INTENT

At Minster-in-Sheppey Primary School, our curriculum is intentionally designed to ensure that every child Belongs, Thrives and Achieves. This is central to our mission to help all pupils become the best learner, the best friend and the best citizen they can be.

We nurture confident, compassionate and capable young people who develop pride in themselves, their heritage and their community. Our curriculum intent is further strengthened by our Minster Learning Muscles, which underpin learning behaviours and personal development:

• Motivated to Learn
• Independence
• Never Give Up
• Self‑Reflection & Evaluation
• Teamwork
• Empathy
• Risk Taking

These learning muscles help children build the resilience, emotional intelligence and confidence required to thrive academically and personally.

We recognise the rich, layered heritage of Minster, Sheerness, Eastchurch, Queenborough, Blue Town and the wider Isle of Sheppey. At Minster Primary, we believe that children learn best when they feel they Belong—when learning is rooted in their lived experiences and cultural identity.

Beginning with BELONG: Local Context & Heritage

Our curriculum begins each year with what children know—their local environment and their community. This is a deliberate pedagogical choice because belonging supports learning readiness and confidence.

We believe:

• Belonging fuels curiosity
• Pride in heritage strengthens identity
• First-hand experiences make learning meaningful
• Children thrive when their community is celebrated

Term 1 includes rich, hands‑on experiences, such as:

• Local fieldwork
• Visits to Blue Town Heritage Centre and local landmarks
• Map studies, sketches and observational drawing of Sheppey
• Learning about maritime history, natural landscapes and cultural stories
• Community interviews and oral history
• Exploring local architecture, industry and wildlife

This grounding in local context prepares pupils to explore the national and global landscape with confidence and purpose throughout the year. Starting with a strong sense of Belonging enables children to Thrive in learning and Achieve across all curriculum areas.

Embedding Sustainability and Environmental Responsibility

As an island community, our children directly observe the effects of environmental change. Sustainability is therefore a golden thread across Geography, Science and Design & Technology.
We teach pupils to:

• Recognise the beauty and fragility of the natural world
• Understand local and global environmental issues
• Explore climate change, renewable energy and conservation
• Consider sustainability and ethics when designing products
• Examine human impact on ecosystems, resources, and landscapes

This ensures our pupils grow into responsible citizens who understand their role in protecting the environment.

IMPLEMENTATION

Our curriculum is built around six carefully sequenced themes that spiral throughout the school. Each theme develops deeper knowledge over time and supports connected learning across subjects. Geography, History, Art and Design, Design and Technology are linked strongly to each theme. For some subjects such as: Computing links are made if appropriate, whilst subjects such as: MFL are taught discreetly.

THE SIX THEMES

Term 1: Home and Away

Focus: Local environment, belonging, identity, community
Children begin with their immediate surroundings—school, home, neighbourhood and the Isle of Sheppey.
This theme includes:

• Fieldwork and geographical enquiry
• Local history studies (maritime heritage, industrial change, aviation links)
• Cultural identity work
• Art inspired by local landscapes and architecture
• Community engagement and mapping
  This theme builds a foundation of Belonging that strengthens learning for the rest of the year.

Term 2: Time Tunnel

Focus: Significant historical periods, chronology, change over time
Children explore:

• Key eras from British history
• Ancient and world civilisations
• Significant individuals and turning points
• Comparing past and present
• Evidence, artefacts and primary sources

This theme develops children’s historical thinking, ability to make connections, and understanding of cause and consequence.

Term 3: One World

Focus: Geography of the UK, Europe and the wider world
Pupils learn about:

• Countries, continents and oceans
• Human and physical features
• Mountain ranges, rivers, coasts and biomes
• Cultural diversity, migration and global communities

This theme strengthens children’s global awareness and understanding of how people live in different places.

Term 4: Through the Ages

Focus: Ancient civilisations and influential historical periods
Across year groups, pupils study:

• Early civilisations such as the Egyptians, Greeks and Mayans
• Technological and cultural advancements
• Beliefs, art, architecture and societal structures
• How developments from the past shape the modern world

This theme deepens historical understanding and comparative thinking.

Term 5: Environmental Explorers

Focus: Environmental science, sustainability, ecosystems
Children investigate:

• Climate zones and extreme environments
• Human impact on habitats
• Conservation, recycling and responsible citizenship
• Renewable and non-renewable resources
• Pollution and global warming

This theme links closely to Science, DT and Geography, helping pupils recognise their role in sustaining the planet.

