledge of their past history, origin and culture is like a tree without roots
Marcus Garvey

History is organised chronologically and aims to broaden children’s awareness and understanding of the past, other peoples and cultures. Within our global history syllabus, children understand chronology and the history of the country they live in within the context of the wider world.

In Reception pupils learn about the past through storytelling. They learn about the Magna Carta and the important promises King John made to the people of England in 1214. Pupils are taught important stories from history that they can explore through imaginative play. The history element of ‘Understanding the World’ in Reception will teach pupils about important events in their own lives and the lives of others. The curriculum will provide opportunities to hear rich and varied vocabulary in context, through stories, high quality texts and through direct instruction.  This will place vital emphasis on developing oracy skills, equipping our pupils with the tools they need to articulate their thoughts and express themselves.

In Key Stage One, our pupils learn more about the monarchy, one of the most famous institutions in Britain. Pupils will learn that in the past, Kings and Queens made important decisions about going to war, promoting or persecuting religious beliefs, about government and spending. In Year One, our pupils will learn about the changing balance of power from the King to parliament. They will find out about our government today and how our country is run. Pupils will explore voting and will begin to develop an understanding of democracy. In Year Two pupils begin learning about Ancient History, starting with Mesopotamia and Ancient Egypt. Pupils will study how people began to write things down using hieroglyphs and will explore some early laws from the Code of Hammurabi.  

In Key Stage Two, pupils continue to deepen their understanding of our island story in a chronological narrative. They will look at key figures who have shaped our nation, such as Henry VII, Elizabeth I, Oliver Cromwell and Queen Victoria. Through study of significant people throughout history, pupils will gain an understanding of terms such as empire, democracy, civilisation and parliament. Pupils will also continue to study the nature of ancient civilisations, including Ancient Greece in Year 3 and Ancient Rome in Year 4, developing an understanding of how attitudes towards individual liberty have changed over time.  In Year 5, children learn about slavery and the 1807 Bill for the Abolition of the Slave Trade. At Turner Schools, we believe that through study of the past, children will gain rich understanding of liberty, democracy and the rule of law that will contribute to their growth and personal development as a citizen of Britain.  

Our pupil rationale for History is here:

Geography focuses on the physical and human features of the planet we live on. We focus on the concept of place, learning how to recognise and describe the earth, we pay close attention to our home, the United Kingdom, and develop an in-depth understanding of world geography.

Geography in the Early Years comes under the umbrella of ‘Understanding the World’. Our location in Folkestone means we are perfectly positioned to learn about Europe and the rest of the world. Our Early Years pupils take photos of things in their environment from an aerial perspective and begin to understand how things can be viewed from above. They explore simple maps of their local area and draw their own maps.

In Key Stage One, pupils learn about the seven continents and the five oceans. They look at globes and maps, beginning to understand what information they hold. They draw maps of the local area and begin to use symbols in a key. Fieldwork is an essential part of geography and pupils will have many opportunities to develop geographical skills such as data collection, interpretation of geographical sources and communication of geographical information. In Year 2, pupils begin to study Europe in more detail, focussing specifically on Northern Europe. Using ambitious geographical vocabulary, pupils describe key physical and human features of places they study.

In Key Stage Two, continuing to build upon the strong foundation of knowledge established in Key Stage One, pupils will study areas of the UK in more detail. They will locate counties and cities of the United Kingdom, identify human and physical characteristics of regions and recognise topographical features such as mountains and rivers. Pupils will study places further afield such as India, China, Japan and Australia. These studies will contribute to a sophisticated understanding of globally significant places and will equip pupils with the vital knowledge required to participate fully in our society.

Our pupil rationale for Geography is here:

I found I could say things with color and shapes that I couldn’t say any other way
Georgia O’Keeffe

Art teaching has two strands; the making of art in which pupils use a range of media and styles to create their own art. The second strand is the meaning, or knowledge, of art, where pupils are introduced to important works of art that enrich their understanding of history and of the world they inhabit.

Under the umbrella of ‘Expressive Arts and Design’, pupils at Turner Schools will participate in lessons that focus on both making and appreciating art. Pupils in reception will learn important artistic skills such as colour mixing. They will look at works of art by famous artists including Van Gogh and will think about the processes artists undertake to complete a work of art. Pupils will explore a wide range of materials and will make choices about which materials they will use for different purposes.

