Curriculum Intent

At Minster‑in‑Sheppey Primary School, our curriculum is purposefully designed to ensure every child Belongs, Thrives and Achieves. This commitment sits at the heart of our mission to help all pupils become the best learner, the best friend and the best citizen they can be. Our curriculum is ambitious, inclusive and built around the belief that children flourish when they feel valued, connected and motivated to explore the world around them.

We aim to develop successful learners who are curious, articulate and resilient; confident young people with a strong sense of identity; and responsible citizens who understand their role within their local and global community. Through carefully planned opportunities and high‑quality teaching, we nurture children who develop pride in themselves, their heritage and the unique island community they belong to.

Developing the Whole Child

Our curriculum goes far beyond the acquisition of knowledge. It has been intentionally shaped to develop pupils’ personal qualities, learning behaviours, social skills and moral understanding. Pupils at Minster leave us as:

• motivated and independent learners
• critical thinkers who communicate confidently
• emotionally intelligent young people
• resilient, reflective and willing to take risks
• compassionate individuals who value diversity
• active participants in their school, community and environment
• responsible global citizens

We cultivate these attributes through the explicit and consistent development of our Minster Learning Muscles:

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

These learning muscles underpin all aspects of school life. They guide our pedagogical choices, shape classroom culture, and ensure pupils develop the personal dispositions required to thrive in an ever‑changing world.

A Curriculum Rooted in Belonging: Local Context, Heritage & Identity

The Isle of Sheppey has a rich, distinctive heritage spanning maritime history, aviation engineering, military significance, natural landscapes and diverse communities. We recognise that many of our children hold a deep connection to Minster, Sheerness, Eastchurch, Queenborough and Blue Town—and that many others are new to the island and still developing their sense of identity.

Our curriculum ensures all pupils feel they Belong by:

• valuing and celebrating the island’s history, geography and culture
• connecting learning to pupils’ lived experiences
• ensuring every child sees themselves reflected in the curriculum
• strengthening pride in place, community and heritage
• building the foundation for deeper national and global understanding

Each academic year starts with an intentional focus on local context, enabling pupils to ground their learning in what is familiar before moving outward to wider themes and concepts. Early units include:

• fieldwork in local landscapes, coasts and urban areas
• visits to Blue Town Heritage Centre and significant local landmarks
• observational drawing, map work and studies of the island’s geography
• oral histories and community interviews
• explorations of Sheppey’s architecture, wildlife and industries
• learning about the island’s maritime, military and cultural stories

We believe that belonging strengthens curiosity, confidence and readiness to learn. When pupils feel rooted and proud of where they come from, they are better prepared to engage with the national curriculum and the wider world.

Language-Rich Classrooms & the Central Role of Reading

Many pupils join Minster with low levels of literacy, communication and oral language. For this reason, language acquisition is a core driver of our curriculum, underpinning every subject and every learning sequence.

Our pedagogical principles place a strong emphasis on:

• talk for learning
• explicit vocabulary teaching
• structured discussion and debate
• high‑quality texts across the curriculum
• reading for pleasure as part of school identity

Reading is a central pillar of learning at Minster. We believe reading is the key that unlocks the wider curriculum and provides access to knowledge, insight and confidence. Our strong reading culture, supported by Accelerated Reader, aims to ensure that every child becomes a fluent, passionate reader with the vocabulary, comprehension and reasoning skills needed to succeed.

A Curriculum that Prepares Pupils for a Sustainable Future

As an island community, environmental change is visible, tangible and deeply relevant to pupils’ daily lives. Sustainability is therefore not an add‑on but a golden thread woven through Geography, Science, Design & Technology and wider curriculum experiences.

We teach pupils to:

• appreciate the beauty and fragility of natural environments
• understand the impact of climate change and coastal erosion
• investigate renewable energy, conservation and responsible resource use
• consider ethical implications when designing and making
• explore human influence on ecosystems and biodiversity
• recognise their own agency in protecting local and global environments

Our intention is to develop environmentally literate young people who will not only inherit the future but help shape it.

Aspirational, Inclusive and Equitable

We hold the highest aspirations for all learners, including those with SEND, those who are disadvantaged and those who may face barriers to learning. Our curriculum ensures:

• equity of access
• tailored support and challenge
• diverse representation in content, authors, historical figures and role models
• high expectations for every pupil
• a belief that all children can achieve highly

We want all pupils to leave Minster with the confidence, cultural capital, academic knowledge and personal qualities necessary to succeed in secondary school and beyond.

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

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.

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

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.

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.

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.

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.

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

COMPUTING – Purple Mash

Children develop skills in:

• Coding
• Data handling
• Multimedia
• Safe online communication

Purple Mash provides structured progression and a safe digital platform.

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.

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.

PE – Primary PE Planning (PEP)

PEP provides structured progression in:

• Movement
• Coordination
• Teamwork
• Strategy
• Performance

Pupils build physical confidence, wellbeing and resilience.

MUSIC – Charanga

Charanga develops:

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

MFL

Children develop:

• Basic vocabulary and conversation
• Listening and speaking skills
• Cultural understanding
• This helps build global knowledge and curiosity

Our curriculum is designed to ensure that every child feels a deep sense of belonging, knows they are valued and recognises their place within our school and community. Through rich learning experiences, inclusive practice and high expectations, pupils are supported to achieve their very best academically, socially and personally. Carefully sequenced knowledge, meaningful opportunities for collaboration and a strong focus on language and communication help children master essential skills and make strong progress. As they grow in confidence, curiosity and independence, pupils are equipped to thrive—developing resilience, wellbeing and a lifelong love of learning. By the time they leave Minster, our children know they belong, understand what they can achieve and are ready to thrive in whatever challenges and opportunities lie ahead

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