Term 6: Going Global

Focus: Global issues, trade, economy, conflict and cooperation
Children explore:

• Fair trade and supply chains
• Economic inequality and global resources
• International conflict and peace
• Natural disasters and humanitarian responses
• The interconnectedness of modern societies

This theme helps pupils understand the complexity of the modern world and their role within it.

SUBJECT IMPLEMENTATION

Below is a detailed overview of how each subject is taught and how it contributes to pupils' ability to Belong, Thrive and Achieve.

READING & PHONICS – Monster Phonics & Accelerated Reader

Monster Phonics (SSP) & Accelerated Reader

At Minster Primary, early reading is taught through Monster Phonics, a DfE‑validated Systematic Synthetic Phonics programme. Children receive daily, structured phonics sessions from EYFS into Key Stage 1, with clear progression in grapheme–phoneme correspondences, blending, segmenting and reading fluency.

Once secure in phonics, pupils move onto Accelerated Reader, which supports:

• independent, self‑selected reading
• reading for pleasure
• personalised challenge
• monitoring of comprehension development
• rapid growth in vocabulary and language confidence

Reading is prioritised across the entire curriculum; it is the gateway to accessing all learning.

Belong

• Shared reading routines help children feel part of a reading community.
• Inclusive texts reflect diverse backgrounds so all children see themselves in stories.

Achieve

• Systematic teaching of Monster Phonics enables rapid reading progress.
• Accelerated Reader provides personalised challenge, ensuring every child can meet ambitious but achievable goals.

Thrive

• Reading for pleasure builds confidence, curiosity and emotional wellbeing.
• Strong reading ability gives children access to the full curriculum, helping them flourish long‑term.

WRITING

Our writing curriculum is built around high-quality texts and the Talk for Writing approach. Children first internalise language patterns through oracy, drama, vocabulary exploration and shared discussion before moving into independent writing.
We ensure:

• progressive teaching of grammar and punctuation in context
• modelled, guided and independent writing
• opportunities to write across subjects for real purposes
• exposure to diverse authors, genres and cultures

Belong

• Talk for Writing encourages collaboration, shared language and collective creativity.
• Exposure to diverse authors and cultures builds empathy and inclusion.

Achieve

• Carefully sequenced grammar and writing instruction develops secure skills.
• Clear progression ensures pupils become competent, effective communicators.

Thrive

• Expressing ideas through writing supports wellbeing and identity.
• Writing for real purposes deepens motivation and pride.

MATHEMATICS – White Rose & Mastering Number

Our mathematics curriculum follows White Rose Maths, ensuring a carefully sequenced journey through fluency, reasoning and problem-solving. Units build small steps of progression, using manipulatives and representations to strengthen conceptual understanding.

The Mastering Number programme strengthens early number sense, automaticity with number facts and confidence manipulating number.

Belong

• Use of manipulatives and talk partners ensures all children can access learning.
• A growth‑mindset culture shows that everyone can succeed in maths.

Achieve

• Small‑step progression supports mastery for every learner.
• Early fluency programmes build strong number foundations.

Thrive

• Problem‑solving builds resilience, confidence and real‑world independence.
• Secure numerical understanding empowers children across subjects.

SCIENCE – Kent Science Scheme & Developing Experts

Our science curriculum is:

• Knowledge‑rich
• Enquiry‑driven
• Vocabulary‑focused

We use Developing Experts to enhance explanations and introduce scientific stories that build context and meaning. Children practise working scientifically through practical investigations and real‑world problems.

Belong

• Collaborative investigations foster teamwork and shared purpose.

Achieve

• Knowledge‑rich content ensures children build secure scientific understanding.
• Enquiry skills help children think critically and apply learning.

Thrive

• Practical investigations encourage curiosity and wonder.
• Understanding the world supports lifelong interest and future opportunities.

GEOGRAPHY

Geography begins with local understanding and gradually expands outward. Pupils learn:

• Map skills, compasses, grid references
• Landforms and physical processes
• Human geography, settlement and population
• Environmental responsibility

Sustainability is a core element throughout.

Belong

• Local area studies strengthen children’s connection to their community.
• Learning about diverse places promotes global belonging.

Achieve

• Progressive map skills, fieldwork and vocabulary build strong geographical fluency.

Thrive

• Understanding the environment nurtures responsibility and stewardship.
• Curiosity about the world enriches personal growth.

HISTORY

History is taught through enquiry, chronology and critical thinking. Pupils develop an understanding of:

• Civilisations
• Significant individuals and events
• Cultural identity
• Change and continuity

Local history enriches children’s sense of belonging, while global history broadens curiosity.