In Year One, our pupils continue to practise using colour in their art works. They are taught how to create tints and shades to enhance their use of colour. Pupils also study architecture and sculpture, looking at the design of famous buildings and how art can be created in three dimensions. In Year Two pupils will become familiar with the terms we use to describe different kinds of paintings. They will focus on portraits and self-portraits. Pupils will have opportunities to create their own works in the different ‘genres’. Pupils will learn language used to describe works of art including, line, shape, colour, texture, detail. This will help them to express what they can see and share their ideas. Some of the artists that will be studied include Miro, Rousseau, Van Gogh and Hogarth. We will teach our pupils about wonderful works of art, giving them shared knowledge to which they can respond with individual creativity.   

Visual Arts in Key Stage Two builds on the knowledge and skills pupils have developed in the previous years. Pupils have learned about the main elements of art include line, shape, form, space, light, texture, and colour. In Year Three and Four, building on what the children have learned in earlier years, the concepts of light, space and design are introduced through the works of Caravaggio, Vermeer, Matisse and Turner. The aim of the Visual Arts curriculum is to give pupils the opportunity to understand or ‘read’ a piece of art work, and to use that knowledge to develop artistic skills of their own.

Our pupil rationale for Art is here:

Art rationale

Religious Education

We strive to promote pupils’ spiritual, moral, social and cultural development.

We teach the children to ask questions, while teaching them knowledge and understanding. We explore the main tenets of world faiths, in order to support children in developing their own values and principles.


This is taught throughout the school’s operation, as part of our community emphasis, through history, but also in the conduct we expect and our school rules where the modern British value of toleration is through exercising acts of respect for one another and our immediate environment.

The science of today is the technology of tomorrow
Edward Teller


Our aim is to teach scientific knowledge and concepts so that children can understand how science works in everyday life. Balanced science activities, including practical work and investigations, are an integral part of the science curriculum.

Our pupil rationale for Science is here:


Computing Rationale

Computing draws together the strands of computer science, information technology and digital literacy, and seeks to equip children with computational thinking skills and the creativity they need to understand and change the world. Children learn the fundamental principles and processes of computation; they gain practical experience of writing code to solve problems and to model systems; they become skilled at creating high quality content using digital tools; and the become safe, responsible and critical users of technology.

Our pupil rationale for Computing is here:


In Computing, we learn about how technology works and how to use it safely.

Words we use in computing

  • algorithm
  • program
  • debug
  • sequence
  • data
  • software
  • network
  • online safety

Mens sana in corpore sano
ascribed to Juvenal (Latin phrase meaning ‘a healthy mind in a healthy body’)
An emphasis on participation, learning key sports skills while understanding the specific rules of major sports, and a healthily competitive attitude combine to make sport an important feature of the school, both within the school day and after school.

Our school is fortunate to have an Astro Turf, as well as other spaces in which team sports can be played. This means that at play times and in sports lessons the children have ample space to exercise and play matches, as well as to learn sports skills.

Inside, a spacious hall facilitates the teaching of gymnastics, dance and drama.

Sports Report – Coming soon

Our pupil P.E and sport rationale is here:

Music expresses that which cannot be said and on which it is impossible to be silent
Victor Hugo

The teaching of music takes place in all classes weekly, as well as weekly times for children to sing together.

Our pupil Music rationale is here:

From Reception to Year Six we teach French, initially through songs and games, graduating to lessons in comprehension and grammar.

In an increasing globalised world, learning a modern foreign language equips our children with the skills to make connections with different people and cultures. Knowledge of a modern foreign language develops a confidence in pupils which equips them with the communication skills needed in Europe and a global marketplace.

Pupils will be taught to:

  • listen attentively to spoken language and show understanding by joining in and responding;
  • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words;
  • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help;
  • speak in sentences, using familiar vocabulary, phrases and basic language structures;
  • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases;
  • present ideas and information orally to a range of audiences;
  • read carefully and show understanding of words, phrases and simple writing;
  • appreciate stories, songs, poems and rhymes in the language;
  • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary;
  • write phrases from memory, and adapt these to create new sentences, to express ideas clearly.
  • describe people, places, things and actions orally and in writing.