Belong

• Local history helps pupils understand their heritage and identity.
• Stories of diverse civilisations and individuals promote respect and inclusion.

Achieve

• Chronology, enquiry and critical thinking are taught progressively and systematically.

Thrive

• Exploring the past deepens empathy and perspective.
• History enhances children's confidence in understanding the modern world.

DESIGN & TECHNOLOGY

DT develops creativity, problem‑solving and technical knowledge. Pupils:

• Research, design, make and evaluate
• Select materials with sustainability in mind
• Learn mechanisms, structures, textiles and food technology
• Create purposeful, user‑centred products

Belong

• Working in teams to design and create builds collaboration and shared purpose.

Achieve

• Clear design‑make‑evaluate cycles develop competence and technical skill.

Thrive

• Creative problem‑solving strengthens resilience and adaptability.
• Making purposeful products gives children pride and ownership.

COMPUTING – Purple Mash

Children develop skills in:

• Coding
• Data handling
• Multimedia
• Safe online communication

Purple Mash provides structured progression and a safe digital platform.

Belong

• Online safety and communication build responsible digital citizens.
• Accessible tools allow all learners to participate.

Achieve

• Children develop progressively stronger coding, data and media skills.

Thrive

• Digital confidence enhances learning across the curriculum.
• Creativity through multimedia supports expression and enjoyment.

PSHE & RSE – Jigsaw

Jigsaw supports emotional wellbeing, resilience and healthy relationships. Units include:

• Being Me in My World
• Celebrating Difference
• Dreams and Goals
• Healthy Me
• Relationships
• Changing Me

This helps pupils understand themselves and others and supports their ability to Thrive.

Belong

• Units explicitly teach identity, relationships and community.
• Children develop a secure sense of self and belonging.

Achieve

• Emotional literacy and self‑regulation support academic success.
• Goal‑setting develops motivation and confidence.

Thrive

Wellbeing, resilience and healthy relationships underpin lifelong thriving

RE – Kent Agreed Syllabus

RE explores:

• Christianity
• Islam
• Judaism
• Hinduism
• Humanism

Children learn about belief, tradition, morality and meaning, helping them develop respect, empathy and critical thinking.

Belong

• Understanding beliefs fosters respect and a sense of shared humanity.

Achieve

• Developing knowledge, enquiry and analysis strengthens academic skill.

Thrive

• Exploring meaning helps children develop empathy, perspective and confidence.

PE – Primary PE Planning (PEP)

PEP provides structured progression in:

• Movement
• Coordination
• Teamwork
• Strategy
• Performance

Pupils build physical confidence, wellbeing and resilience.

Belong

• Team games and inclusive sports promote collaboration and community.

Achieve

• Structured progression builds physical literacy and skill mastery.

Thrive

• Physical activity supports mental health, confidence and resilience.

MUSIC – Charanga

Charanga develops:

• Pulse, rhythm and pitch
• Singing and instrumental work
• Improvisation and composition
• Musical appreciation

Belong

• Singing and ensemble work unite pupils in shared experiences.

Achieve

• Technical skills in rhythm, pitch and composition develop progressively.

Thrive

• Music boosts wellbeing, creativity and self‑expression.

MFL

Children develop:

• Basic vocabulary and conversation
• Listening and speaking skills
• Cultural understanding

This helps build global knowledge and curiosity.

Belong

• Learning another language builds cultural appreciation and global connection.

Achieve

• Progressive vocabulary, speaking and listening skills enable communicative success.

Thrive

• Language learning builds confidence and opens future opportunities.

IMPACT

We evaluate the impact of our curriculum through:

1. Pupil Outcomes

• Regular assessments
• Clear progression maps
• Evidence of secure knowledge retention

2. Work Scrutiny & Moderation

• Book looks
• Trust‑wide moderation
• Digital portfolios

3. Pupil Voice

• Understanding of key concepts
• Sense of belonging and engagement
• Confidence articulating learning

4. Long‑Term Memory Development

• Retrieval practice
• Low‑stakes quizzes
• Spaced learning

5. Behaviour & Wellbeing

• Positive learning behaviours
• Participation in enrichment
• Emotional resilience

6. Inclusion & Equity

• Monitoring of SEN and disadvantaged pupils
• Adaptive teaching and targeted support

7. Preparation for Next Steps

Pupils leave Minster:

• Literate, numerate and articulate
• Proud of their heritage
• Able to navigate the wider world with curiosity
• Motivated, resilient and responsible
• Ready for secondary school academically and personally

They Belong in their community, Thrive in their learning, and Achieve being the best they can be -best learner, best friend and best citizen